Your classroom is bigger than that space you reserve to meet in a couple of times a week. It always has been. You can not keep doing what you’ve always been doing and think you’re going to get different results. Adapting the way you teach is not optional. It’s imperative.
Previously, students read the textbook before class and then came to class and you lectured on the same content. You were impassioned, funny, clever, erudite. Well, maybe not all the time… Your job was never just about getting them to read the text, so much as to expose them to the ideas, processes, cases, and real world applications that came out of the text. Which part of that should keep happening in your classroom? Which part of that is more engaging elsewhere?
It has never been easier to design experiences which take the classroom experience out into the world (24/7!), and there touch, taste, feel, search, discuss, skype, draw, visualize, record, chart, experiment, sequence, hypothesize, journal, create, make, do!
Back in the classroom ask questions, report failures, share conclusions, rale against the gods, rant about the industry, posit a new theorem, get feedback on ones journey, only to go back out and do it all over again having the support, guidance and direction of one or more who have navigated before the construct and sequencing to the inside/outside classroom experiences of the student scholar.
The classroom is a box, long ago converted from a delineated space where scholars and wannabe scholars interacted. Scholars used nothing more than their voices, their timbres, passion, expression, elocution, and rhetoric to incite their students with a desire to gain more capacity in their chosen field. Thus was born the lecture. It was codified as a rehearsed staple of teaching. It has a place today.
But the lecture today shares that place with a plethora of techniques, some of them more suited for what once only the lecture tried to do.