…to learn. It certainly is more efficient, but the question is what kind of learning results from lecture? Too often lecture material is memorized—it hasn’t really been figured out, often…
…Make it easier to understand and remember the material Of course being a learner-centered teacher doesn’t mean you never lecture. Active learning and lecture are not mutually exclusive. They can,…
…the three most important concepts introduced each day in lecture and raised a question about any of this material they did not understand well. This assignment counted for about 2…
…about something in no way ensures they learned it. If and when you find it necessary to lecture, make it a mini-lecture on a crucial/complex matter or a longer lecture…
…what video lectures they’ve made. Perhaps you could borrow one and present it as a “guest lecture” for your class. Consider maintaining a video archive of all the different videos…
…help you decide on your teaching methods and assessment practices. Avoid mismatches in design, such as choosing increased critical-thinking abilities as a learning outcome but choosing to teach by lecture…
…students have actually reviewed the upcoming lesson. If this is relatively new material or a number of students lack existing experience, I may begin the Generalize New Information Step (lecture,…
…1211 to see how universities and colleges are using video to engage students, encourage peer-to-peer learning and support learning beyond the lecture hall. Universities and colleges that use MediaCore can…
