Tips and techniques to build interactive learning into lecture classes
Have you ever looked out across your students only to find them staring at their computers or smartphones rather than listening attentively to you? Have you ever wondered what you could do to encourage students to resist distractions and focus on the information you are presenting? Have you ever wished you could help students become active learners as they listen to you lecture?
Interactive Lecturing is designed to help faculty members more effectively lecture. This practical resource addresses such pertinent questions as, “How can lecture presentations be more engaging?” “How can we help students learn actively during lecture instead of just sitting and passively listening the entire time?” Renowned authors Elizabeth F. Barkley and Claire H. Major provide practical tips on creating and delivering engaging lectures as well as concrete techniques to help teachers ensure students are active and fully engaged participants in the learning process before, during, and after lecture presentations.
Research shows that most college faculty still rely predominantly on traditional lectures as their preferred teaching technique. However, research also underscores the fact that more students fail lecture-based courses than classes with active learning components. Interactive Lecturing combines engaging presentation tips with active learning techniques specifically chosen to help students learn as they listen to a lecture. It is a proven teaching and learning strategy that can be readily incorporated into every teacher’s methods.
In addition to providing a synthesis of relevant, contemporary research and theory on lecturing as it relates to teaching and learning, this book features 53 tips on how to deliver engaging presentations and 32 techniques you can assign students to do to support their learning during your lecture. The tips and techniques can be used across instructional methods and academic disciplines both onsite (including small lectures and large lecture halls) as well as in online courses.
This book is a focused, up-to-date resource that draws on collective wisdom from scholarship and practice. It will become a well-used and welcome addition for everyone dedicated to effective teaching in higher education.
Table of Contents:
Acknowledgments xi
About the Authors xiii
Part One: A Conceptual Framework for Interactive Lecturing
1 Lecture versus Active Learning: Reframing the Debate 3
The Lecture 4
Active Learning 5
The Debate: Lecture versus Active Learning 7
Reconsidering the Debate: How We Frame It Matters 12
Conclusion 13
Notes 14
2 Integrating Lectures and Active Learning 15
The Interactive Lecturing Model 16
Engaging Presentations 17
Active Learning 21
Conclusion 28
Part Two: Engaging Presentation Tips
3 Setting Goals 33
References 34
TIP 1 Big Why, Little Why 35
TIP 2 SMART Lecture-Learning Goals 38
TIP 3 Student Characteristics Analysis 42
TIP 4 Presentation Persona 48
4 Creating Content 51
TIP 5 Sticky Note Diagrams 52
TIP 6 Brainstorming 55
TIP 7 Logical Patterns 58
TIP 8 Rule of Three 62
5 Structuring the Session 65
TIP 9 Linked Lecturettes 66
TIP 10 Select-a-Structure 68
TIP 11 Bookends, Interleaves, and Overlays 71
TIP 12 Lecture Plan 73
TIP 13 Double Planning 76
6 Leveraging the Language 79
TIP 14 Aristotelian Triptych 80
TIP 15 Signposts 82
TIP 16 Internal Previews and Summaries 87
TIP 17 High-Impact Language 89
7 Designing Effective Audiovisuals 92
TIP 18 Template Temperance 94
TIP 19 Less Is More 97
TIP 20 Context Keeper 101
TIP 21 Invisible Slide 103
TIP 22 Slide Replacements 106
8 Crafting Handouts and Supplements 108
TIP 23 Lecture Map 109
TIP 24 Content-Rich Handout 114
TIP 25 Infodeck 118
TIP 26 Annotated Reference Page 121
9 Demonstrating Readiness 124
TIP 27 Out Loud 125
TIP 28 Lecture Supply Kit 127
TIP 29 Dress for Success 129
TIP 30 Book and Check 131
10 Generating Enthusiasm and Interest 133
TIP 31 Lecture Preview 135
TIP 32 Meet and Greet 138
TIP 33 Icebreakers 140
TIP 34 Keep the Lights On 142
TIP 35 The Hook 144
TIP 36 Value Display 147
11 Managing the Session 149
TIP 37 Terms of Engagement 150
TIP 38 Classroom Technology Policy 153
TIP 39 Silent Signals 156
TIP 40 Every Minute Matters 158
TIP 41 Extensions 160
12 Presenting Like a Professional 163
TIP 42 To Script, or Not to Script? 164
TIP 43 Weatherperson 167
TIP 44 Pedagogical Moves 169
TIP 45 Voice Modulation 172
13 Asking and Answering Questions 174
TIP 46 Write a Question 176
TIP 47 Echo Chamber 178
TIP 48 Wait Time 180
TIP 49 Right Means Right 182
14 Signaling the Takeaways 184
TIP 50 The Synthesis 185
TIP 51 The Connector 187
TIP 52 The Power Close 189
TIP 53 The Graceful Goodbye 191
Part Three: Active Learning Techniques
15 Actively Preparing 198
ALT 1 Active Reading Documents 200
ALT 2 Know-Wonder-Learned 204
ALT 3 Two-Minute Question-Development Talks 209
ALT 4 Individual Readiness Assurance Tests 212
16 Anticipating and Predicting New Information 216
ALT 5 Update Your Classmate 217
ALT 6 Sentence Stem Predictions 221
ALT 7 Guess and Confirm 227
ALT 8 Preview Guide 232
17 Listening for Information 237
ALT 9 Advance Organizers 238
ALT 10 Lecture Bingo 245
ALT 11 Listening Teams 249
ALT 12 Live-Tweet Lecture 253
18 Taking Notes 258
ALT 13 Guided Notes 260
ALT 14 Cued Notes 264
ALT 15 Coded Notes 269
ALT 16 Note-Taking Pairs 274
ALT 17 Sketch Notes 278
19 Rehearsing Information 288
ALT 18 Translate That! 289
ALT 19 Think-Pair-Share 293
ALT 20 Snap Shots 297
20 Applying Information 302
ALT 21 Thick and Thin Questions 304
ALT 22 Support a Statement 309
ALT 23 Intrigue Journal 313
ALT 24 Real-World Applications 317
21 Checking Understanding 320
ALT 25 Pre-Post Freewrite 322
ALT 26 One-Sentence Summary 327
Alt 27 3-2-1 331
Alt 28 Rsqc2 336
22 Reflecting and Metacognition 341
ALT 29 Punctuated Lecture 343
ALT 30 Post-Lecture Knowledge Survey 347
ALT 31 Lecture Wrapper 352
ALT 32 Lecture Engagement Logs 356
References 363
Name Index 379
Subject Index 383
About the Author :
ELIZABETH F. BARKLEY is professor of music history at Foothill College, Los Altos, California. She is a scholar, educator, and consultant with over 40 years of experience as an innovative and reflective college instructor.
CLAIRE HOWELL MAJOR is professor of higher education at the University of Alabama in Tuscaloosa, Alabama. Her expertise is in teaching and learning in higher education and in qualitative research methods.
