NUTSHELL NOTES "Teaching tips in a nutshell" - The University of Colorado at Denver's One-page Newsletter for Teaching Excellence

The fact that the traditional lecture method doesn't fit all students' needs does not mean we should cease lecturing! Some students (mainly those just like us) do indeed learn well from this method. However, it does mean that we need to use the lecture approach in better ways than the traditional mode of "telling it" via our non-stop talking for an entire period. In particular, we should make use of that research which reveals how people communicate, how they "know," how they learn, and how they best retain newly acquired knowledge. This research shows that even those of us who learn well from lectures can learn the same material better and retain it longer when the material is delivered in multiple modes. In general, the more senses we utilize when learning, the better our understanding and retention will be. Some of us can read and achieve what we feel is a good level of understanding. However, as we add hearing and pictures and graphics to mere reading, research shows that we will achieve better mastery and better retention. In particular, the modes that are most effective are those which give us a chance to grapple with material sufficiently to allow us to speak about it with others.

Consider the research* which begins with word learning as our "zero baseline." It shows that if we add visual and auditory and activities in which the student must speak, we get average improvements of between 69% and 90% in retention and comprehension! In particular, we then reach those students whom we would not reach by lecturing alone. Modes in which students actually grapple with material in class are referred to as "active learning" modes. They include a plethora of methods such as collaborative and cooperative learning, problem-based learning (see notice on back of this newsletter), in-class discussion of cases, group writing and critique exercises, even brief ten-minute lecture segments broken by an activity such as problem-solving or discussion. The variety these can take are well illustrated by Mel Silberman's book title, Active Learning- 101 Strategies to Teach any Subject (Allyn & Bacon, 1996). The different results of using active learning methods on course grades and retention is shown from the following table taken from one of Tony Grasha's recent teleconference workshops.

The above table also gives cause for reflection on the annual evaluations of faculty. In some units, classes with higher grades are looked upon with a jaundiced eye as "grade inflation." Elsewhere they are looked upon as good indicators of high student achievement. We know that student retention is important, and student retention in a course should be a dimension of teaching evaluation. At CU, we still fail to use, or even to gather, course retention data. During evaluation, we should be careful not to punish faculty for high student achievement, high retention, or good use of active learning techniques that can promote both.

Traditional Lecture vs. Active Learning

 

Teaching in the New Urban University- The OSCAR Spectrum, Friday, February 20, 8:30 a.m. - 4:00 p.m., St Francis Center, (with breakfast and lunch too!!),

Are You Missing from E-mail?

This semester, we have done announcements via the UCDfac@lists e-mail list rather than through this newsletter. If you have not been getting these announcements, please send your name and e-mail address to Ed Nuhfer, Campus box 137, or e-mail same to enuhfer@carbon.cudenver.edu. All faculty and instructors, including honoraria, should have an e-mail address. One will not be able to continue to function without serious disadvantage for much longer at CU-Denver without one.

Mark FEBRUARY 20, 1998, for the full-day workshop with TONY GRASHA, author of Teaching With Style and developer of OSCAR - a teaching method that stresses addressing multiple learning needs of diverse students. This is an ideal workshop to help meet the needs of CU-Denver's students. To register, contact 556-4915 and leave message or e-mail to Ed Nuhfer enuhfer@carbon.cudenver.edu.

Problem-Based Learning - An Introductory Workshop for Faculty—Spring, 1998

Location: North Classroom 4013

In problem-based learning (PBL), teachers present an authentic project, problem, or task (taken from real workplace or community issues) and guide a process where students work in small groups to define what they know and don't know, develop hypotheses and possible solutions, decide on how to test and research those hypotheses and solutions, and continue working until a final product/solution is created. Problem-based learning is an exciting active learning strategy for both teachers and students, especially non-traditional students who demand relevant classroom activities. It is ideally suited for our UCD students. More information on PBL is available at: http://millennium-1.cudenver.edu/nuu/news.html. There will be two workshop groups — one on Monday mornings and one on Thursday after-noons. Each workshop group will be limited to 10 participants. Our workshop facilitator is Dr. Scott Grabinger, associate professor in Information and Learning Technologies in the School of Education.
 

To register, contact 556-4915 and leave message or e-mail to Ed Nuhfer .