1. Active Learning in a Large Lecture: Successes and Failures Mary Natvig Bowling Green State University 1

2. The 4-MAT System of Learning Styles Type One Learners a)They learn by feeling their experiences, trusting their perceptions, and being open to sensory input. They seek meaning and clarity. They are interested in a personal meaning and teachers need to provide a reason. b) They learn primarily by dialogue, by listening and sharing ideas (pondering and reflecting). c) Their favorite question is “Why?” They seek to know the underlying values. 2

3. Type Two Learners a)They learn by thinking through experiences, judging the accuracy of what they encounter, examining details and specifics. They like facts. b) They excel in traditional learning environments and are thorough and industrious. They thrive on stimulating lectures and readings. c) Their favorite question is “What?” They seek to know what the experts know. 3

4. Type Three Learners a)They learn by thinking through their experiences, judging the usefulness of what they encounter. b) They excel at down-to-earth problem solving, often tinkering to make things work. They learn best with hands-on techniques. They need closure, they like to get things done. They need to try things out. c) Their favorite question is “How does this work?” They seek to know the usability of theory. 4

5. Type Four Learners a)They learn from their perceptions and the results of their experiences. They are open to all manner of sensory input. b) They learn primarily through self-discovery. They excel at synthesizing. They thrive on chaotic situations. They tackle problems with their intuition. The need to teach themselves or others. c) Their favorite question is “What If?” They seek to know the possibilities. 5

6. Exploring Music (non-majors) 120-200 students World Music (non-majors) 50-60 students Music History (music majors) 60-80 students

7. Four Questions ? ? 7

8. Bowling Green State University

9. BGSU’s College of Musical Arts ca. 350 undergraduates ca. 100 MM 12 DMA (in contemporary music)

10. 10 “What big questions will my course help students to answer, or what skills, abilities, or qualities will it help them develop, and how will I encourage my students’ interest in these questions and abilities.” --Ken Bain, What the Best College Teachers Do

11. Purpose of the Lecture 11 To engage students in the content to spark an interest motivate, make connections model modes of inquiry encourage active learning

12. Music and War, Chapter 6 Chapter goals To explore the ways music supports, protests, mourns, or remembers war. To understand how music reflects human responses to war and/or conflict. Questions for thought How does music impact war? How does war impact music? How might music imitate the sounds of war? Call to mind a war-related song that you know. Does it present a particular point of view? Is it persuasive? 12

13. 1 minute (or 3 minute) in-class paper Paired discussion Have students contribute to the lecture Have class perform Debates Interview each other in pairs Ask a question and have students confer with one another Have students each write an exam question 13

14. Have students write down their answers, then call on them Discuss questions in pairs, then report Respond to wrong answers carefully Ask questions with no right or wrong answers (“how do you feel about this,” “in your experience, what….”) 14

15. “As you read in your text today…” “What was your reaction to the author’s discussion of…” Have students write out a question or comment on the reading and address a few in class. 15

16. Basic lecture tips Present less than you think you should cover Know how to work the AV Use verbal signals (“this is important.., “Here’s the second point…”) Allow time for questions, time to write, to take a breath Don’t ask “are there any questions.” Ask specific questions. Emphasize key words or concepts Vary activities frequently Ask them if your pace, volume, etc. is OK Make eye contact (try to memorize what you will say) Go into their space 16