The students are asked to rate their level of surprise on a five-point scale from ‘not surprised at all’ to ‘beyond shock’. Many describe feelings of… - David Franklin

On the whiteboard in Dan’s office, he has written in bold black marker the phrase ‘TEACHING ≠ LEARNING’. He believes that most lecturers pay too much attention to what they are doing in a class. Planning is important, and professors are right to spend time in advance thinking about how the class will be structured. One downside, though, is that professors will often evaluate themselves against what they said they would do in the plan. If they covered the material without tripping up, and gave the right explanations at the right time, they will be happy about how the class went.

I remember he said something like ‘this should be completely obvious to you’, and to me that was crushing… we had a conversation after the mid-term exam, in which the class had averaged 20 out of 90. It was 25 years ago, and I still remember what he said: ‘Frustration is necessary for learning. This idea that you can enjoy learning is a very American idea’.” Dan pauses, the memory of that conversation etched on his face. “I felt so offended by that claim. My professor felt that to learn, you had to push yourself. One of my dreams was to go back to Venezuela[7] and start a university, and I vowed that I would write in the walls of the university that frustration was not necessary for learning.

Now – those who got it right. On the count of three, I’d like you to sit down if you’d seen the question before. 1, 2, 3!” Everyone who was standing sits down. This gets a huge laugh. The students who got the answer wrong suddenly feel much better about their mistake: in a Harvard class, not a single person got it right unless they had seen it before.