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Having multiple classrooms and multiple instructors using the classrooms may also help sustain innovation use.
Multiple classrooms mean more instructors can access the innovation, and multiple instructors using the innovation means that the continued use does not rely on one individual.
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A combination of qualitative and quantitative approaches was used to identify categories of Instructor Talk, characterize the prevalence of these categories throughout a semester, and identify similarities and differences between multiple instructors' use of this non content-directed classroom talk.
Therefore, instructors using active learning in our study represent the range of science education expertise among introductory college biology instructors using these methods.
Yes? No? Like "explain the purpose," instructors used multiple methods to explain course expectations from verbal explanations to discussion to addendums in syllabi.
Another new facilitation strategy, which was described by multiple instructors, was to "use to incremental steps," which is also often referred to as "scaffolding" in the learning sciences literature.
Through multiple data sources, we seek to provide a thick description (Geertz 1994) of how and why instructors use these active learning tools in large classes.
Three instructors used grades to encourage participation.
Instructors used the Learning About STEM Student Outcomes LASSOO) platform to administer the CBTs.
Some instructors use exams as learning tools.
Both instructors used all five emergent categories of Instructor Talk at some point during the semester.
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Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com