 aculty members have developed a wide array of techniques to get students
more actively engaged in learning. Following are a few examples drawn in
part from the books Active Learning: Creating Excitement in the Classroom,
by Charles C. Bonwell and James A. Eison (Washington, D.C.: The George Washington
University, 1991), and Teaching Tips: Strategies, Research, and Theory for
College and University Teachers, 9th edition, by Wilbert J. McKeachie (Lexington,
Mass.: D. C. Heath, 1994):
- Students write a "one-minute paper" at the end of a lecture
summarizing its points or listing concepts they did not understand.
- Students lead discussion groups with faculty guidance.
- Student volunteers hold a mini-discussion section with the instructor
in a special area of the lecture hall while other class members watch.
- Students record and turn in a "reading log" where they reflect
upon course-related materials they have read.
- One student takes minutes of a class and reads them at the beginning
of the next class.
- Groups of students cooperate on a short quiz part way through a lecture.
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