Worksheet based activities are becoming more common for engaging the minds of all students in large classes. This video demonstrates how a worksheet can be used to both initiate and resolve a lesson in a first-year science course.
Helpful tips about what to look for in this video are available at Evidence-Based Science Education in Action.
What are two stage exams, and how can they be run in large classes? In two-stage exams, students start by taking a normal, individual midterm exam. Then, they repeat the same exam in groups. This video demonstrates how both parts of this midterm exam are set up for a 50-minute class with over 300 students. It shows how the transition between solo and group portions can be orchestrated for maximum efficiency, and what the class looks like while the group portion of the exam is running.
How can we scale up tutoring strategies to support learning in large classes? This video illustrates instructional strategies that effectively enable “tutoring” for 150 students or more during a 40-minute worksheet-based group activity.
Helpful tips about what to look for in this video are available at Evidence-Based Science Education in Action.
How can a large lecture-based class that does not have any official labs add an opportunity for hands-on experiential learning? These two short video clips illustrate how to successfully run such an experience, including the group-based follow-up work. This is the second video in a series of two. Helpful tips about what to look for in this video are available at Evidence-Based Science Education in Action.
How can a large lecture-based class that does not have any official labs add an opportunity for hands-on experiential learning? These two short video clips illustrate how to successfully run such an experience, including the group-based follow-up work. This is the first video in a series of two. Helpful tips about what to look for in this video are available at Evidence-Based Science Education in Action.
This video illustrates how active learning strategies can be effectively used in a mathematics classroom. In this class, Socratic lecturing, clicker questions, and peer discussions are used. Groups work on “challenge questions” with on-demand guidance from the circulating instructor, which is followed by an instructor-guided whole class discussion. Helpful tips about what to look for in this video are available at Evidence-Based Science Education in Action.
This video illustrates how active learning strategies can be effectively used in a first-year physics classroom of 250 students. Expert-novice interactions and peer-instruction are emphasized. In this class worksheet-based activities and clickers are used throughout the lesson along with some timely short lectures, solo work and paired or whole-class discussions. Helpful tips about what to look for in this video are available at Evidence-Based Science Education in Action.
This video demonstrates an end-of-term synthesis activity involving 100 second year students. This clip shows the complete summation delivered by the instructor to students after they have completed the activity.
Supplementary videos related to this activity and helpful tips about what to look for in this video are available at Evidence-Based Science Education in Action.
This video demonstrates an end-of-term synthesis activity involving 100 second year students. This clip shows the complete introduction delivered by the instructor to students before they begin the activity.
Supplementary videos related to this activity and helpful tips about what to look for in this video are available at Evidence-Based Science Education in Action.
This video demonstrates an end-of-term synthesis activity involving 100 second year students. The instructor highlights the skills and knowledge that students have just demonstrated in this exciting, noisy, sophisticated learning activity. Expanded videos are available as part 2 and 3 of this series. Supplementary videos related to this activity and helpful tips about what to look for in this video are available at Evidence-Based Science Education in Action.
