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Lecturing is a strategy that allows the instructor to transmit information to a large group. Lectures have the potential to be an effective learning strategy when students are actively involved through questioning, discussions, and other learning activities. 

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QUESTIONING/POLLING

Use questions and statements throughout a lecture to assess student understanding. You may say, “Raise your hand if you are ready to move onto the next topic,” or ask a series of questions such as, “How many of you think this…how many of you think that…”. Questioning/Polling can be done quickly on the spot without the use of technology. 
However, there are available mobile tools, such as Socrative or Quizizz, that can be utilized for quick response questioning/polling as well.

Active Learning Technology & Furniture

  • screen and projector or SMART Board (to display questions and results)
  • Available mobile devices for each student to participate with

BELL WORK

Have an activity for students to engage in as soon as they come into class. The task should take about 5 minutes to complete. This can be a reflective question that introduces the current lecture topic, a couple of review questions, or even a mind bender/trivia question related to the course. The purpose of “bell work” is to get students actively engaged and mentally prepared for the lecture. The "bell work" activity can be reviewed at the start of the lecture, a few minutes before the end of class or at a natural transition point within the lecture. 

Active Learning Technology & Furniture

  • Available mobile devices (for students to use, depending on the activity)
  • Paper and writing utensil, or portable whiteboards (depending on the bell work)

CORE QUESTION

5 to 10 minutes before the end of class, have students work in pairs or small groups to discuss the lecture. Encourage students to decide as a group what core question to ask the instructor. The question may be a request for clarification, a question that digs deeper into a topic, or one that is inspired by something mentioned during the lecture. Students can submit their core question on a piece of paper as they leave the classroom, or using a mobile device and assessment tool such as SMART Response. Once core questions have been collected, the instructor can then choose a question to start the next lecture.

Active Learning Technology & Furniture

  • Available mobile devices and assessment tool (such as SMART Response)
  • LMS (such as Canvas to post and share media lessons/presentations)

GRAPHIC ORGANIZERS

Have students use graphic organizers throughout a lecture to visually represent the ideas and concepts being covered. Graphic organizers can resemble a flow chart or table with geometric shapes. They can also be created using digital and non-digital tools. Whatever format being used, implementing graphic organizers in notetaking can help students retain information.

Templates can be found online (ex: https://www.teachervision.com/graphic-organizers/printable/52113.html) or created in programs such as Microsoft Word

Active Learning Technology & Furniture

  • Available mobile devices (for creating and sharing digital graphic organizers)
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LC2 ARTICLES

"Lecture as an Instructional Strategy"

“What is Active Learning?”

ASSESSMENT IDEAS

Quick Response Feedback: Formative
Utilize online quizzing tools throughout a lecture to assess student understanding. 

Transition Questions: Formative
At natural transition points within a topic, ask students direct questions about the concept being covered. This can be done in a less formal way to check student understanding. Time at the end of the lecture can be dedicated for more questioning and review.

ONLINE TOOLS

Quizizz

  • create and play multiplayer quiz games in class or at home
  • play individually or as teams on mobile device

Evernote

  • capture notes and web clippings
  • sync across devices
  • share and collaborate
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SUSTAINABILITY: 
Demonstrate openness toward divergent viewpoints.

INNOVATIVE PROBLEM SOLVING: 
Process, analyse and interpret information through a variety of resources.
Use classroom time for meaningful discussions, questioning and reflection.

COMMUNICATION: 
Read and listen analytically with understanding and openness toward divergent viewpoints.
nalyse, interpret and synthesize information.

LIFELONG LEARNING & PERSONAL MANAGEMENT: 
Build on key concepts, make connections and formulate new questions through online or in-class activities.
nalyse and interpret information from a variety of sources displaying a variety of perspectives.

INFORMATION & DIGITAL LITERACY: 
Access and evaluate information.
Use and manage information from a wide variety of sources.

COLLABORATION & LEADERSHIP: 
Communicate openly.
Demonstrate self- initiative and co-operation.
rovide sound ideas and respect for the ideas of others.