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Classroom Activities
Activities in the classroom generally fall into
the following categories: lectures, class discussions, group activities, etc. (Sample
lesson plans are available.) Often several modes are mixed into one class period. The
proportions of the mix will depend on the ideas to be investigated, the size and maturity
of the class, and the personality and style of the instructor.
Lectures
We are convinced that giving frequent extended lectures is, in general, not an effective
use of classroom time. There will be many times when you should lecture, but there is no
need to systematically present all the material step by step. The book is very readable
and students can learn the content by reading the book. Our rule of thumb has been to
lecture no more than fifteen minutes at a time. The guiding principle is to tell the
students something they want to know at the exact time they want to know it.
Short "bursts" of lecture can be useful in the midst of a cooperative
activity. If a large fraction of the students have run into difficulty, it may be time to
intervene. You can spot this kind of moment by listening carefully to the conversations
going on within groups and to the kinds of questions directed at you.
Lecturing also may be useful to clarify a particular concept when you know that the
students will have a hard time understanding the concept without additional assistance.
Another good use of a short lecture is to give guidelines to the students on what to
expect in the next readings and any pointers on how to learn the material. It is good to
use short lectures (10-15 minutes) to preview new material or to review previous ideas.
Cooperative learning activities
Using cooperative learning in the classroom can be the most rewarding and, for some
instructors, the most difficult to do. In Appendix D you will find tips and advise for
using cooperative learning gleaned from the experiences of previous instructors. In
Appendix E you will find a check list that you can use as you develop cooperative learning
activities.
Quizzes
Students need quizzes to evaluate their individual performance and to practice their
test-taking skills. Many instructors include a problem from the individual homework to
encourage their students to do all the homework. You should not let quizzes take up too
much valuable class time. Try to have them no longer than 20 minutes at the most.
Motivational talks
Students (and instructors!) need frequent encouragement in these courses. There is a
substantial payoff if you take a few moments to talk to your class about the progress they
have made, for example, "Your writing has come a long way", or "Look how
well you've learned to handle these long word problems."
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