In followups, many mentioned getting students to buy into non-lecture methods of teaching. I certainly agree, but in http://blog.sciencegeekgirl.com/2013/01/09/the-first-day-of-class-getting-students-on-board-with-active-learning-physicsed/ there is a very interesting angle. One explains why you're using this method, but you don't "sell" it to students. See the comments by Ian Beatty, a very well-regarde physics education researcher. - Bill Herb said: > Just got my Fall student evaluations. Number one complaint, "he > didn't lecture" or "he only lectured after the test, going over what > we missed..." > > For my Human Sex class I provided 10 minute "pre-lectures" via > Blackboard Podcaster for the second half of the class. They seem to > really like those. > > I plan to take more time explaining the process this semester and to > provide the pre-lectures for all classes and all RAP's. > > I was curious as to how other address the "lack of lecture" comments. > -- > > Herb Coleman, Ph.D > Dir. Instructional Computing and Technology > Adjunct Professor of Psychology > Austin Community College > Highland Business Center > 5930 Middle Fiskville Rd. > Austin, TX 78752 > [log in to unmask] > 512-223-7746 > ************************************************* > “I’d always seen life like a series of doors. Sometimes you choose the > door you get to go through, sometimes you don’t get that choice but > you still gotta walk through. So you can either go kicking and > screaming or walk through with your head held high.” > — Jay Pritchett, Modern Family S04E03 > > ************************************************* -- Bill Goffe Senior Lecturer Department of Economics Penn State University 304 Kern Building University Park, PA 16802 814-867-3299 [log in to unmask] http://cook.rfe.org