Season Your Lectures
with Active Learning
Michael J. Quinn
1 June 2007
Complete this sentence:
Three things I’d like to know about
active learning are _________________.
Structure of This Lecture



Critiquing lecturing
Defining active learning
Implementing active learning
Listening Teams
 Questioners
 Agreers
 Nay-sayers
 Example-givers
I
How come the more I talk
the less my students learn?
Advantages of Lecturing

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Spark interest
Provide unavailable information
Convey large amounts of information
Reach large audiences
Model ways of thinking
Maintain control
Protect students
Help auditory learners
Source: Sutherland and Bonwell
Disadvantages of Lecturing


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

Passive students
Inadequate feedback
Flagging attention
Poor retention
Burden on lecturer
Non-auditory learners
Source: Sutherland and Bonwell
Students Tune Out
Source: Pollio
As lecture continues,
retention of new material
declines.
Source: Johnson, Johnson, and Smith
Retention of New Material
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
First 10 Minutes
Last 10 Minutes
Source: McKeachie
Lectures Assume Homogeneity
Listening Teams
 Questioners
 Agreers
 Nay-sayers
 Example-givers
Source: Silberman
II
Active learning
to the rescue!
Fundamentals
1.
2.
3.
4.
Learning is an active process.
Different people learn in different
ways.
We often don’t know what we think
until we try to say it or write it.
Just because you’ve said it doesn’t
mean they’ve learned it.
Genuine Learning
Test
Reception
Recap
Explain
Engage More Parts of Brain




Talking and listening
Reading
Writing
Reflecting
“When learning is active,
students do most of the work”
[Silberman].
Counter the Objections




“That’s not how I learned the
material.”
“Active learning is great for children,
but college students don’t need it.”
“It’s too slow paced— I’ll spend a lot
of time watching instead of talking.”
“I won’t be able to cover all the
material.”
III
Fit active learning to your
needs and personal style.
Ask Students to...

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Restate information
Give examples
Recognize instances
Make connections
Apply concepts
Predict consequences
State converse
In-class Writing Assignments

Be specific — ask students to
analyze
 contrast
 describe
 justify
 summarize

–
–
–
–
–
compare
define
evaluate
prove
synthesize
Source: Fulwiler
Learning Partners
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Compare class notes
Discuss an example
Solve a problem
Critique each other’s writing
Question partner about reading
Recap lecture
Develop questions for teacher
Test each other
More Examples
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Pop quiz (manual or electronic)
Response cards (anonymous)
Whips
Games (Family Feud or Jeopardy)
Complete outline of lecture
Use in Moderation!
Complete this sentence:
Three different ways I can
add active learning to my
lectures are ________________.
References
1.
2.
3.
4.
5.
6.
7.
8.
Fulwiler, T. Teaching with Writing. Boynton/Cook. 1987.
Holt, J. How Children Learn. Pitman. 1967.
Johnson, D. W., Johnson, R. T., and Smith, K. A. Active Learning:
Cooperation in the College Classroom. Interaction Book Company.
1991.
McKeachie, W. Teaching Tips: A Guidebook for the Beginning
College Teacher. D. C. Heath. 1986.
Meyers, C., and Jones, T. B. Promoting Active Learning: Strategies
for the College Classroom. Jossey-Bass. 1993.
Pollio, H. R. “What Students Think About and Do in College Lecture
Classes.” Teaching-Learning Issues No. 53. University of
Tennessee. 1984.
Silberman, M. Active Learning: 101 Strategies to Teach Any
Subject. Allyn and Bacon. 1996.
Sutherland, T. E., and Bonwell, C. C. Using Active Learning in
College Classes: A Range of Options for Faculty. Jossey-Bass. 1996.