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| No, You Cannot Just Sit There and Listen: The Research and Pragmatics of Interteaching Challenges |
| Monday, May 29, 2017 |
| 5:00 PM–5:50 PM |
| Convention Center 403/404 |
| Area: EDC/PRA; Domain: Service Delivery |
| CE Instructor: Traci M. Cihon, Ph.D. |
| Chair: Amy Murrell (University of North Texas) |
| TRACI M. CIHON (University of North Texas) |
| KAREN KATE KELLUM (University of Mississippi) |
| NANCY A. NEEF (The Ohio State University) |
| Abstract: Traditional lecture appears to promote passive learning, and leads many instructors to have little idea whether students are grasping content prior to exam days (McKeachie, 2014). Interteaching, which uses immediate feedback, is a good alternative. Further, interteaching allows students to practice future test content (Boyce & Hineline, 2002; Saville & Zinn, 2011; Querol, Rosales, & Solder, 2015). These factors, in turn, increase student fondness of class and their performance (Saville & Zinn, 2011). However, most instructors are not taught to teach this way, and most university students are accustomed to lectures. This can make for some unique challenges. Questions about how to make a prep guide, when to do a clarifying lecture, if and how to assign quality points, and how to form groups become critical. Finding ways to introduce interteaching without scaring students away, and maintaining engagement - especially early in the semester - are topics of importance. This panel, consisting of interteaching experts, will briefly explore research on interteaching before focusing on pragmatic issues that arise when implementing an interteaching format in university settings, particularly when students and instructors are changing from a traditional lecture format. Substantial time will be left for audience questions after the initial discussion. |
| Instruction Level: Intermediate |
| Keyword(s): classroom logistics, interteaching |
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