Instead of using lectures to simply deliver information, instructors can also use them to create opportunities for students to construct new knowledge themselves. In this video, Paola Arlotta explains how she presents material to students so they first construct their own understanding of concepts, then builds on their ideas to develop more formal disciplinary knowledge and vocabulary.
Instead of using class time to deliver a pre-written speech, it can be helpful to spend part of the lecture thinking aloud for your students. Exposing your own thought processes can be a powerful, authentic way to acclimate students to a discipline. Sharing experiences that helped you understand concepts more deeply can additionally offer students a window into your intellectual journey, adding a human dimension to the subject matter. In this video, Bob Kegan discusses how thinking out loud during lectures models the reasoning with which he expects his students to become fluent and...
It is tempting, even natural, to want to present material exactly how you like to receive it, but if you do this you may be reaching only a small cohort of students. In reality, students receive and process information in a variety of ways. Lecturers may reach more students by varying the ways they present material and offering multiple entry points for complex concepts. In this video, Bob Kegan describes the range of tactics he uses to teach students in his large-enrollment lecture course.
Tapping into the energy in the classroom to make real-time decisions for keeping students engaged, curious, and challenged may prove more effective than blindly following a scripted lesson plan. In this video, Paola Arlotta describes how she uses advance planning and in-the-moment data from students to know when is appropriate to increase the level of difficulty or reveal surprises in the content.
One of the lecturer’s biggest fears remains ending class without having addressed enough of the material he/she planned to cover. To prevent this, Paola Arlotta identifies four or five key topics to address in a particular lecture before class. If discussion runs long on one of those topics, she makes quick decisions about how to reshuffle timing to ensure her objectives are met by the end of the lesson.
Instead of the “I talk, you listen” structure of traditional lectures, mixing up the activities in a lecture course is likely to nurture deeper understanding. Bob Kegan peppers activities throughout his lectures, adding variety and dynamism into what could otherwise be a lengthy, teacher-centered lecture. In this video, Kegan suggests that university instructors think more like bike instructors: It’s not enough to just talk about your content, you must give students a chance to “get on” and try it out.
Instead of viewing each class session as an independent, stand-alone component, some lecturers effectively weave together material across classes to create a coherent learning trajectory for students. As Brett Flehinger advances from topic to topic, he makes transparent for students his thinking about the specific curriculum choices. In this video, Brett describes how he uses his syllabus as an “atlas” to elucidate links between classes and concepts. He encourages his students to do the same.
In lectures, students often have difficulty discerning what is most important. Some students resolve this dilemma by frantically copying down as much as they can, whereas others might assume the most important information will appear in assignments. Both of these sets of students leave class without clear takeaways. Dan Levy gets around this challenge by offering interactive handouts that serve as in-class note-taking guides and after-class “study guides.” Levy uses his handouts to orient the class to the key questions, and he provides students space on the handouts to answer those...
Just like athletes in team practices, students can benefit enormously from a brief warm-up period at the start of class. To invigorate and prepare his students before diving into analytical conversations, Brett Flehinger frequently kicks off lectures with a flurry of factual and brainstorming questions. Once he observes that students have co-constructed some common understanding, Flehinger ups the stakes and challenges students to dig deeper into the material.
In a conventional lecture class, an instructor typically finds out whether students have learned the material only after it has been assessed, which can happen days, weeks, even months after the material was presented. But particularly in a class that demands mathematical reasoning skills, inviting students to show their thinking publicly during class allows the instructor to get a sense of students’ understanding and reasoning in order to make adjustments in real-time. Dan Levy invites students to use an iPad projected to the front of the class in order to demonstrate the...
A lecturer who acts primarily as a “sage on the stage” for an entire class session will likely struggle to gauge or sustain student attention and energy. By incorporating frequent, purposeful questioning into lectures, instructors can keep students energized and deepen their understanding. Brett Flehinger uses factual, analytical, and overarching questions during his lectures to draw out student voices and check the class’s “temperature.”
Silence in the classroom can feel uncomfortable for students and instructors alike, but processing information takes time. Waiting for several seconds after asking a question so that students, particularly introverted ones, are able to gather their thoughts before responding is proven to expand participation and improve the quality of student responses. In this video, Bob Kegan and Dan Levy discuss their strategies for using wait-time in the classroom, which Levy calls “one of the most underused weapons that an instructor has at his/her disposal.”
While slides can be helpful for displaying class material, they also tend to be static and relatively passive. Conversely, co-constructing knowledge on the board with students can help make definitions and key concepts come alive. In this video, Paola Arlotta describes how recording students’ ideas on the board engages them in collaboratively “building the class material” and involves them more deeply in the learning process.
Although the physical setup of a classroom typically points toward a lectern or podium, moving around the space intentionally can send important nonverbal signals to students. In this video, Dan Levy describes how he rarely stays “tethered to the front of the room,” especially when trying to elicit participation, stimulate debate, or encourage a particular student to venture deeper on a particular point.
Most academic fields require close, textual analysis. Despite this, some instructors lecture entire class sessions without affording students focused periods for practicing and sharpening their analytical skills. Understanding how crucial it is that students leave his course with particular skills in their repertoire, Brett Flehinger devotes significant portions of class time to hands-on engagement with analysis or, what he calls, “the fundamental historian’s task,” seeking to strengthen students’ discipline-specific skills through guided practice. In this video, Flehinger hands out new...
Paying close attention to what’s going on in a classroom can help determine when to delve deeper on a given topic and when to re-teach something that may have been confusing. Through keen observation and “show of hands” solicitations, Bob Kegan stays attuned to the classroom’s ebbs and flows. Regular “temperature-taking” allows him to adapt lesson trajectories accordingly and gain insight into student understanding.
Challenging students to step into the shoes of experts within their fields and consider problems from specialized points of view can make material more relevant and help students develop crucial disciplinary instincts. The ultimate goal of the history instructor, for instance, is for his/her students to be not only well-versed in the content but also able to think like historians. In every one of Paola Arlotta’s class sessions, she presents multiple experiments for students to design or interpret so they can gain confidence and practice thinking like scientists. In this video, she...
To invite quieter students into the conversation and afford students a chance to process and articulate their thoughts before sharing them with the whole group, many instructors intersperse think-pair-shares into their lectures. Using routine, structured think-pair-share activities, Kegan gives every student an intellectual partner with which to react and respond to material in real-time. Such exercises also help to break up the potential monotony of the large-enrollment lecture course while ensuring that all students share in the thinking process instead of the outspoken few.
A classic challenge for the lecturers is how to fit all relevant material into the timeframe of a short class period, not to mention a short semester. When a student makes an insightful point that would take the class in a new direction, instructors must decide: Do I go on a worthwhile tangent to address the student’s point, or do I proceed as I had planned? In this video, Brett Flehinger shares why he allows student contributions to shape the path a class takes and how he makes strategic adjustments on the fly.
In a lecture-style course, it can be challenging to assess student understanding in real-time, and the voices of frequent participants are not always representative of the class as a whole. Just because no one asks a question, it does not mean the whole group is on the same page. To get a quick snapshot students’ understand of new material, in-class polling can be useful. In this video, Dan Levy demonstrates how he uses interactive polls to check for understanding and peer discussion to clarify misunderstandings.