As long as class sizes continue to increase, it is likely that lecturing will be a dominant teaching method in university class rooms. However, there are many different activities that can be integrated into a lecture-based course to encourage the students to engage with the subject material, to facilitate interaction among the students and between the students and the professor, and to revitalize the course by providing a change of pace. Show
For brief descriptions of a number of easy-to-implement ideas beyond those described on this sheet, see the Centre for Teaching Excellence (CTE) teaching tip sheets on “Active Learning Activities” and “Activities for Large Classes.” This tip sheet provides more detailed descriptions of nine activities, including a number of relatively structured activities, along with their time requirements, special features, implementation procedures, and function in the course. The activities are:
Activity 1: QuestionsTime requirements: Varies Special features: Questions are the simplest form of interactive teaching tool. They are useful in any discipline. They can help make students active learners and gauge their level of interest and comprehension. Procedure
Function in the class: Questions are integral to the success of discussion groups. They can also be the organizing principle behind a tutorial or lecture. During lectures, ask questions early on to stimulate interest and gauge students’ level of knowledge; in the middle, to break the pace of the lecture; and/or at the end, to review main ideas and gather ideas for future classes. Activity 2: Pro and con gridTime requirements: 15-20 minutes Special features: This technique helps students develop analytical and evaluative skills, and encourages them to go beyond initial reactions to complex issues. It can be used in any discipline: students can evaluate the pros and cons of a procedure, technique, conclusion, action of a fictional character, political decision, etc. Procedure
Function in the class: Consider using the pros and cons as the basis for a debate, or for a discussion/lecture structured around the evaluation of course material. Activity 3: DebateTime requirements: 15-25 minutes Special features: Debates can be formal or informal: what follows is about informal debates (i.e., debating as a method of class discussion). See Bean (1996) for instructions for holding a formal debate – a much more complicated and lengthy process that can be a focal point for an entire segment of course material. A debate is a good way to encourage class participation in large groups without losing control, and they can work in any discipline. Instructors can plan debates beforehand, or they can emerge spontaneously from classroom material. Procedure
Function in the class: Use ideas and conflicts from the debate to lead into your presentation of course material. Activity 4: Guided analysisTime requirements: 30-50 minutes Special features: This technique helps students develop their analytical skills in any field by observing your analytical skills in action. Procedure
Function in the class: An entire 50-minute tutorial or lecture can be structured around this exercise. Consider leading into the exercise with a mini-lecture on the type of document you and your students will be analyzing. Activity 5: Case studyTime requirements: 20-50 minutes Special features: The case-study method was pioneered at the Harvard law and business schools. Business and law cases tend to be very detailed and long, and take several classes to analyze, but instructors can apply a simplified case-study method (described below) for teaching in many disciplines. Applying theory to an instance as described by some source material can demonstrate the applicability of the course material beyond the classroom. A good case study:
Procedure
Function in the class: Use a case study to lead into a discussion or lecture of course material, showing its relevance by referring back to the case study. Activity 6: Field tripTime requirements: At least 50 minutes; preferably a couple of hours Special features: A field trip can be especially interesting for students and instructors, and it facilitates some types of learning that cannot take place in a classroom. A field trip to a professional institution can show students where their studies may lead them. A field trip for the purpose of gathering data can give students practice with research techniques and show them the relevance of course material to the outside world. Some courses or departments require field trips which you will have to lead. In other courses, you might be able to consider short field trips during your discussion groups or tutorials to locations on or near campus. For example:
Procedure
Function in the class: Generally, an entire class will be spent on a field trip. Classes before and afterwards can be used to prepare for and process the trip. A field trip can provide a good focus for a segment of course material. Activity 7: Role-playTime requirements: 20-30 minutes Special features: Role-plays can be used to allow students to experiment with different styles of interaction, practice new communication techniques or explore complex issues. They are generally used in classes dealing with social issues (social sciences, management sciences, etc.) or communication strategies (interviewing techniques, conflict management, etc.). If possible, participate in a role-play yourself before trying one in class. Essentially, a role-play is a form of interactive case study where the experience of participating in the role-play is the basis for further discussion. Procedure
Function in the class: Debrief and discuss the role-play. Use players’ perceptions and observers’ notes to lead into discussion of course material. Pay special attention to conflicts, ambiguities, etc. Activity 8: One-minute paperTime requirements: 3-5 minutes Special features: The one-minute paper and the ungraded quiz that follows are both examples of ungraded, written, in-class activities (see Davis, 1993 p. 209-212 for more options). These activities are a flexible way to acquire candid feedback on the course material and your presentation style. The one-minute paper can be done especially quickly and it shows students that they can write quickly and spontaneously, and enhances general writing ability. Procedure:
Function in the class: Assign one-minute papers at the end of a class to gauge comprehension, provide general writing practice, and give students an incentive to absorb and comprehend course material. Consider using the content of one-minute papers to plan content of upcoming classes: when students see that the instructor responds to their concerns, confusions, and questions in future classes, they will be motivated to participate. Activity 9: Ungraded quizTime requirements: 5-10 minutes Special features: An ungraded quiz encourages students to pay attention during lectures by presenting them with a short-term, non-threatening learning objective. It can be done very quickly, and also provides you with a source of candid feedback on students’ knowledge level. Procedure:
Function in the class: Use ungraded quizzes at the beginning of a lecture to determine the level of knowledge, or at the end of a lecture as a review and incentive for students to retain and comprehend information. Alternatively, use an ungraded quiz at the end of a lecture to gauge how successful you’ve been in teaching the material. Resources
References
Which of the following training methods uses techniques like lectures workbooks video clips podcasts and websites?Which of the following training methods uses techniques like lectures, workbooks, video clips, podcasts, and websites? Presentation methods.
What do trainee employees do in group building methods check all that apply?What do trainee employees do in group building methods? (Check all that apply.) They get to know their own strengths and weaknesses and those of their colleagues. They share ideas and experiences.
Which characteristics are associated with informal learning?Here are the characteristics of informal learning:. Informal learning is never organized. ... . Informal learners are often highly motivated to learn. ... . Informal learning is often spontaneous. ... . There is no formal curriculum. ... . The “teacher” is someone who cares – and who has more experience than the learner.. Why is it important to make sure that the content of a training program matches the company's objectives?Why is it important to make sure that the content of a training program matches the company's objectives? Employees will learn more from a course that is helpful and meaningful to them. It is a waste of money to choose a training course that does not teach the employees what the company needs them to learn.
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