As a scientist with dreams of becoming a professor, I know teaching is part of the package. Whether it’s a class of undergraduates or a single student in a lab, your knowledge isn’t worth anything if you cannot teach it to others. I always say: no one would have cared about Einstein if he couldn’t accurately explain his theories. It doesn’t matter how right you are, science demands you explain your reasoning, and if you can’t explain in such a way to convince others, you still have a ways to go as a scientist.

Einstein was a teacher. After discovering the Theory of Relativity, he wrote and lectured so as to teach his theory to everyone. Likewise I must be a teacher, whether teaching basic concepts to a class of dozens, or teaching high-level concepts to an individual or a small group, teaching is part of science, and mandatory for a professor.

But how do I get good at it?

The first problem is public speaking. I don’t think I get nervous speaking in public, but I do have a tendency to go too fast, such that my words don’t articulate what I’m actually thinking. It’s hard to realize that the concepts you know in your head will be new and novel to the whole world that lives *outside* your head. When teaching these concepts to someone else, you need to go step by step so that they understand the logical progression, you can’t just make a logical leap because you already know the intervening steps.

So OK, I need to practice speaking more, but beside that, what’s the best method for teaching? And here we get to the heart of why I’m writing this post, *I don’t know and I don’t think anyone does*.

Every decade it seems sociologists find One Weird Trick to make students learn, and every decade it seems that trick is still leaving many students behind. When I went to school, teaching was someone standing at the front of the class, giving a lecture, after which students would go home and do practice problems. This “classic” style of teaching is now seen as passe at best, outright harmful at worst, and while it’s still the norm it’s actively shunned by most newer teachers.

Instead, teachers now have a battery of One Weird Tricks to get students to *really* learn. “ACTIVE learning” is the word of the day, the teacher shouldn’t just lecture but should involve the students in the learning process.

For instance, the students could each hold remote controls (clickers) with the numbers 1 through 4 on them. Then the teacher will put up a multiple-choice question at random points during class, and the students will use their clicker to give the answer they think is correct. There’s no grade for this except participation, and the students’ answers are anonymized, but the teacher will give the correct answer after all the students answer, and a pie chart will show the students how most of their classmates answered. So the theory is that this will massively improve student learning in the following ways:

• Students will have a low-stakes way to test their knowledge and see if they’re right or wrong, rather than the high-stakes tests and homework that they’re graded on. They may be more willing to approach the problem with an open mind, rather than being stressed about how it will affect their grade.
• The teacher will know what concepts the students are having trouble on, and can give more time to those prior to the test.
• Students stay more engaged in class, rather than falling asleep, and likewise teachers feel more validated with an attentive class

The only problem is that the use of clickers has been studied, and has failed to improve student outcomes. Massive studies and meta-analyses with dozens of classes, thousands of students, and clickers don’t improve student’s learning at all over boring old lectures.

Ok, how about this One Weird Trick: “flipped classrooms.” The idea is that normally the teacher lectures in class and the students do practice problems at home. What if instead the students’ homework is to watch the lecture as a video, then in class students work on problems and the teacher goes around giving them immediate and personalized feedback on what they’re doing right or wrong?

In theory this again keeps students far more active, they’re less likely to sleep through class and the immediate feedback they receive while working through the problem sets helps the teachers and students know what they need to work more on. Even better, this One Weird Trick was claimed to narrow the achievement gap in STEM classes.

But another large meta-analysis showed that flipped classrooms *again* don’t improve student learning, and in fact *widen* the achievement gap between minority and white students. Not at all what we wanted!

In theory, science teaches us the way to find the truth. Our methods of storing information have gotten better and better and better as we’ve used science to improve data handling, data acquisition, and data transmission. I read both of those meta-analyses on my phone, whereas even just 30 years ago I would have had to physically go to a University Library and check out one of their (limited) physical journals if I wanted to read the articles and learn if Active Learning is even worth it or not.

But while we’ve gotten so much better at storing information, have we gotten any better at teaching it? We’ve come up with One Weird Trick after One Weird Trick, and yet the most successful (and common) form of teaching is a single person standing in front of 20-30 students, just talking their ears off. A style of teaching not too far removed from Plato and Aristotle, more than 2,000 years ago.

I want to get better at teaching, and I think public speaking is part of that. But beyond just speaking gooder, does anyone even know what good teaching *is*?