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Enhancing Lectures with Interactive Activities

Find out why interactive in-class activities like Think-Pair-Share and Free-Write are essential for active learning. Implement quick assessments using “Clickers” or simple methods like finger counting. Encourage student collaboration through group discussions, demos, and more elaborate activities. Visit provided links for pedagogical examples and resources.

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Enhancing Lectures with Interactive Activities

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  1. Enhancing Lectures with Interactive Activities Elizabeth Malcolm, PhD Associate Professor of Ocean & Atmospheric Sciences Department Coordinator, Earth & Environmental Sciences

  2. Why Use In-class Activities? • Participation by all students • Active learning • Engaging and fun for students • Assess student learning • Easy to incorporate into traditional lecture • http://serc.carleton.edu/sp/library/interactive/index.html

  3. “How Am I Doing?” • Multiple choice questions embedded in presentation • “Clickers”, or • Low tech versions: colored index cards or hold up # fingers corresponding to answer choice • Quickly assess student learning • From assigned reading • After activity or lecture on difficult concept

  4. Think-Pair-Share • Easily adaptable to a wide variety of questions and activities • Pre-planned or spontaneous • All students participate • Instructor can walk around room assessing and offering assistance

  5. Think-Pair-Share Examples: • Write a definition of the greenhouse effect in your own words • Draw a graph showing how temperature changes with height on a windy night and calm night • Label the world map showing where you expect to find fine-grained lithogenous sediment, coarse-grained lithogenous sediment, and biogenous sediment • Conduct a life cycle analysis for gasoline by listing all the potential environmental impacts from cradle to grave. (Half class does gasoline, half corn-ethanol & compare)

  6. Think-Pair-Share Example: How much will temperatures change in the future? Model Prediction Model Predictions Why is there a range in the predictions? What factors will lead to different rates of warming? www.ipcc.ch

  7. Free-Write • Students write continuously for 5 min without concern for grammar/spelling • In depth thinking on open ended questions • Used for self-reflection or application of course content • Examples: • “How comfortable are you with scientific writing? What are your strengths and weaknesses?” • “Do you agree with the report that climate change should be treated as a national security threat by our government?”

  8. Demos • Students make a prediction before • Explain/diagram afterwards • Examples: • Cartesian divers (ketchup packet in soda bottle) • solar bags • Bernoulli “wind” bags • air pressure mat • air cannon • groundwater models www.stevespanglerscience.com/

  9. More Elaborate Activities • Class discussion of an assigned article in small groups • Class poster session • Gallery walk/walkabout • Jigsaw • For examples see http://serc.carleton.edu/sp/library/pedagogies.html

  10. Students Sharing Ideas • Students project graph or diagram w/ document camera • Students create posters w/ large post-it notes in class, stick to walls for poster session

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