> I'm not certain what all this "only remebering 10% of lecture" is all
> about. If I listen to a lecture and take notes, I retain everything
> that is important and so do most of my students.
There are at least two issues here.
The first is that I find that students don't know what's important, and so don't know what to retain. Moreover, telling them what's important doesn't help. Their attitude seems to be "After all, if it weren't important, why would he talk about it in lecture?" The obvious answer they arrive at requires them to retain it *all*, which is, of course, impossible because it flies past too fast. (Besides, the "necessity" of transcribing everything I put on the blackboard into their notebooks interferes with processing, and because they're transcribing they don't hear anything that's said, so they don't get the important things into their notes.)
The other is that Kent is, and in fact most of us are, those for whom lecture works. But perhaps that's because any means of presentation would've worked for us. We are the people who have a special talent for mathematics, and it's unfair to our students to assume that the things that worked for us will work for all of them.