Do you think lectures don't align well with active learning? In fact, they do! In active learning, lectures play an important role. They provide students with an overview of the topic and a framework for planning activities to achieve their learning goals. Lectures are also a great way to explain complex concepts and methods, and they offer an opportunity for the teacher to enthuse students about the subject and material.
Interaction helps keep students engaged and focused during lectures, enhancing their involvement in the topic. As a result, many teachers make a real effort to actively engage students during lectures or group work. The question is whether this is done in a way that is both effective and engaging. Often, the interaction consists of the teacher asking a question and generally posing it to the class: "OK, who knows the answer to this?" This approach isn't very effective, especially since it tends to be the same students – usually sitting in the front row – who end up answering it.
How can you improve this? Read our three tips below!
Tip 1: Divide your lecture into 10 to 15 minute parts with interaction in between
It's better not to deliver your lecture all at once, but rather divide it into shorter sections. Make sure that students do something active after each segment, and that you have prepared this in advance. This can, for instance, involve discussing difficult problems related to the subject, but also addressing the learning objectives or the criteria for completing and grading assignments. You can also choose an activity that helps everyone get to know each other better. Whatever you do, make sure that the activities remain focused on achieving the learning objectives through constructive alignment.
Tip 2: Prepare questions properly
Not every question will actually prompt students to respond. For example, questions that are too open are difficult to answer for a large group, or sometimes even for individual students.
It's usually better to ask closed questions (or give statements) where students can choose from options (yes/no, 5-10-20, etc). If necessary, you can then ask an individual student for their reasoning behind their choice. This also makes it easier for you as a teacher to respond to the most common errors.
Preferably, ask questions to test students' understanding of the most important information. This can be done in a simple way using, for example, the Buzz Group method. A more elaborate method is the ConcepTest and Peer Instruction approach, developed by Eric Mazur of Harvard University.
Tip 3: Choose students to answer (don't wait until someone answers)
Every student in the room must be addressable during the lecture. So for instance, try asking a question in which students can all express their views simultaneously, by raising their hands at the same time. This makes them feel more confident. If necessary, give students some time to think about their answer.
If you prefer students to answer individually, choose someone at random to answer. This way you prevent that the same students always reply to your questions.
If an individual student gives an incorrect answer or is unable to give an answer, maintain a positive atmosphere. Choose another student to give the answer, and/or provide a short reflection on the student's answer, but do not repeat the answer entirely.
Digital support
Buzz Groups require no digital tools.
Mentimeter allows you to quickly and anonymously pose open and closed questions to all students in the lecture hall and immediately and interactively see the results. As a teacher, you can then respond quickly. This ensures participation from all students! Bear in mind that letting students raise their hands can often be just as effective, and that that is less likely to interrupt the pace of your lecture.