In order to retain student attention and facilitate learning, consider integrating a variety of activities into a lecture-based course. Start by finding natural breaks in the content material and break up the lecture into shorter segments. In between the shorter lectures, add activities that require the students to review and apply their new learning and interact with each other. Mix it up by incorporating different activities each week. The change of pace, interaction, and variety can help to enliven the classroom atmosphere and encourage deeper learning for every student. Some activities to consider are listed below.
To follow up on any of these ideas, please contact me at email@example.com. This Weekly Teaching Note was adapted from a contribution to the Teaching and Learning Writing Consortium hosted at Western Kentucky University and organized by Seneca College and New York Institute of Technology.
Belinda Richardson and Debi Griffin
The Center for Teaching and Learning is offering an online workshop about student learning, and I invite you to participate. Some of our NYIT faculty will be joining in as ‘resource people’ and discussion facilitators providing their expertise and insight into the issue. Specific topics will include:
The workshop is asynchronous, meaning that you can read the materials and reply to emails at your convenience. All you will need is a web browser and an email account. Here’s how it will work: On October 21, resources will become available on the web. Participants will then have a conversation by email for 1-2 weeks. Our goal is to bring faculty together from all our campuses, so we can explore the topic from all the cultural and societal frames of reference that comprise NYIT.
I hope you will join us! Please register to receive the link to materials and to be added to the email list. The registration link for the workshop is at: http://goo.gl/L9u9SW
Encouraging Students to Ask Questions
Innovative Ways to Prevent Conflict in Student Groups
Using Bloom’s Taxonomy as a Framework for Student-led Discussions
Five Guidelines for Teaching with Transfer in Mind
Progress Report Journal