…allowed to text; the other turns phones off. After the lecture, students complete a short quiz. Ellis, Daniels, and Jauregui (2010) report students in the phones off group score significantly…
…especially helpful. In your office immediately after a class session, spend a few minutes going through the session plan and reflecting on lecture segments, questions, and activities. Make note of…
…quite common for online classrooms, but consider including weekly videos to help clarify the weekly discussions and assignments. A 3- to 5-minute lecture regarding the weekly work expands the course…
…demoralizing exercise. While I can predict most of the comments, and the fact that they often contradict one another (“More group work,” “I don’t like group work!”; “Your lectures are…
…interest in explanations, Donald Bligh’s book What’s the Use of Lectures? (Jossey-Bass, 2000) identifies 11 different kinds. His book also merits a revisit in light of recent lecture-active learning conversations….
…by a lecture, reading a section of a text, observing a demonstration or watching a video. Faculty who embrace a flipped classroom design will often deliver a chunk of information…
…unusual resource, giving an unexpected assignment—doing something that disrupts the routine. One physics colleague presents a “Gee Whiz” lecture that provides illustrations of unusual applications of theories within the field….
…will the test questions be like? Again in small groups, students are assigned a different section of the text, notes from a lecture, or specific topics, and they are charged…
