Assumption that lectures are "bad". Role of lecturing.
Large classes before experienced in learning.
Institutional - $, fac.
Dealing with conflict in groups, personality, choice of direction.
Faculty time isues, esp. for junior faculty. Reward structure.
How to form groups.
Different levels of student motivation.
Student anxiety.
University support of active learning eg. properly designed rooms.
Student interaction time.
Finding appropriate problems.
Efficient use of time in large class.
Assessing student mastery.
Definition of terms - active, group, PBL.
Assumption that student knows what to do.
Logistics of doing group work.
Different courses have different needs.
What about loss of content?
Course evaluations need to reflect different type of "teaching".
Administrative support for innovation; departmental support.
Video taping - disruption.
Material development - projects/problems.
Immaturity of students - interstudent respect.
Student prep. for subsequent course coverage issues.
Keeping students on task.
Attendance/Absenteeism.
Use of e-mail and failure to communicate.
Drop/Add effects on groups.
Multisection courses with alternate approaches and student comfort with traditional course.
Maintaining standards/expectations.
Comments, suggestions, or requests to
ud-itue@udel.edu.
"http://www.udel.edu/inst/may22/may22act2.html"
Last updated February 9, 1999.
Copyright Univ. of Delaware, 1999.
