M 358K Instructor Materials

Tips for Teaching with Minimal Lecturing

(AKA, How to get students to read the book and engage in class discussion.)

I. Students are likely to be more comfortable participating in class (and/or feel more obliged to participate) if you know their names. So make an effort to learn names. Tips on doing this.

II. Try to have a first day activity that requires some oral student participation. This could be as simple as having each student state their name, major, and anything else relevant.

III. Prepare a first-day "handout" (posted on the web rather than handed it out) that states explicitly your expectations for students, including expectations for homework and class participation.

An example (using an old textbook) -- see especially "Nature of the Course", "Homework", "Guidelines for Written Homework", "Class Participation and Attendance", "Authorized and Unauthorized Collaboration," and "Letter to Students".
On the first day of class, show the handout and point out especially important sections.
Assign this handout for reading for the second class day.
On the second class day, ask if there are any questions on the handout.

IV. Do not give reading assignments that just consist of "Read pp. xxx - yyy." Instead, give extended reading assignments that also include:

A "study guide" that points out things like:

Places that need especially careful reading
Possible confusion of technical and everyday meanings of words
Where a concept being introduced will be important later
etc.

A list of exercises (especially conceptual exercises) to reinforce the reading and for possible class discussion.

Note that most exercise sections of Stats: Data and Models begin with exercises that are very good for this purpose.
Also include instructions to try computer demos when relevant to the reading

Click here to see examples of such extended reading assignments (using an old textbook).

V. Do not start class with, "Are there any questions on the reading or exercises?" Instead, start class by asking the class questions on the reading and exercises.

Start with questions that can be phrased as "yes/no" or multiple choice.

Ask for a show of hands for each possible answer, rather than having individual students respond.
If not many students raise their hand for any possibility, ask for a show of hands on a question like, "Who doesn't have a clue?"
If there is disagreement in response, ask for a volunteer to defend each choice that had hands raised. (If there are no volunteers, call on someone.)
Try to resist the temptation to tell (or to show by your expression) what the right answer is -- instead, ask the rest of the class questions like, "Do you agree?" or, "Do you buy the explanation?"

VI. Proceed to more complicated problems

Encourage students to bring written details to class to show on the doc cam if they prefer that to the board.

VII. Whenever possible/appropriate, interject comments pointing out "the big picture," or "recurring themes," or why something is important, etc.

VIII. "Are there any questions on the reading or homework that we haven't addressed yet?" might come toward the end of the class.

IX. Note that item V included some tips on classroom management. Here are some more:

When you ask the class a question, give students enough time to formulate their answers and get up their nerve to volunteer. I was once told to count silently and slowly to five before calling on someone. I disagree with that advice -- my experience is that it's often necessary to count (slowly and silently) to thirty or more. That may seem like a long time at first, but it can really help.
Remember that the objective is to get as many students as possible to participate in class discussion. To help accomplish this,

Remind students to raise their hand and wait to be called on.
Don't always call on the first student who raises their hand.
Try to make a mental note of who has been talking and who hasn't, and call on the students who have been talking the least.
Similarly, when students are asking questions, or discussion gets lively, be sure to act as "traffic manager" -- one hand might tell one student to wait, while you point to another to contribute. Sometimes you may need to say to an eager one, "Just a minute -- X hasn't had a chance to say anything yet." (But remember to come back to the student whom you held back initially.)
As you get to know the students, you may notice that students who have something worthwhile to say may be shy about volunteering. Sometimes saying something like, "X, you look like you might have something to say/have a question," can help.

Updated July 4, 2013