Active learning has proven to be a powerful tool !
In some of our courses,we would lecture on the subject sometimes for hours then go to the lab and actively perform the activities we had lectured on. This works to an extent. One course I teach in particular, has made a big move toward the active learning style and I, personally, have been able to see a much improved outcome from it. Much of the lecture material has been converted to operating and testing instructions that the students use as they are physically able to experience the outcome of their actions in real time. This method seems to dramatically strengthen their understanding and gives them a much better initial grasp of the material and concepts.
In my classes I do a combination of Lecture/Demos. As I'm demonstrating something, such as a specific cooking method and/or recipe, I am also covering key and important points (lecture) that the students need to know.
Hi Wayne,
You have it! Let's give our students something to get excited about! Students love hands-on activities.
Patricia Scales
I totally agree Patricia, My education manager is often telling me to stop the lecture and get my students out to the lab. At times we get frustrated due to the students lack of interest, and we wonder why they're sleeping. Well the monotony has to be broken as well as the lectures sometimes.
Hi Warren,
Students tend to grasp quicker and retain more when learning is broken down into smaller chunks.
Patricia Scales
This technique was suggested to me many years ago and works great. Breaking down a complicated topic into smaller parts makes the learning curve easier and the hands on helps with the total understanding of the lecture
Hi Bruce,
It is a good thing to break lecutres up. Students do not just like all lecture. Actually students love a variety of teaching aids.
Patricia Scales
I try to include various demos with student interaction in doing demos to break the lecture up into 20 minute time frames.
Hi Anita,
Awesome! I love it how you are going to incorporate a variety of learning aids to better prepare and engage your students. Students love more than just lecture.
Patricia Scales
Hi Craig,
Students do not want to hear us talk all the time, they would rather be performing some type of constructive hands-on application. Students love to perform based on what they have learned or are learning.
Patricia Scales
That is exactly what I have done to one of my most challenging subjects. Instead of yapping for 5 hours and expecting them to stay awake, I plan to get everyone involved in lab to the same point. I will even slow a group down if I need to. Then during this lecture I will break it into 3-4 different steps, going out to lab after each step. It keeps the students more involved, and they do better on the tests.
I have been successful with incorporating active learning into my lectures (anatomy and physiology) by asking students to assume the roles of structures within the body such as white blood cells and antibodies, etc. I and a group of students then act out their functions in the body during a role playing skit. It has resulted in less pure lecture time, increased retention and increased engagement with the material/lesson objectives. I now plan on carrying out active learning in labs by having students actively evaluate possible solutions to common problems encountered during medical procedures such as electrocardiograms (EKGs). I will use simulations and analyses of case studies.
Hi Kristen,
You now have the remedy! Get students involved so that grades increase.
Patricia Scales
I have observered during several class when I lecture the students grades are average to low. However, once combinding lecture and group work, the students have been perform above adverage! Per-to-Per learning is such a powerful tool for active learning!
Hi Ranee,
Learning in small chunks really do appear to be more effective. Constant lecture is not the best approach. A break does the brain good!
Patricia Scales
Hi Jennifer,
Great approach to help students in remedial classes grasp the concept. Remedial teaching is more effective from doing hands-on activities.
Patricia Scales
I find that when giving lecture it helps to give the students brief breaks about every fourty minutes, when they come back from break give them a breif review of what was discussed before the break to see how much they have retained, by doing this on a regular basic the students pay a bit more attention knowing that there will be a review as soon as they come back from their break,
and they seem to retain more.
In remedial classes, lecturing is not effective. I will teach a concept and have the students try it in small groups. They are to discuss their reasoning and teach the other students in their groups. Generally, the participants are now comfortable with their response and any of the members will share with the group.
Hi Roberta,
I agree! When students understand how they are going to benefit from their course material, they really do have a different level of excitement and interest.
Patricia Scales
Hi Steven,
There really is no way around lecture. Lecture must take place, but lecture can certainly be supported with application.
Patricia Scales
