Acknowledging Publicly and Precisely What Students Do Well

    Effective lecturers don’t just teach content; they also teach key ways of thinking about that content. When instructors hear or see a student demonstrating strong analytical skills, publicly verbalizing what that student is doing can demystify complex thinking and positively reinforce key skills. When a student draws a conclusion based on multiple pieces of evidence, Brett Flehinger purposefully spotlights what he observes. These moments propel class forward and advance his lesson.

    Encouraging Students to Put Each Class in Context with the Broader Course

    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.

    Warming Up the Class With Foundational Questions

    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.