Low-Risk Strategies to Promote Active Learning in Large Classes
Faculty who teach large classes confront the long-existing challenge of making their lectures more engaging and meaningful. In this article, I will share some low-risk strategies to help faculty transform lectures into student-centered learning experiences for enhanced learning outcomes. These active learning strategies can be easily implemented without significant redesign of the class and without an investment in technology. However, toward the end of the article, I offer a few tech-based strategies for engaging your students.
- Use skeleton handout. Provide students with a handout of the day’s lesson, but intentionally omit some key words and phrases from the slides. Students will have to listen closely during class in order to fill in the missing pieces of information.
- Physical movement. In a traditional lecture, faculty tend to stand at or behind the podium, interacting with the few students sitting near the front of the room. To engage the whole class, even those students who like to sit in the back, walk around in the classroom from time to time and work to draw in those students sitting on the periphery.
- Pause and chunk (Ruhl, Hughes, & Schloss, 1987; Di Vesta & Smith, 1979). Researchers have told us that students have very short attention spans and start to lose focus after 10 to 15 minutes in the lecture. To keep students continuously engaged, it is suggested that you chunk the content into smaller segments. For instance, after lecturing for 15 or 20 minutes, switch gears by involving students in mini learning games/activities during the transitional break.
- Effective questioning. Questioning is one of the most common engagement techniques used by faculty in their daily teaching practice, but have you noticed that it doesn’t always produce the intended outcomes? That’s because many don’t give questions the time and attention they deserve—during lesson planning and the class itself. Below are a few questioning tips to consider.
- Ask meaningful questions. Factual recall questions are fine for getting the class warmed up, but it’s also important to ask questions at the higher levels of Bloom’s revised taxonomy (Krathwohl, 2002). Higher level questions force students to think critically about the content. Questions that have more than one good answer are more likely to lead to interactive discussion.
- Give “wait time” (Elliot, 1996; Mills, 1995). After you ask a question, wait a few extra seconds before asking for volunteers. By extending the wait time, students have time to process their ideas and produce more thoughtful answers. This is especially beneficial to those who are reluctant to talk in the class. With a few extra seconds to think about and organize the talking points, they will be more confident in their response and more willing to participate.
- Ask follow-up questions. Too often, after a student answers a question, the teacher explains why it is correct or incorrect and then continues to lecture. Although there is nothing wrong with this practice per se, it does mean we’re throwing away an opportunity to further engage students in higher level thinking. If further discussion is warranted, ask follow-up questions, probe for more information, ask for clarification, request an example, or have students explain the rationale for their answer. Some examples of follow-up questions include: why? what if? how do you know? or what is an example of that?