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No More Telling as Teaching: Less Lecture, More Engaged Learning
Congratulations to Cris Tovani, recipient of ILA's Adolescent Literacy Thought Leader Award 2017! The truth is, when we rely on lecture in an effort to cover content, we're doing students a disservice. Although lecture can be engaging and even useful, lecture alone cannot give kids real opportunities to learn, retain, and transfer the disciplinary ideas, skills, and practices we're trying to teach. Cris Tovani and Elizabeth Moje help us translate the time spent lecturing into powerful learning experiences where students interact and inquire into topics that matter. Their research-based alternatives help you create the conditions for engaging, relevant work that's inherently interesting and sparks critical thinking. Elizabeth Moje helps us understand the latest research on how people learn, and shows powerful evidence that teachers can increase student learning with more purposeful student participation. Veteran teacher and instructional coach Cris Tovani provides a practical model for instruction that's backed by the current research and puts student engagement at the center of your teaching. Her examples of problem-based learning activities include connections to national standards and topics that matter outside the classroom walls. Together, Elizabeth and Cris make a convincing argument that when we minimize teaching-as-telling and transition to planning for kids to do the work, student engagement soars-and so does learning.
112 pages, Paperback
Published April 12, 2017
69 people want to read
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Displaying 1 - 20 of 20 reviews
January 15, 2018
This is an informative professional read. (Thanks to my boss for purchasing this for all department chairs!)
The two Tovani sections, "Not This" and "But That," are well constructed and give practical classroom ideas in several content areas. I enjoyed her realistic application to high school classrooms today.
Moje's section, "Why Not? What works?" is too research heavy for my interests. As an educator, I know it is common sense to not lecture all the time. I really don't need to see research to prove it. This section drones on (like a lecture!) and quite frankly put me to sleep.
On a side note, this book is a wonderful companion to Penny Kittle's Write Beside Them, which I am also currently reading.
The two Tovani sections, "Not This" and "But That," are well constructed and give practical classroom ideas in several content areas. I enjoyed her realistic application to high school classrooms today.
Moje's section, "Why Not? What works?" is too research heavy for my interests. As an educator, I know it is common sense to not lecture all the time. I really don't need to see research to prove it. This section drones on (like a lecture!) and quite frankly put me to sleep.
On a side note, this book is a wonderful companion to Penny Kittle's Write Beside Them, which I am also currently reading.
October 11, 2017
I really love the concept/message behind the book, but outside of section one the writing became so boring. I felt like I was being lectured while reading it instead of it being so engaging like it preaches that classrooms should be. I also do not like how it displays a specific time clock for how classroom lessons should be arranged as lessons should vary in their structure as needed. I love the idea behind the book, but this book could have been just a short paper with just section one. It may just be really repetitive at this point as I have classes centered on constructivism and inquiry-based learning.
July 10, 2017
The book contains some good ideas, but not necessarily anything that I didn't already know. I wish Tovani spent less time on the data and research aspects (which seemed repetitive) and more time discussing the applicability (like she does in the final pages of the book). I'm eager to hear what fellow teachers have to say when we meet to discuss on Wednesday.
June 5, 2017
Mostly geared to middle school and high school teachers, but with good reminders for all about the conditions for learning.
Interesting to see the workshop model reframed as The Engagement Model.
Interesting to see the workshop model reframed as The Engagement Model.
August 21, 2017
It's always good to remind yourself about best practices.
March 20, 2019
I really liked this book, even though it felt a little research heavy. Since lecture is so predominant in many MS or HS classes, I think understanding the research is important. It could provide some good areas of discussion for a school or staff.
May 21, 2017
I really appreciated revisiting Tovani's workshop model (now called "student engagement model") here. If we want kids to learn, they have to DO. And in order for that to happen and happen well, we have to lecture less and coach more.
While the research is hazy on lecture because teachers employ a mix of approaches often, it is clear about engaging students cognitively, behaviorally, and emotionally. And when our targets and learning goals are clear during that work, our classrooms become conducive to learning.
While the research is hazy on lecture because teachers employ a mix of approaches often, it is clear about engaging students cognitively, behaviorally, and emotionally. And when our targets and learning goals are clear during that work, our classrooms become conducive to learning.
November 19, 2017
I like Cris Trovani and what she shares about reading and literacy. I was surprised by the topic of this book, but it's Tovani, so of course I had to read this. Why was I surprised? Well, haven't we been told for quite a few years now that teachers should not use lecturing as the majority/only means of teaching students? This is a 2017 publication; isn't it rather sad that we still need professional books about this?
Tovani offers important points along with data, research, and surveys to defend her assertions along with sample assignments and templates for teachers to use. This could be helpful for someone who relies mostly/solely on lecturing and struggles to offer other learning opportunities. I think (hope?) that this is necessary for the few and not the masses.
Tovani posits that those who rely solely on lectures do so because they believe they are economical, efficient, and effective. She cites examples of students who had teachers who lectured and whom the students enjoyed and learned from, but she states this is due to an engaging lecturer and a relevant topic. She believes that lecturing is not bad but should not be the only method of instruction (one tool in a kit).
Research shows that learners need to do the most work and not teachers in order to truly learn. Tovani challenges teachers to recognize that students always need the following:
a purpose for the work
time to work with the information
time to think
choice in what they learn
Tovani says that learning must include behavioral, emotional, and cognitive engagement so that students take control of their own learning and activate prior knowledge. Teachers must teach in multiple contexts in order for transfer to occur. She refers to the coaching model and providing time for student work time (in class!) in addition to conferencing time and that authentic assignments are crucial. Tovani offers specific examples for content areas for these authentic assignments.
Does all of this sound familiar to those who keep up with educational research? It should. So, why this book and why now? It's part of the Not This But That series, so maybe that's one reason? Could this 96 page (small) book be presented as a long article or two? Maybe.
I appreciate page 48 that reminds teachers about routines, agendas, and goals. I also appreciate pages 63+ that offer argument writing pointers.
Tovani offers important points along with data, research, and surveys to defend her assertions along with sample assignments and templates for teachers to use. This could be helpful for someone who relies mostly/solely on lecturing and struggles to offer other learning opportunities. I think (hope?) that this is necessary for the few and not the masses.
Tovani posits that those who rely solely on lectures do so because they believe they are economical, efficient, and effective. She cites examples of students who had teachers who lectured and whom the students enjoyed and learned from, but she states this is due to an engaging lecturer and a relevant topic. She believes that lecturing is not bad but should not be the only method of instruction (one tool in a kit).
Research shows that learners need to do the most work and not teachers in order to truly learn. Tovani challenges teachers to recognize that students always need the following:
a purpose for the work
time to work with the information
time to think
choice in what they learn
Tovani says that learning must include behavioral, emotional, and cognitive engagement so that students take control of their own learning and activate prior knowledge. Teachers must teach in multiple contexts in order for transfer to occur. She refers to the coaching model and providing time for student work time (in class!) in addition to conferencing time and that authentic assignments are crucial. Tovani offers specific examples for content areas for these authentic assignments.
Does all of this sound familiar to those who keep up with educational research? It should. So, why this book and why now? It's part of the Not This But That series, so maybe that's one reason? Could this 96 page (small) book be presented as a long article or two? Maybe.
I appreciate page 48 that reminds teachers about routines, agendas, and goals. I also appreciate pages 63+ that offer argument writing pointers.
June 24, 2025
No More Telling as Teaching wasn’t as strong as I had hoped, but it did offer some helpful ideas. For years, I’ve taken it for granted that lecturing is not the most effective method of teaching. It seems self-evident that students learn and retain more when they actively engage with material rather than passively record what the teacher says. I picked up this book expecting a clear critique of lecturing and practical suggestions for better instructional methods.
Unfortunately, the first half of the book presented an underwhelming argument against lecture-based teaching. The studies cited were not particularly convincing, and the author seemed to overstate their significance. Ironically, this made me question whether lecturing might not be as ineffective as I had assumed.
The second half of the book was stronger, offering useful strategies for promoting active learning. There are some valuable takeaways here, but overall, I don’t think the book fully achieved its intended purpose.
Unfortunately, the first half of the book presented an underwhelming argument against lecture-based teaching. The studies cited were not particularly convincing, and the author seemed to overstate their significance. Ironically, this made me question whether lecturing might not be as ineffective as I had assumed.
The second half of the book was stronger, offering useful strategies for promoting active learning. There are some valuable takeaways here, but overall, I don’t think the book fully achieved its intended purpose.
December 5, 2018
I appreciated this book for what it adds to the pedagogical discussion of teaching method. Tovani's concept of the breakdown of class into microlessons, student work/conferencing, readdress, and debriefing fits in beautifully in the workshop model.
The research portion of the book, while important, was a bit of a slog, which is why it took me so long to read such a short book. Tovani's clear, example-filled section on methods and problem-based learning was interesting and informative. I wish she had talked more about how to find appropriate resources and audiences for the students' work... I just kept thinking how long and how much work would be required to plan a single unit.
Definitely, plenty to comb through and revisit.
The research portion of the book, while important, was a bit of a slog, which is why it took me so long to read such a short book. Tovani's clear, example-filled section on methods and problem-based learning was interesting and informative. I wish she had talked more about how to find appropriate resources and audiences for the students' work... I just kept thinking how long and how much work would be required to plan a single unit.
Definitely, plenty to comb through and revisit.
September 10, 2018
Teachers often find the beginning of the texts in this series a little slow. Yet after reading the strategies provided in the second half--the more engaged learning activities--they are usually glad to know the research base for what not to do, i.e. lecture a lot of the time. Another problem with this text is that it does attack a paper dragon in that most teachers, in the k-12 environment at least, no longer lecture exclusively. Teachers can get a little lost in defending their practice when it seems to be portrayed as exclusively lecture. I appreciated the great teachers who read and processed this text with me.
May 5, 2017
No More Teaching, Not Telling is a short, yet powerful resource for all educators. Expert teacher Cris Tovani and researcher Dr. Elizabeth Birr Moje provide evidence of how students learn best. (Hint: This research does not reveal that students should sit passively for long periods of time.) Brilliant Cris Tovani shares how to realistically plan for student engagement, including components of behavioral, cognitive, and emotional engagement.
This is a resource that I will return to often.
This is a resource that I will return to often.
July 8, 2017
The book gives solid research against lecturing and emphasizes strategies that show how turning the focus to more problem based work that is tied to more real world experience is better for kids. Marrying this with Beers and Probst's Disrupting Thinking takes this to the next level. This is more rooted in persuading a "traditional" teacher. The time wheel would be a good way for administrators to offer feedback on how time is spent in the classroom.
July 6, 2017
This is a five-star book for me because Cris Tovani and Elizabeth Birr Moje go beyond discussing just the English classroom. The workshop model really can work for all, and most importantly, teachers will know if students understand the content before the final test results. Helpful suggestions about organizing class time will help any teacher, no matter the subject.
May 31, 2019
Practical advice that you can implement into your instruction, as always. I expect no less from Tovani. I can’t wait to try to use her structure for a workshop model with the teachers in my building!
May 21, 2019
Great resource & read. Can’t wait to share this with my preservice teachers!
May 12, 2020
This book reaffirms my desire to move to a more workshop/engaged classroom. Students should spend time each day doing the work of the subject not listening to words being tossed to them.
August 19, 2019
I'd already read What Do They Really Know, so this was a bit repetitive.
June 18, 2017
A good start to my summer professional development goals. Engaging, quick, and lots of food for thought as I dive into my summer months.
September 29, 2017
Totally in agreement with Tovani and she presents lovely examples. Nothing new or groundbreaking for me, though.
Displaying 1 - 20 of 20 reviews