Similar to the pedagogical approach of lecture, interactive lecture or lecture with discussion integrates both lecture and discussion into a class session.
This method also includes the use of questioning and cueing throughout the lecture.
Several approaches have been suggested to seamlessly integrate discussions into a lecture (Brookfield & Preskill, 2005, as cited by Center for
Excellence in Teaching and Learning, 2014).
- End each lecture segment with 1-2 questions that remain unanswered. Ask students to work together in small groups to provide answers to these
- Insert “Buzz Sessions” into lecture segments. In small groups, ask students to answer focused questions about their understanding of the lecture
- Use video clips or case studies or examples from current events within the lecture to ignite short periods of class discussion.
- Implement “Think-Pair-Share” between lecture segments and then engage the entire class in full discussion before proceeding to the next lecture
topic. (In a think-pair-share, students first ponder a question and prepare an answer individually, then pair with a partner to share and exchange
ideas, and third, one member of the pair shares their collective answer with the class.)
- Break it Up! Strategies to “break up” the lecture – Center for Excellence in Teaching and Learning, University of Wisconsin-Eau
Claire http://www.uwec.edu/CETL/resources/breakitup/index.htm Eight suggestions for interspersing active learning strategies into a lecture to enhance student engagement.
Related Evaluation and Assessment Resources
- How To Prepare Better Multiple-Choice Test Items: Guidelines For University Faculty – Burton, S. J., Sudweeks, R.R., Merrill, P. F.,
& Wood, B. (1991: http://testing.byu.edu/info/handbooks/betteritems.pdf
This guide outlines the construction of multiple-choice items, overviews the advantages and disadvantages, discusses when multiple-choice items
should be used, and offers recommendations for measuring higher-level objectives with multiple choice items.
- Best Practices for Designing and Grading Exams – Mary Pioniek, Center for Research on Learning and Teaching, University of Michigan: http://www.crlt.umich.edu/sites/default/files/resource_files/CRLT_no24.pdf
This Occassional Paper overviews the science of developing valid and reliable exams, provides guidelines for developing and scoring essay items,
and discusses normative and criterion grading systems.
- Classroom Assessment Techniques. A Handbook For College Teachers by T.A. Angelo & K.P. Cross (1993)