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Season Your Lectures with Active Learning

Explore the benefits of active learning versus traditional lecturing, understand the impact on student engagement and retention of information, and learn practical strategies to implement active learning techniques in your lectures.

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Season Your Lectures with Active Learning

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  1. Season Your Lectureswith Active Learning Michael J. Quinn 1 June 2007

  2. Complete this sentence:Three things I’d like to know about active learning are _________________.

  3. Structure of This Lecture • Critiquing lecturing • Defining active learning • Implementing active learning

  4. Listening Teams • Questioners • Agreers • Nay-sayers • Example-givers

  5. IHow come the more I talk the less my students learn?

  6. Advantages of Lecturing • Spark interest • Provide unavailable information • Convey large amounts of information • Reach large audiences • Model ways of thinking • Maintain control • Protect students • Help auditory learners Source: Sutherland and Bonwell

  7. Disadvantages of Lecturing • Passive students • Inadequate feedback • Flagging attention • Poor retention • Burden on lecturer • Non-auditory learners Source: Sutherland and Bonwell

  8. Students Tune Out Source: Pollio

  9. As lecture continues, retention of new material declines. Source: Johnson, Johnson, and Smith

  10. Retention of New Material Source: McKeachie

  11. Lectures Assume Homogeneity

  12. Listening Teams • Questioners • Agreers • Nay-sayers • Example-givers Source: Silberman

  13. IIActive learningto the rescue!

  14. Fundamentals • Learning is an active process. • Different people learn in different ways. • We often don’t know what we think until we try to say it or write it. • Just because you’ve said it doesn’t mean they’ve learned it.

  15. Genuine Learning Test Reception Recap Explain

  16. Engage More Parts of Brain • Talking and listening • Reading • Writing • Reflecting

  17. “When learning is active, students do most of the work” [Silberman].

  18. Counter the Objections • “That’s not how I learned the material.” • “Active learning is great for children, but college students don’t need it.” • “It’s too slow paced— I’ll spend a lot of time watching instead of talking.” • “I won’t be able to cover all the material.”

  19. IIIFit active learning to your needs and personal style.

  20. Ask Students to... • Restate information • Give examples • Recognize instances • Make connections • Apply concepts • Predict consequences • State converse

  21. In-class Writing Assignments • Be specific — ask students to • analyze – compare • contrast – define • describe – evaluate • justify – prove • summarize – synthesize Source: Fulwiler

  22. Learning Partners • Compare class notes • Discuss an example • Solve a problem • Critique each other’s writing • Question partner about reading • Recap lecture • Develop questions for teacher • Test each other

  23. More Examples • Pop quiz (manual or electronic) • Response cards (anonymous) • Whips • Games (Family Feud or Jeopardy) • Complete outline of lecture

  24. Use in Moderation!

  25. Complete this sentence:Three different ways I can add active learning to my lectures are ________________.

  26. References • Fulwiler, T. Teaching with Writing. Boynton/Cook. 1987. • Holt, J. How Children Learn. Pitman. 1967. • Johnson, D. W., Johnson, R. T., and Smith, K. A. Active Learning: Cooperation in the College Classroom. Interaction Book Company. 1991. • McKeachie, W. Teaching Tips: A Guidebook for the Beginning College Teacher. D. C. Heath. 1986. • Meyers, C., and Jones, T. B. Promoting Active Learning: Strategies for the College Classroom. Jossey-Bass. 1993. • Pollio, H. R. “What Students Think About and Do in College Lecture Classes.” Teaching-Learning Issues No. 53. University of Tennessee. 1984. • Silberman, M. Active Learning: 101 Strategies to Teach Any Subject. Allyn and Bacon. 1996. • Sutherland, T. E., and Bonwell, C. C. Using Active Learning in College Classes: A Range of Options for Faculty. Jossey-Bass. 1996.

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