This article first appeared in the Teaching Professor on March 7, 2018. © Magna Publications. All rights reserved. Faculty who teach large classes confront the long-existing challenge
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Most of us think we know what active learning is. The word engagement quickly comes to mind. Or, we describe what it isn’t: passive learning.
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A lot of students seem to assume that as long as the assigned work is completed on time, test scores are good, and attendance is satisfactory, they shouldn’t be forced to participate. This special report will help you create favorable conditions for more active classroom discussions.
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