Teaching Democratizationby being democratic

Some ideas on teaching methods

Some basic facts about learning Students „learn by doing“, meaning the more they

are engaged in learning activities, the greater the outcome; learning as a way of interacting

Students „create knowledge“, it is not imposed or transmitted by direct instruction meaning is personal (Biggs 2001)

Two approaches to learning: surface approach of rote learning and deep approach of understanding concepts (Marton/Säljö 1976)

Democracy in the classroom

the students ... shape the process of teaching and learning themselves

(prepare questions for class, organise working groups, presentations etc.)

Discuss, ask and develop ideas freely and on an equal basis

the teacher... serves as manager and facilitator of knowledge rather than

as presenter and transmitter of information

ParticipationEquality Responsibility

Reality Students come from a learning background

at school that doesn‘t support independent thinking, discussion culture or equality

Assessment methods support a surface approach to learning and short-term memorizing of facts

Under-graduate teaching is predominantly lecture based

The LecturePro

It accommodates large fluctuations in student numbers;

It can provide a wide range of information in a parti-cular field/discipline in relatively short time;

It can expose students to the most recent developments of the discipline better that any singular article does;

At best it combines research and teaching

Con It is frontal and hierarchically

structured, lecturer based; It supports passivity and

reduces students to specta-tors that can at most request clarifications;

It doesn‘t inspire students to question, to change attitude or undertake own research;

It is ineffective in stimulating higher-order thinking

The large lecture class= impersonal atmosphere, no inter-action or

small group discussion possible

= low student participation and activity

= insufficient learning outcome

=> A non-democratic way of teaching

Democratize the large lecture class?

Some strategies: Create environment for active

participation in class Strengthen the feeling of recognition,

equality and responsibility Provide ways of participation in

assessment process

Active participation in class ask students to summarize the reading before getting

started interrupt lecture frequently for 5 minutes to let them

write down thoughts about the lecture content so far let students develop questions on the reading and

send them in before lecture to be discussed in class encourage speaking up and ask questions during the

lecture by interrupting (give them time to think!) interrupt lecture for short “games” depending on the

material of the class (Pro-Con’s, spontaneous quizzing)

Recognition, equality, responsibility make crystal clear what the requirements of

the course are and how to get credit points make attendance voluntary, but make clear

that active participation in class counts for final grade

walk along the aisle during the lecture, make eye contact

Participation in assessment process provide lecture slides have several exams over the semester let students suggest exam questions make regular evaluations of the lecture,

allow for criticism Be open about teaching methods – discuss

strategies for active learning