Tyler VanderWeele, John L. Loeb and Frances Lehman Loeb Professor of Epidemiology, uses lectures to integrate and illuminate core concepts, bringing new insights to students and sometimes for his own scholarship in the process. His courses—on religion and public health, on applied statistics, and on research design—often cross disciplinary boundaries and involve unexpected combinations of ideas.
This issue of Into Practice is adapted fromInstructional Movescontent produced by the Teaching and Learning Lab at the Harvard Graduate School of Education.
Paola Arlotta, Professor of Stem Cell and Regenerative Biology, creates an environment of active inquiry, experimentation, and brainstorming by employing interactive lecturing in her course, Got (New) Brain? The Evolution of Brain Regeneration. An approach which spurs discussion that “often spans multiple fields of study.”
See Professor Robert Keegan offer a myriad of entry points into material presented throughout his lectures to keep the content fresh while boosting student engagement, in Harvard Graduate School of Education’s...
Joshua Greene, Professor of Psychology, designs course sessions for maximum engagement by creating interactive opportunities for undergraduate and graduate students to grapple with problems and challenge one another. “It’s not a puzzle if there are not two competing, compelling arguments. I try to use students’ natural inclinations to achieve my pedagogical purposes—if they’re not at least a little confused, then I’m not doing my job.”
Study showing that intermittently breaking up online lectures with quizzes reduced the occurrence of mind wandering, increased the frequency of note taking, and facilitated more efficient learning (by Harvard psychology professor Daniel Schacter and former fellow Karl Szpunar).