The Active Learning Lecture?

I add a question mark to this title because most people when they think of active learning do not think of a lecture. A lecture by its very nature is supposed to mean passivity on the part of the student, and active learning means student engagement in their own learning. But the first part of that statement is simply not true. As I noted in my last blog, lecture that is handled well in the classroom can be incredibly active. Today, professors are finding ways to create a lecture experience that makes the classroom a dynamic place and gives more responsibility to the student. In order to transition to an active learning lecture, there are five principles to observe.

  1. Reduce lecture duration to 40-60% of the available classroom time.
  2. Move factual information to reading or online listening and leave more challenging conceptual information to lecture.
  3. Provide structure and good visuals without bullet points to your briefer lecture.
  4. Poll students during lecture for both opinion and understanding.
  5. Offer an active learning assignment for before or after the lecture.

Reduce lecture time.
Even the best lecturer has a hard time sustaining student attention past 20 minutes–according to science, the limit of sustained attention span. If your class is 75 minutes of lecture, you are truly asking for nap time. If you are naturally a good speaker and have a very engaging lecture style, you can talk for 45 minutes. But if lecture is not your strength, consider limiting yourself to 30 minutes as a standard practice.

Make Conceptual Information Shine in the Classroom.
I have observed enough lectures to know that, in the social sciences, about 75% of a 75-minute lecture is simply recitation of facts that a student could get by reading a book. Many professors admit to me that they are lecturing in parallel to their assigned reading texts, and students end up not doing the reading. But almost all lectures by a well-trained academic have a conceptual core, where there is real benefit in having a person explain it. It is this 30 minutes of concept explaining that should shine in the classroom. The other 45 minutes of factual information can be left to the students reading at home or by simply putting the remainder of your PPT online and creating a voice over–the flip in what is known as the flipped classroom.

Craft the Briefer Lecture.
When you confine yourself to a 30-45 minute lecture, you can put more effort into a quality lecture with 3 attributes. (1) Choose a subject for the lecture that can be explained in 1500-2500 words (about 5-9 pages double spaced if you were to write it out). (2) Create a 3-part structure like a well-written essay, including an opening hook to engage the students, a clear thesis with several points, and a final summary. (3) Make a visual PPT with 10 quality visuals that illuminate what you say about every 2-4 minutes. By illuminate I mean images that have some detail and are directly on point with your lecture. There are no bullet points in a quality lecture–the scientific literature on this issue is absolutely clear. The minute you put up bullet points, it is a signal to students to stop listening, start copying, and go into zombie mode.

The Punctuated Lecture.
You want a lecture where all students are engaging, not just the top 10 students. To ensure this, there is a new lecture idea called the “punctuated lecture” that builds poll technology, readily available today, into the lecture and actually grades students for lecture understanding in real time, not 5 weeks later. First, make sure that the poll technology you use will give participation points for student opinion with multiple choice, true-false, and free response answers, but also gives varying points for right and wrong answers. Create provocative opinion questions for the start or end of the lecture, and a couple of right-wrong answer questions for the middle of lecture to check for student understanding. Practice keeping your discussion of these questions to 1 minute of implementation and 2 minutes of discussion, which provides about 12 minutes of punctuated engagement time for each 30-45 minutes of lecture (about a 25-30% ratio).discussion

Active Learning Assignments.
This is a larger subject for another blog, but active learning assignments of this type have 4 features. (1) They use primary sources, case studies, and actual evidence, because the student is practicing being the social scientist. (2) The exercise has an analytical question and the student must use the evidence to answer the question. (3) The assignment is related to the topic of the lecture or the general topic of the week, so that the lecture and the assignment work hand in hand. (4) Generally, it is best if the student does most of the assignment outside of class; works in groups in the beginning or end of class to clarify understanding, and finally debriefs or reports out as a group to the whole class for a discussion of the concepts in class. The whole process would be about 30-40 minutes of class time.

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