Sentence examples for active learning instructors from inspiring English sources

Consider active learning - While discussion is a form of active learning, instructors can consider other activities and tools like note cards and surveys, role playing and performance, or debate that engage all students in their given groups.

For example, Yadav et al. (2011) suggest that in implementing active learning, instructors should acknowledge the challenges of the new approach, provide students with feedback and support throughout the process (also suggested by Bentley et al. 2011), and solicit and act on student feedback about the activities.

No matter how we quantified these variables, or what control variables we included in the analysis, we obtained the same result: Student learning was not positively related to how much active learning instructors used.

In order to best support active-learning instructors in considering student affect in active-learning courses, we urgently need more investigation of the experiences of diverse students.

Therefore, they have numerous opportunities to meet active-learning instructors.

Our post to the listserv included a link to an online survey to easily share names of active-learning instructors.

This work primarily made quantitative comparisons among experts and novices and fell short of richly characterizing the knowledge used by active-learning instructors.

We previously studied the knowledge used by 14 expert and 29 novice active-learning instructors as they completed the same lesson-analysis survey used in this study (Auerbach et al. 2018).

We triangulated data sources from students, instructors, and our own observations and found consistency regarding what happened in class in type and frequency of active learning activities, instructor strategies for reducing resistance, and student resistance and participation (DeMonbrun et al., 2017, Shekhar et al. 2015).

Use Active Learning Breaks - Through one-minute papers, think-pair-share, concept maps, jigsaw discussions, 3D-printed models, and other active learning practices, instructors can break up monologue with moments of digestion and inquiry for students.

These barriers include concerns about (a) the effectiveness of these new methods, (b) preparation time, (c) the class time required to implement active learning and instructors' consequent ability to cover the syllabus, and (d) student resistance, which includes any number of possible negative responses to the new teaching methods.