Integrating Active Learning into Lectures to Maximize Learning
What do research findings from cognitive, education, and neural sciences imply about the role of active learning in undergraduate science education? How can instructors move from lecture-only teaching modes towards purposefully integrating active learning opportunities for students? On May 17, 2016, Dr. Kimberly Tanner, trained as a neuroscientist and biology education researcher, delivered an interactive session on how to integrate active learning into existing lecture sessions. This workshop was co-sponsored by the Office of Postdoctoral Affairs (OPA), the Vice Provost of Graduate Education (VPGE), and the Vice Provost for Teaching and Learning (VPTL).
Important handouts are attached below:
- Miller, S., Pfund, C., Pribbenow, C. M., & Handelsman, J. (2008). Scientific teaching in practice. Science, 322(5906), 1329–1330.
- Tanner, K. D. (2009). Talking to learn: why biology students should be talking in classrooms and how to make it happen. CBE-Life Sciences Education, 8(2), 89–94.
- Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415.
- Miller, S., & Tanner, K. D. (2015). A portal into biology education: an annotated list of commonly encountered terms. CBE-Life Sciences Education, 14(2), fe2.