September 12, 2024 - 2:00-2:45 PM
Location: This is an online event. Register to receive the Zoom link and calendar invitation
Intended Audience: Academic Support Staff, Faculty, Graduate Student Instructors, Instructors
This workshop addresses the unique challenges and opportunities of implementing active learning strategies in large, introductory lecture settings, which are crucial as they often mark the beginning of a student's journey into a specific discipline or way of thinking. Research in educational pedagogy supports the effectiveness of active learning, particularly in large classes. However, students in large classes might feel skeptical about engaging in active learning, given that large classes often rely primarily on lecture. In this workshop, we will explore strategies for incorporating active learning into large classes, as well as some techniques for engaging large groups of students in your rationale for using active learning.
This session will run for 30 minutes, with an additional 15 minutes reserved for questions.
➡️Register for this event here!⬅️
Registrants will be sent a Zoom link and bCal invite as the workshop date draws near.
***Registration for this session will close one hour before the session***
Unable to join us for this workshop? Engage with our asynchronous offerings on this topic: Active Learning or receive customized assistance by emailing teaching@berkeley.edu, or by scheduling a consultation.
This event is part of the "Rethinking Student Engagement" learning path. Be sure to check out this learning path and explore its other components!
Facilitator:
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Liam Aiello is the Active Learning Consultant at the Center for Teaching and Learning. He holds a PhD from Stanford’s Graduate School of Education and was most recently a postdoc at UC Davis, where he studied how teachers learn to adopt more discussion-based instruction. He began his career as a 5th grade humanities teacher, and his time in K-12 classrooms continues to inform his work in higher ed settings. His interests include active learning, inclusive teaching, and practitioner inquiry in service of pedagogical change. |