…of representing content. Too often we rely on a narrow range of course materials that may present unnecessary barriers for some students. In addition to textbooks and lectures, we can…
…significant. Remarkably, “Programmed Instruction” came out at the bottom. While faculty toil over getting that perfect lecture, the variation in learning outcomes from different lectures is negligible. So what did…
…and self-regulation of learning. What qualifies as active learning remains largely unchallenged. An example of why that’s an issue has become clear in the lecture vs. active learning debate. By…
…it feels. Flipped classrooms don’t have to be all or nothing; you can flip parts of a lecture or an assignment and leave the rest unchanged. Recommendation #3: Build margins…
…the students, it was a reading from the course text that introduced (with jargon) the concepts to be covered in lecture. The other half of the students were assigned a…
…the data in small groups and debriefing as a class. Then I would deliver a short interactive lecture on research in this area, introduce students to a tool that they…
…to is using PowerPoint for lecture slides as opposed to delivering a traditional lecture without visuals. Reaching the second and third levels—empower and extend— involves leveraging technology to promote active…
…clinical practice. Recently, when I was reviewing an exam with a student, I thought about how she was exposed to the content twice during the course: in lecture format and…
