Gever Tulley Quotes

People learn more if they're learning in directly engaging ways.

All genuine learning is active, not passive. It involves the use of the mind, not just the memory. It is a process of discovery, in which the student is the main agent, not the teacher.

What, of course, we want in a university is for people to learn the skills they're going to need outside the classroom. So, having a system that had more emphasis on inquiry and exploration but also on learning and practising specific skills would fit much better with how we know people learn.

I think people learn best and are more engaged when it's just normal relatable situations that illustrate the principles they're discussing.

Crucial to science education is hands-on involvement: showing, not just telling; real experiments and field trips and not just 'virtual reality.'

Learning by doing is the only way I know how to learn.

A practical part of my teaching is to provide demonstrative, hands-on experiences.

If you improve education by teaching for competence, eliminating schooling, and connecting with students, the test scores will improve.

Learners are encouraged to discover facts and relationships for themselves.

The drills we do, where you're telling kids to memorize things, don't actually work. What works is engaging them and letting them do things and discover things.

I see no reason why there still are large lectures in universities throughout the world. When people gather, they should be interactive, problem-solving, and experimenting; not passively listening.

Children's ability to learn is infinite when they are engaged.

I'm a craftsman type of teacher. I don't like the thematic type of teaching that takes place in a lot of colleges.

What we want... is for students to get more interested in things, more involved in them, more engaged in wanting to know; to have projects that they can get excited about and work on over long periods of time, to be stimulated to find things out on their own.

That education is not an affair of "telling" and being told, but an active and constructive process, is a principle almost as generally violated in practice as conceded in theory. Is not this deplorable situation due to the fact that the doctrine is itself merely told? It is preached; it is lectured; it is written about.

Learning of all kinds goes on best, lasts best, and tends to lead itself on more when it grows out of a real focus of interest in the learner.

The more involved you are, the more significant your learning will be.

The essence of education is not to transfer knowledge; it is to guide the learning process, to put responsibility for study in the student's own hands...[and] place people on their own path of discovery and invention.

What is desired is that the teacher ceased being a lecturer, satisfied with transmitting ready-made solutions. His role should rather be that of a mentor stimulating initiative and research.

Learning results from what the student does and thinks, and only from what the student does and thinks. The teacher can advance learning only by influencing the student to learn.

Well, part of it is a longstanding belief - it's been in our education establishment at least since the 1930s - that somehow children should be allowed to discover knowledge for themselves, that they should construct their own knowledge. This has surfaced most recently in connection with mathematics instruction, where the idea is that they need to discover how to add for themselves. Rather than being taught how to add, they should construct this knowledge on their own.

The method of teaching which approaches most nearly to the method of investigation is incomparably the best.

The role of education is to interest the child profoundly in an external activity to which he will give all his potential

Schools should be places to learn, not to teach.

Synthesize new ideas constantly. Never read passively. Annotate, model, think, and synthesize while you read, even when you're reading what you conceive to be introductory stuff. That way, you will always aim towards understanding things at a resolution fine enough for you to be creative.