By David Adams, PhD, and Enoch Hale, PhD
Providing a high-quality education where students have the opportunity to take part in active learning is one of the most important things we can do for our students. Doing so, however, is much more involved than we may think. All of our instructional work functions within a broader teaching and learning ecosystem where intentions interact, for better or worse, with the expectations and assumptions we have for ourselves and our students. Falling into the trap of attempting to engage students in a large class discussion, where random students reluctantly respond or provide additional information, is one of the most common teaching practices applied in the higher education classroom. The problem is, large class discussions can feel like a waste of time as students are unmotivated, unprepared, and therefore unwilling to speak.
From Faculty Focus