\n Kathy Shay Ph.D.<\/strong>
\nLecturing, when done well, can be an extremely powerful way to teach students content. It is
\nparticularly valuable when students are novices in the field and direct instruction is key to
\nlearning (Clark,Kirschner, & Sweller, 2012). To maximize the effectiveness of good lectures,
\nbrief yet powerful active learning strategies can be incorporated into the lecture. These brief
\nactivities can result in higher levels of student engagement with the material and one another,
\nhigher motivational levels, and can lead to an increased mastery of the material being learned.
\nThese activities offer students the opportunities to reflect on, process, and apply the
\ninformation just learned in the lecture. Based on research reviewed by Prince (2004), adding a
\nbrief interactive exercise into your lecture approximately every fifteen minutes is suggested.
\nResearch has shown that brief non-graded writing exercises during class, for instance, led to
\nhigher academic performance on exams (Drabick et al, 2007), and activities such as quizzes that
\ntarget retrieval practice enhance the long term retention of the content being learned (Karpicke
\nand Roediger, 2007).
\nHere are some (this is clearly not an exhaustive list) examples of brief, active learning strategies
\nthat can be integrated into your lectures (several ideas are from Angelo and Cross, 1993):<\/p>\n
Think, Pair, Share<\/h3>\n
In this activity, you ask students to first think about the answer to a question you pose, identify
\nan example of a concept recently discussed, or consider what they have learned that day in
\nclass. Having students write down their thoughts during this stage is valuable. Next, have
\nstudents share their response or thoughts with one other student in the class. After each
\n\u201cpartner\u201d has shared his\/her initial thoughts, you then move back to the large group and ask for
\nvolunteers (or call on students) to share what they discussed. This is a great way to get
\nstudents who are not as quick to participate in a traditional discussion to share their ideas with
\nthe large group. It works well because it builds in processing time, making it more likely for
\nstudents who like to reflect or \u201ctest drive\u201d their ideas with others before sharing in a large
\ngroup. This can be as brief as 1-2 minutes in each phase or longer if the task requires it.<\/p>\n
Turn and Talk<\/h3>\n
This is an abbreviated version of the Think, Pair, Share activity. If you are short on time, you
\ncan eliminate the thinking portion and have students start out by discussing the topic with a
\npartner and then having a large group discussion.<\/p>\n
One Minute Papers<\/h3>\n
This is a reflective exercise that can be graded or un-graded. At various points throughout the
\nlecture, ask students to stop and summarize what they have learned from the readings or from
\nthe lecture thus far. They only have one minute for this activity so they should be encouraged
\nto focus on major points. At the conclusion of the activity, you can move on to new content or
\nyou may want to consider having students swap papers so they can see what others thought
\nwas important. A variation of this exercise is to have students write down one major point
\nfrom the lecture, pass the paper to another classmate and each subsequent classmate has to
\nadd another concept learned that day. At the conclusion of the exercise (which can go as many
\nrounds as you deem appropriate), each student will be in possession of paper that has several
\nmajor points from the lesson.<\/p>\n
Muddiest Point<\/h3>\n
This is a great exercise for the end of class. Ask students to identify which concepts they are
\nhaving difficulty understanding. They can pose questions to you about these concepts
\nanonymously. You can collect the papers and address their questions immediately, through an
\non-line conversation or at the start of the next class.<\/p>\n
Classroom Voting<\/h3>\n
At several different points throughout your lecture, ask multiple choice or true-false questions
\nthat students may answer by holding up colored note cards, using hand signals, or with student
\nresponse systems (clickers). Questions may be posed to promote discussion and\/or to check
\nfor understanding of concepts. When students do not agree on the answer to an objective
\nquestion, call on individual students to defend their chosen answer and convince the class that
\nthey are correct. Try to have the class reach a consensus without your telling them the correct
\nanswer.<\/p>\n
Dusting Off the Cobwebs<\/h3>\n
This is a great activity at the start of class. It takes approximately 5 minutes. Ask students to
\nget into pairs or small groups and to discuss what they learned during the last class or from the
\nreadings. For the first 1-2 minutes, don\u2019t let them look at their course materials. After their
\ninitial discussion, they can look at their materials to fill in any of the information gaps. You can
\ndo a brief review as a large class or simply move onto your new lecture material.<\/p>\n
Speed Remembering<\/h3>\n
Have students line up in two rows where they are facing one another. You can visually post or
\nverbally say a concept or theory and then ask students to talk about this concept\/theory to the
\nclassmate whom they are facing. Give them approximately 30 seconds for this task. Have one
\nrow of students move down one so they are now facing a new person. They can repeat this
\nwith a new concept\/theory. Repeat this exercise with as many concepts as you\u2019d like.<\/p>\n
Note-Taking Checks<\/h3>\n
At various points, ask students to compare their notes with those of a classmate. Have them
\ntalk about the similarities and differences in terms of concepts included. They can use this
\nopportunity to fill in missing information and to ask questions as needed.
\nRuhl, Hughes, and Schloss (1987) found that adding this technique to a lecture produced
\nsignificant learning gains on both short term and long term retention. In their study, students
\nwere asked to engage in this activity 3 times during a 45 minute lecture. Each time, students
\nwere given two minutes for the task.<\/p>\n
Concept Map<\/h3>\n
A concept map is a diagram that shows the relationships among concepts, as illustrated below.
\nRobinson and Kiewra (1995) found that using graphic organizers such as concept map is
\nconnected to increases in learning. In fact, they found that graphic organizers were more
\neffective than outlines.
\nAsk students to work individually, in a pair, or even in a small group to create a concept map of
\nmaterial just learned. You can randomly select a group or two to share their product and
\nsummarize the key points.<\/p>\n
References<\/strong> <\/p>\n
\nAngelo, T. A., & Cross, K. P. (1993). Classroom Assessment Techniques: A Handbook for College
\nTeachers, 2nd edition. San Francisco: Jossey-Bass Publishers.
\nClark, R. E., Kirschner, P.A, & Sweller, J. (2012). Putting students on the path to learning: A case
\nfor fully guided instruction. American Educator, 36, 6-11.
\nDrabick, D.A.G., Weisberg, R., Paul, L, & Bubier, J. L. (2007). Methods and techniques: Keeping
\nit short and sweet: Brief, ungraded writing assignments facilitate learning. Teaching of
\nPsychology, 34(3), 172-176.
\nPrince, M. (2004). Does active learning work? A review of the research. Journal of Engineering
\nEducation. 93(3), 223-231.
\nRobinson, D. H., & Kiewra, K. A. (1995). Visual argument: Graphic organizers are superior to
\noutlines in improving learning from text. Journal of Educational Psychology, 87(3), 455
\n467. doi:10.1037\/0022-0663.87.3.455
\nRoediger, H., & Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests improves
\nlong-term retention. Psychological Science, 17(3), 249-255. doi:10.1111\/j.1467
\n9280.2006.01693.x
\nRuhl, K. Hughes, C., & Schloss, P. (1987). Using the pause procedure to enhance lecture recall.
\nTeacher Education and Special Education, 10, 14-18.<\/p>\n
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