Much research suggests that certain instructional strategies are particularly effective at promoting student learning and attitudes towards science. Yet, incorporating the latest evidence-based instructional practices into an existing lecture-focused classroom can be difficult.
In this workshop, participants will discuss several research-based, active-learning instructional strategies that can be easily added to any chemistry course. These strategies build directly on the cognitive principles presented in the associated morning workshop. The specific techniques of Peer Instruction, Predict-Observe-Explain (also known as interactive lecture demonstrations), and Jigsaw will be emphasized. Workshop participants will learn about the evidence supporting these strategies, will experience them from a student’s perspective, and will be guided in the development of personalized materials ready for implementation in their own classrooms.
We strongly encourage participants not already familiar with cognitive principles such as testing effects, self-explanation, expertise reversal, distributed practice, and illusions of competence to attend our preceding "Cognitive Principles" workshop.
