Alternatives to the Lecture

"According to studies...a lecture begins with a five-minute settling-in period during which students are fairly attentive. This attentiveness extends another five to ten minutes, after which time students become increasingly bored, restless, and confused. Focus and note-taking continue to drop--some students effectively fall asleep--until the last several minutes of the period when they revive in anticipation of the end of class. Even medical students display similar patterns of concentration levels: an increase over about 15 minutes, followed by a sharp decrease." (From: Linda B. Nilson. Teaching at its best: A research-based resource for college instructors, p.76)

The following resources are online or available at Pickler Memorial Library.

Butler, Judy D.  There's got to be a better way: alternatives to lecture and discussion.  Click here for the full text (pdf) article (ERIC Document 396991.)
"This paper reviews the literature in three areas of change in college teaching--peer teaching or tutoring, individualized instruction, and cooperative learning.  The focus of the paper is how knowledge is acquired, and acted upon, by students.  The advantages and disadvantages of each type of teaching are explored, as well as the rates of successful acquisition of the subject matter and the reactions of students to the different ways of learning." ERIC

Ford, Daniel G.  "Teaching anecdotally."  College Teaching, 50 (Summer 2002) 114-15.  Link to article.
"Describes the use of anecdotal teaching in relating classroom material more effectively than lecture presentations. Importance of balance between entertainment and enlightenment in teaching; Information on R.B. McKerrow's main points in writing a thesis; Response of students to anecdotal teaching." (EBSCOhost)

Jensen, Emily and Neil Davidson.  "12-step recovery program for lectureholics."  College Teaching 45 (Summer 1997) 102-3.  Link to article.
"Gives tips to college instructors on how to overcome addiction for lectures. Risk of losing control in the classroom; Provision of time for students to interact before a whole-class discussion; Rearrangement of chairs; Following of model of active learning." (EBSCOhost)

McClanahan, Elaine and Lon McClanahan.  Active learning in a non-majors biology class--Lessons Learned.  College Teaching, 50 (Summer 2002) 92+ (5 pages)  Link to article.
"Describes the transformation of a traditional biology lecture course into an interactive class. Information on the biology courses before the transformation; Tips in developing an active class; Methods used in evaluating the class." (EBSCOhost)

Meltzer, David and Kandiah Manivannan.  "Promoting interactivity in physics lecture classes."  Physics Teacher 34 (Feb. 1996) 72-76.  Periodicals QC 30 P48
Presents techniques aimed at promoting a higher level of student-faculty interaction and active student participation in the learning process in introductory physics lecture classes.  Discusses group problem solving, the use of flash cards, and assessment.

Timpson, William M.  Teaching and performing: ideas for energizing your classes.  Madison, WI: Magna Publications, 1997.  General Collection LB 2331 T34 1997

Compiled by Karen McClaskey
Pickler Memorial Library