This workshop addresses the unique challenges and opportunities of implementing active learning strategies in large, introductory lecture settings, which are crucial as they often mark the beginning of a student's journey into a specific discipline or way of thinking. Research in educational pedagogy supports the effectiveness of active learning, particularly in large classes. However, students in large classes might feel skeptical about engaging in active learning, given that large classes often rely primarily on lecture. In this workshop, we will explore strategies for incorporating active learning into large classes, as well as some techniques for engaging large groups of students in your rationale for using active learning.
By the end of this workshop you will:
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Learn effective strategies and discover active learning techniques suited for large lecture courses
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Tailor these strategies to your teaching contexts
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Develop statements for use in syllabi or in class to convey to large groups of students your rationale for employing active learning
This session will run for 30 minutes, with an additional 15 minutes reserved for questions.
➡️ Register for this event here!⬅️
***Registration for this session will close one hour before the session***
Unable to join us for this workshop? Check the RTL events calendar for future offerings of this workshop. Engage with our asynchronous offerings on this topic: Active Learning or receive customized assistance by emailing teaching@berkeley.edu, or by scheduling a consultation.
| Liam Aiello is the Active Learning Consultant at the Center for Teaching and Learning. He holds a PhD from Stanford’s Graduate School of Education and was most recently a postdoc at UC Davis, where he studied how teachers learn to adopt more discussion-based instruction. He began his career as a 5th grade humanities teacher, and his time in K-12 classrooms continues to inform his work in higher ed settings. His interests include active learning, inclusive teaching, and practitioner inquiry in service of pedagogical change. |