Organizing the syllabus with a lot of detail of due dates/tasks and grading (allows for grading and turn in off homework more efficiently) *can separate students into groups to have them turn in major papers at different times allowing professor to see all the class writing’s
Set rules for student behavior, when they are allowed to leave, to talk in groups, etc…
Present relevant information
Use team work, collaborative learning, think-pair-share, etc…to promote active learning
Activity A: Think-Pair-Share- short collaborative activity where students pair up to answer challenging questions. After a question is posed, students think about their answer for a minute or less, pair up with someone around them, and share their answers with each other. Instructor may allow pairs to share their answers with the other groups in the class. This allows for well-though out responses since students reflected on their answer and then discussed them among their partner. Variation of the exercise can be performed.
Lymna, F. (1981). "The responsive classroom discussion." In Anderson, A. S. (Ed.), Mainstreaming Digest, College Park, MD: University of Maryland College of Education.
Lyman, F. (1987). Think-Pair-Share. Unpublished University of Maryland paper
Get feedback from students with activities like
Entry/exit ticket or minute papers- short questions given at the end of class for students to answer in less than five minutes. The exit ticket can be used as a way to monitor attendance, and to check student understanding of main topics for the day. Minute papers can be used after a main topic is reviewed to check student understanding. These are good to review and know what to tackle for the next class meeting. Example questions
What was the central concept of the day?
3-2-1: write three things you learned, two questions that you have, one connection you made
What was the muddiest point of the day? What questions remain unanswered about today’s topic?
What can you connect from this class to previous ones?
Explain (topic of class) in x number of sentences.
Do you agree or disagree with ….?
Question about material discussed. (Name the big-five personality traits, etc…)
T.A. Angelo and K. P. Cross, 1993. Classroom Assessment Techniques, 2nd ed. San Francisco: Jossey-Bass. p.148-53.
Clickers to clear up confusing points from previous material or homework
Provide feedback on student progress when possible
Use technology, to help with questions (clickers), presentations, videos, to engaging students with different learning styles
Create multiple choice exams that engage high-order thinking for easier grading but that will help students learn content
Prepare and know content of lecture to deliver it effectively and answer questions that may arise from students
Have breaks in between lecture to help keep students engaged, can be done by having group discussion