Interactive Teaching Methods for Large Classes

• I need someone well versed in the art of torture, do you know PowerPoint?

• Teach us,
• oh Great One!
• I love teaching graduate level courses.

• Actually, is there anything you can do to AVOID students sitting quietly in their seats?

Verner & Dickinson (1967) found only 66% of students showed signs of attention to lectures after 18 minutes and no students were completely attentive after 35 minutes

• Verner & Dickinson (1967) found only 66% of students showed signs of attention to lectures after 18 minutes and no students were completely attentive after 35 minutes
• Trenaman (in McLeish, 1968) found students to assimilate appreciably less after the first fifteen minutes, and after thirty minutes either ceased to take in anything further or forgot what they had memorized earlier.
• Lloyd (1968) found the number of facts taken down by students in their notes to decline steadily until the last ten minutes.
• Johnston and Calhoun (1969) found the middle of a talk less well remembered than the beginning and end.

• https://www.brookes.ac.uk/services/ocsd/2_learntch/20reasons.html

Verner & Dickinson (1967) found only 66% of students showed signs of attention to lectures after 18 minutes and no students were completely attentive after 35 minutes

• Verner & Dickinson (1967) found only 66% of students showed signs of attention to lectures after 18 minutes and no students were completely attentive after 35 minutes
• Trenaman (in McLeish, 1968) found students to assimilate appreciably less after the first fifteen minutes, and after thirty minutes either ceased to take in anything further or forgot what they had memorized earlier.
• Lloyd (1968) found the number of facts taken down by students in their notes to decline steadily until the last ten minutes.
• Johnston and Calhoun (1969) found the middle of a talk less well remembered than the beginning and end.

• https://www.brookes.ac.uk/services/ocsd/2_learntch/20reasons.html