Transcript Slide 1
Neil Quisenberry (Sociology) Alan Alewine (Mathematics) Are you irresistibly drawn to the podium every time you enter a classroom? Do you become irritable when a student’s raised hand interrupts your monologue? Are members of your class still nameless and faceless to you by midterm? Do you still believe that students eagerly await the pearls of wisdom that drop from your lips? The problem is not lecturing but the abuse of the method by going on lecture binges. Excessive, out-of-control lecturing is an addiction. Recovery is possible through a 12 step program. Lecture in moderation. You control your lectures; your lectures do not control you. Use interactive lectures (lecturette/groupette) Little Lectures O f L L imited (LLOLL) ength Small Concentrated Activities Needing Communication (SCANC) Acknowledge that you have a problem in your teaching; it’s not yet perfect. Each group member receives a number from 1 to 4. Begin in pairs (1&2; 3&4). Set a time limit. Tell your story to your partner; partner listens. Switch. (I-Step 1) Tell your partner’s story to the group. (I-Step 2) Tell the class. (I-Step 3) Sharing your own ideas Listening to the ideas of others Paraphrasing Taking turns Admit that there is an educational power (or perspective) greater than yourself and turn yourself over to that higher power or perspective! Active learning may involve… Learning by doing. Discussion with others Thinking, reasoning, problem-solving, etc. Reading, writing, drawing, computing, doing kinesthetic activities, making music, etc. Working with manipulatives Active learning is NOT simply listening. This is one example of an active learning exercise…. Break class into small groups of 4-5 students. Make one student from each group the reporter. Groups will brainstorm about an idea being discussed in class. Reporters from each group line up in front of the class. In round-robin fashion, each reporter quickly explains one idea from his/her group. Continue with round-robin until all ideas are shared with the class. Make a searching and fearless inventory of your teaching practices. Student evaluations Peer observations Video-taping Suggestion box Classroom assessments One-minute papers Comprehension signals (we’ll explain!) Diagnostic quizzes Listening in on group discussions Attending to group feedback Others? Atone for your “wrongs” Be action-oriented, not guilt-oriented! Enroll in workshops for faculty (duh!) Read about active learning (AL) strategies Try a new AL strategy with your students Observe another teaching who uses AL Co-plan an AL lesson with another teacher Team teach an AL lesson Form an AL support group (or join the teaching circle!) Invite former students to lecture to YOU! Attend boring, endless lectures (Betsy Gordon!) and sit in a hard chair in the back of the room. Listen to tapes of your worst lectures. Purge yellowed lecture notes from your files. Volunteer to chair a committee on the importance of active learning. Other ideas? Maintain the Improvements you have made in your teaching Remember to meditate or reflect on your teaching. Be aware of internal and environmental cues that can trigger your addiction. When faced with temptation to lecture, 1. 2. Call your support team Make use of affirmations Lectures all day keep learning at bay. Lectures through the day keep students in a daze. A little lecturing goes a long way, a lot of lecturing makes a long day. A lecture a day keeps the students away. Talk the talk and the students will walk, walk, walk! Other affirmations? Spread the word to other addicts. Model the techniques of active learning Embody this higher power in your teaching Meet regularly with your support group (teaching circle) Share ideas and resources for active learning Emphasize interactive learning by alternating short lectures with brief pair or group activities Cooperative Learning: Increasing College Faculty Instructional Productivity http://www.ntlf.com/html/lib/bib/92-2dig.htm Cooperative Learning Resources http://www.iasce.net/resources.shtml The International Association for the Study of Cooperation in Education http://www.iasce.net/welcome.htm I am a lecture-hall-ic and I must invoke the help of the higher power of active learning. Today, I will control my lecturing. Instead of living to lecture, I will lecture only to inspire, illuminate, invigorate, and inform. I will alternate between little lectures and active learning strategies. When feeling the temptation to go on a lecture binge, I will recite my affirmation(s), call my support group and connect to my PAL (power of active learning). I will reach out and support my brother and sister lecturehall-ics, and help them stay on the wagon of active learning.