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| Description |
Collection Description These resources offer ideas and strategies for creating more student-centered lectures. I use these papers to demonstrate the wide variety of strategies - from simple to fairly elaborate - that can be used to move from a teacher-centered lecture to an interactive learning experience that engages students in the process. Describe how this collection was used. I use this collection of resources to identify strategies for creating more student-centered lectures, that is, lectures that engage students in applying what they are learning to specific problems or to extensions of the concepts presented. It is important to actually USE 1-2 strategies from the group during the professional development presenation...we have to practice what we preach! Some faculty are uncomfortable having to actually engage during a presenation...it provides great discussion opportunities at the end of the talk. Describe who used this collection (classroom, laboratory, education level, etc). This was used in professional development for science educators, especially undergraduate faculty. Describe how this collection works. The collection includes articles and resources that have either specific strategies for increasing lecture interactivity or evidence of the impact of interactive strategies on student achievement and/or interest. I found that providing a wide variety of practical examples makes this type of teaching transformation more easy to envision. I have received considerable feedback that those attending the presentation identified 1-2 strategies that they planned to try in their classrooms. On workshop exit surveys, participants rated the presentation at 4.4 on a 5.0 scale (5="very useful"). Please enter suggestions for colleagues. I hope as you browse the articles, you will find several ideas for adding more student interactions to your lectures. I recommend starting small (such as a think-pair-share) to get students used to the idea that they can no longer simply sit and listen. Moving to more interactive techniques is then simpler. | |||
| Type of Resource | Annotated Collection | |||
| Format | Multiple Formats | |||
| Author |
Marsha Matyas, American Physiological Society
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| Grade/Age Levels |
High School lower division (Grades 9-10) High School upper division (Grades 11-12) Undergraduate lower division (Grades 13-14) Undergraduate upper division (Grades 15-16) Graduate Professional (degree program) Continuing Education General Public Informal Education |
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| Pedagogies | ||||
| Learning Time | >9 hours | |||
| Language | English | |||
| Type of Review | Reviewed by Partner Organization | |||
| Keywords | ||||
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This collection has some innovative ideas on more student-centered teaching.
—Danielle Plomaritas, Liberty University
This collection is big on both quality and quantity. I look forward to incorporating the wealth of strategies presented herein, and expect to reap benefits in my student-teacher connections by doing so.
—Dave Knight, Christopher Newport University
There are several resources in this collection that I found especially interesting. I am looking forward to using the Blunder Lectures, Response cards (letters), hybrid strategies, and a few others. Thank you for putting several of these resources in an easy to find section. The Claude Bernard Lecture was inspiring.
—Jessica Ibarra, University of the Incarnate Word
This is an extensive collection with suggestions for engaging students during interactive lectures. There are many useful approaches that can be adapted for a variety of course settings. The idea of "role playing" specific disease states rather than listing out symptoms is brilliant. The use of colored letters as an audience response system gives a way to gain real time student responses (particularly if clicker technology is unavailable). Although broad, this collection will assist instructors in the development of more student centered approaches within standard lecture formats. The reviewer suggests starting small, if this is new for people-start with "think pair share", which is good advice, I feel.
—Christina Wilson-Bowers, Southwestern University
I found this collection during my spring break and can't wait to try it out. I was describing some of the activities to my colleague that teaches world languages. This has great ideas to get students more engaged which is better for everyone.
—camille jensen, Lincoln Way North High School
I teach high school, so some of the articles and ideas do not work because I don't teach to a lecture hall, but the methodology, the pedagogy, and their research base are solidly presented in these articles and can be easily modified for classrooms of thirty. What's truly refreshing about these articles is the fact that whether or not your teaching college students or high school students - interactive and kinesthetic activities that promote relationships and encourage discussion work and are simply best practices; therefore, they shouldn't be optional.
—Dan Bartsch, Billings Senior High
I am always seeking ways to better engage introductory biology majors in the classroom and getting them seek to apply material they are learning. This guideline is helpful both in the number of options found within the resource and the recommendation to start simple both for the student and the instructor.
I really liked the "blunder a lecture idea." It seems like it would be an effective tool towards the end of a undergraduate lecture course. I plan to incorporate this in an introductory biology course that has an emphasis on structure/function relationships.
—Matt Kreitzer, Indiana Wesleyan University
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