Benfits of Teaching Backwards

While educators grapple with the centuries old challenge of aiding student learning, new research brings to light the potential benefits of flipping the order of classroom instruction, challenging the traditional teaching model of presenting a lecture first, followed by a lab.

Assistant professor Dr. Kasee Smith conducted a study published in the Journal of Agricultural Education examining how matching teaching approaches with student learning styles enhances educational gains.

Smith’s research is rooted in experiential learning theory, which recognizes two approaches in grasping knowledge. According to the theory, some people’s learning generally improves with abstract conceptualization, or by thinking through concepts and crafting theories based on observations. This learning style is provided with lectures and readings. Others learn more efficiently through immersion in concrete experience, a hands-on approach to learning directed by tangible activities and exercises.

Traditional science education focuses on abstract conceptualization, with many instructors presenting lectures first. But Smith wondered if this approach accommodates the learning style of only a specific set of students. With 12 years of experience as a high school teacher, she was curious to test the educational outcomes of educators using what is referred to as the “backwards” approach, by exposing students to the lab first, and then a lecture.

“As a teacher, I noticed a distinct trend in units where I started with concrete experience first.”

She found when students were taught with an initial focus on group activities, they walked away with a firm and dynamic comprehension of the material.

“At the time, although I didn’t know why having a tangible experience contributed to a better understanding of the material, but I knew it was important.”

Smith’s research tracked 121 high school students throughout two units on different science topics. The only variance of the lessons was the order of the material presented, with one unit taught in a lecture format first, while the other implemented an activity first. Students were administered both a pre and post test to gauge learning gains relative to their identified preferred learning style.

Students consistently tested higher on units accommodating their preferred learning style. Notably, 80 percent of the students preferred learning style was concrete experience first, the opposite of traditional science teaching models.

Smith is preparing to replicate this study in Idaho and also adjust lessons to different levels of curriculum. If the findings hold consistent, she plans to extend her research into other disciplines such as math.

Smith’s research carries impactful opportunities for the teaching profession.

 “I think the data was incredibly exciting,” she said. “It shows how a shift in teaching style can yield massively positive benefits for students.”