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Neil Quisenberry (Sociology) Alan Alewine (Mathematics)

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1 Neil Quisenberry (Sociology) Alan Alewine (Mathematics)

2  Are you irresistibly drawn to the podium every time you enter a classroom?  Do you become irritable when a student’s raised hand interrupts your monologue?  Are members of your class still nameless and faceless to you by midterm?  Do you still believe that students eagerly await the pearls of wisdom that drop from your lips?

3  The problem is not lecturing but the abuse of the method by going on lecture binges.  Excessive, out-of-control lecturing is an addiction.  Recovery is possible through a 12 step program.

4  Lecture in moderation.  You control your lectures; your lectures do not control you.  Use interactive lectures (lecturette/groupette)

5 L ittle L ectures O f L imited L ength (LLOLL)

6 S mall C oncentrated A ctivities N eeding C ommunication (SCANC)

7  Lecturing is necessary.  Our students expect us to be good lecturers.  Lectures should be meaningful and impactful.  Let’s celebrate some of our greatest hits in lecturing.

8 Acknowledge that you have a problem in your teaching; it’s not yet perfect.

9  Each group member receives a number from 1 to 4.  Begin in pairs (1&2; 3&4).  Set a time limit.  Tell your story to your partner; partner listens. Switch. (I-Step 1)  Tell your partner’s story to the group. (I-Step 2)  Tell the class. (I-Step 3)

10  Sharing your own ideas  Listening to the ideas of others  Paraphrasing  Taking turns

11 Admit that there is an educational power (or perspective) greater than yourself and turn yourself over to that higher power or perspective!

12 Active learning may involve…  Learning by doing.  Discussion with others  Thinking, reasoning, problem-solving, etc.  Reading, writing, drawing, computing, doing kinesthetic activities, making music, etc.  Working with manipulatives  Active learning is NOT simply listening.

13 This is one example of an active learning exercise….  Break class into small groups of 4-5 students.  Make one student from each group the reporter.  Groups will brainstorm about an idea being discussed in class.  Reporters from each group line up in front of the class.  In round-robin fashion, each reporter quickly explains one idea from his/her group.  Continue with round-robin until all ideas are shared with the class.

14 Make a searching and fearless inventory of your teaching practices.

15  Student evaluations  Peer observations  Video-taping  Suggestion box  Classroom assessments

16  One-minute papers  Comprehension signals (we’ll explain!)  Diagnostic quizzes  Listening in on group discussions  Attending to group feedback  Others?

17 Atone for your “wrongs” Be action-oriented, not guilt-oriented!

18  Enroll in workshops for faculty (duh!)  Read about active learning (AL) strategies  Try a new AL strategy with your students  Observe another teaching who uses AL  Co-plan an AL lesson with another teacher  Team teach an AL lesson  Form an AL support group (or join the teaching circle!)

19  Invite former students to lecture to YOU!  Attend boring, endless lectures (Betsy Gordon!) and sit in a hard chair in the back of the room.  Listen to tapes of your worst lectures.  Purge yellowed lecture notes from your files.  Volunteer to chair a committee on the importance of active learning.  Other ideas?

20 Maintain the Improvements you have made in your teaching

21  Remember to meditate or reflect on your teaching.  Be aware of internal and environmental cues that can trigger your addiction.  When faced with temptation to lecture, 1. Call your support team 2. Make use of affirmations

22  Lectures all day keep learning at bay.  Lectures through the day keep students in a daze.  A little lecturing goes a long way, a lot of lecturing makes a long day.  A lecture a day keeps the students away.  Talk the talk and the students will walk, walk, walk!  Other affirmations?

23 Spread the word to other addicts.

24  Model the techniques of active learning  Embody this higher power in your teaching  Meet regularly with your support group (teaching circle)  Share ideas and resources for active learning  Emphasize interactive learning by alternating short lectures with brief pair or group activities

25 Cooperative Learning: Increasing College Faculty Instructional Productivity Cooperative Learning Resources The International Association for the Study of Cooperation in Education

26 I am a lecture-hall-ic and I must invoke the help of the higher power of active learning. Today, I will control my lecturing. Instead of living to lecture, I will lecture only to inspire, illuminate, invigorate, and inform. I will alternate between little lectures and active learning strategies. When feeling the temptation to go on a lecture binge, I will recite my affirmation(s), call my support group and connect to my PAL (power of active learning). I will reach out and support my brother and sister lecture- hall-ics, and help them stay on the wagon of active learning.


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