Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/4252
Title: Active Learners in Lectures
Contributor(s): Paterson, David Leonard (author); Berman, Jeanette (author)orcid ; Graham, Lorraine (author); Harrington, Ingrid (author); Maurer, Brian John (author); Roach, Debbie (author); Sargeant, Jonathon Gilbert (author)
Publication Date: 2004
Handle Link: https://hdl.handle.net/1959.11/4252
Abstract: In this paper, we describe our involvement in a BEd compulsory special education unit where we attempt to make large group lectures a meaningful learning experience for all students. The large group lecture style is a common feature of university teaching, particularly in those units where alternative teaching methods are made difficult by large numbers of enrolled students. Reference is made to the interaction between teaching which takes place in lectures and complementary forms of teaching such as small group seminars. Strategies that have been implemented since this particular unit was first offered in 1999 are considered. These strategies include interactive learning tasks that take place during the lecture, the use of printed lecture notes as instructional scaffolds and questioning techniques. The nature of the teaching team, individual teaching styles and the ways that different professional experiences may be used to promote learning are discussed. We identify instructional techniques that we consider successful but also those which have limited success. Finally, we provide our own perspectives in an effort to further refine some of the shared techniques.
Publication Type: Conference Publication
Conference Name: FEHPS 2003 Symposium for Recognising Wonderful University Teaching and Learning , University of New England, Armidale, 18 September -19th September 2003
Source of Publication: Honouring Our Tertiary Teaching: A collection of papers from the Faculty of Education, Health and Professional Studies 2003 Symposium for recognising wonderful university teaching and learning, p. 77-82
Publisher: FEHPS: Faculty of Education, Health and Professional Studies, University of New England
Place of Publication: Armidale, NSW, Australia
ISSN: 186389897
Field of Research (FOR): 130303 Education Assessment and Evaluation
HERDC Category Description: E2 Non-Refereed Scholarly Conference Publication
Other Links: http://trove.nla.gov.au/work/20074061?selectedversion=NBD40436614
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