Proposal Title

Lecturing: Snoozing and Losing

Proposal Abstract

This session will discuss a qualitative research study designed to determine the perspectives of college students when their professors used instructional strategies to aid students' retention of information rather than teaching strategies that provide information such as a lecture style. We posit that teaching at the college level requires a paradigm shift from a Socratic style which focuses on merely providing information to a partnership wherein professors assist students in retaining key concepts. Participants included two education professors teaching five courses and the students in those classes. The students reported increased motivation, interest, and learning when styles other than lecture were employed in the classroom. The objectives of the presentation are to: (a) discuss the professors' implementation of specific interactive learning strategies and students' reactions to the strategies and (b) offer attendees recommendations for implementing strategies to help students learn.

Location

Room 1909

Publication Type and Release Option

Presentation (Open Access)

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Mar 12th, 8:00 AM Mar 12th, 8:45 AM

Lecturing: Snoozing and Losing

Room 1909

This session will discuss a qualitative research study designed to determine the perspectives of college students when their professors used instructional strategies to aid students' retention of information rather than teaching strategies that provide information such as a lecture style. We posit that teaching at the college level requires a paradigm shift from a Socratic style which focuses on merely providing information to a partnership wherein professors assist students in retaining key concepts. Participants included two education professors teaching five courses and the students in those classes. The students reported increased motivation, interest, and learning when styles other than lecture were employed in the classroom. The objectives of the presentation are to: (a) discuss the professors' implementation of specific interactive learning strategies and students' reactions to the strategies and (b) offer attendees recommendations for implementing strategies to help students learn.