Loud

We bring in experts—our classroom teachers—but just one expert per room, for twenty or thirty or more student novices—and then provide the experts with no means for showing off their expertise. They aren’t acting like mathematicians or historians; they’re experts at telling novices about math and history. It wouldn’t be a bad method if you were trying to train future lecturers. If we wanted all our students to become lecturers, then it might make sense to expose them to twelve years of lecturing; they would certainly learn a lot about different lecturing techniques. But if the assumption is that they’re going to learn about math or music, then you need to put them with mathematicians or musicians.