Active learning is an approach that emphasizes student engagement with course materials during class rather than solely listening to lectures. While active learning techniques have been shown to significantly enrich students’ educational experience, active learning does not have to be a replacement for lectures. In fact, using a mixed methods approach that incorporates both lecture and active learning can be a powerful tool for increasing student engagement.
In this workshop, we explore how blending lectures with active learning strategies can create a more dynamic and effective learning experience. Drawing upon the science of learning, we will explore various methods and strategies to help you find a balance between lecture and active learning that feels right for your teaching context.
By the end of this workshop you will:
-
Learn what active learning is and why it's beneficial in teaching.
-
Gain insights into the benefits of combining lectures with active learning
-
Discover ways to blend lectures with active learning methods.
This session will run for 30 minutes, with an additional 15 minutes reserved for questions. This session will be held via Zoom. Please register to get the Zoom link.
➡️ 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. |