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Imbrie
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Transcript:
Planning Cooperative Learning Lessons "Getting Started"
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The goal in my mind is always to
present things in an active, cooperative, collaborative way.
But when pinch comes to crunch, and I'm coming up on a test
date, then I will start adjusting that, saying, "Okay, I've
got to go a little bit more to lecture mode.” Or I make
students really aware of [the fact that] I'm not covering
this material. I try to use learning objectives effectively,
so students know ahead of time that I may or may not cover
everything. For a given course, the more defined my learning
objectives are, the more clearly I state that I don't
necessarily cover everything that's going to be on the exam,
then I do not feel compelled to go through and verbalize
everything. If I'm teaching a course for the first time, and
I don't have it all planned out in its nth degree, then I
find myself moving to lecture mode more often, simply
because I'm afraid if I don't say it, then they're not going
to get it—even though I know there's no correlation between
those two things.
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