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| The role of lectures in our liberal arts classrooms varies from one class level, discipline, and faculty member to another. But what we all have in common is that when we do use a lecture format, we want and need our students to be visibly engaged in that learning process and contributing to the energy of the class. In our small classrooms, “lecture” and “interactive class” should not be opposites.
Kristi Rudenga’s essay offers some great, easy-to-implement strategies for fostering student interaction on lecture-heavy days, including establishing question-asking as an expectation and opportunity and building in brief opportunities for students to stop and explain new ideas to each other. *For our most devoted readers: Yes, we shared this article last year, too, because it’s just that good! |