Gooblar, D. (2019). The Missing Course: Everything They Never Taught You about College Teaching. Harvard University Press. https://doi.org/10.4159/9780674242470
Overview
Chapter 1 of The Missing Course: Everything They Never Taught You about College Teaching discusses the idea that genuine learning happens when students revise their existing knowledge. Instead of viewing teaching as a way to simply pass on facts, the chapter suggests that instructors should design learning experiences that help students recognize gaps in their understanding and update their thinking.
The chapter argues that teachers cannot force students to learn. Instead, they must create the right conditions for learning to happen. Students come into the classroom with their own viewpoints and assumptions, which shape how they understand new material. By challenging these assumptions, instructors help students see where their knowledge is incomplete. Once students notice these gaps, they become more open to learning new ideas.
A “naive task” is an activity that requires students to make predictions or solve problems before they have all the necessary knowledge. While this may seem challenging, it reveals to students what they do not yet know. When the instructor later provides the missing information, students can better connect new knowledge to their earlier attempts, making the lessons more meaningful and memorable.
Active learning involves students in hands-on activities, discussions, or problem-solving tasks instead of having them only listen to lectures. According to the chapter, courses that use active learning often lead to higher grades and lower failure rates. Students also develop higher-level skills like critical thinking, problem-solving, and collaboration. Active learning can help close performance gaps among different groups of students by engaging everyone more effectively and encouraging each student to participate in class activities.
However, the chapter cautions that simply using active learning techniques does not automatically guarantee success. Instructors who plan activities carefully and connect them to clear learning goals are more likely to see positive results. It is the thoughtful implementation that truly benefits students.
The chapter draws on constructivist ideas, which see learning as a process of building new models of reality. Students are encouraged to draw on what they already believe, compare it to new information, and then revise their thinking as needed. Social interaction is also an important part of this process. Working in groups or discussing topics with classmates can spark new insights and challenge faulty assumptions. Reflection is another key element, helping students transform daily class activities into deeper learning experiences.
Encouraging students to speak up, ask questions, and join discussions can sometimes lead to resistance. Some students may prefer passively listening and taking notes because it feels safer. The chapter suggests that teachers explain why they use active learning techniques so students understand the benefits. By creating a supportive and respectful classroom environment, instructors can reduce anxiety and invite everyone to share their ideas.
Active learning requires students to interact more often during class. The biggest factors that influence whether they will do so are their confidence levels and their view of the classroom climate. Instructors can improve confidence by:
Providing clear instructions and setting expectations.
Using small-group work so students practice talking in low-pressure settings before sharing with the entire class.
Ensuring a safe atmosphere, where all participants feel respected.
Cold-calling, or calling on students at random, can also encourage participation if done in a fair and supportive way. It prompts students to be prepared and helps them get comfortable speaking up.
Lectures can still be useful for sharing important facts or explaining complex ideas. However, the chapter suggests adding short breaks for questions, group discussions, or note comparisons. This approach combines the efficiency of traditional lectures with the deeper engagement of active learning. Students are more likely to stay alert and reflect on the material if they are regularly asked to pause, think, and interact.