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Active Learning and Globalization: Creating a Class and Assessing Student Learning
Unformatted Document Text:  Bromley Active Learning and Globalization light of the available evidence. Students also had apply course information to their chosen topic situation, analyze that information to understand how it related to the course material and the course theme, and synthesize the information through the process of writing. The course’s theme, Globalization: Good or Evil?, prompted students to consistently evaluate information and determine whether the impacts of globalization were beneficial and/or harmful. (The complete syllabus is included as Appendix C.) Active Learning Techniques Employed It was relatively easy for me to incorporate a wide range of active learning techniques in this course, since I had 14 students per section and a classroom spacious enough to allow students to mover around and rearrange themselves into different groups. 4 Substantial research supports the idea that active learning is a much more effective way to facilitate student learning than the traditional instructor-centered lecture format. Students are more likely to “internalize, understand, and remember material learned through active engagement in the learning process.” 5 Over the course of the term, I gave lectures with opportunities for student engagement, led large group discussions, facilitated small group work, led policy simulations, focused on individual case studies, and asked students to write about material we were covering. I’ll outline each of these techniques below. Over the course of the term, I gave several lectures. These were not traditional “teacher-talk” lectures, but “enhanced lectures.” Rather, they were “a series of short, mini-lectures punctuated by specific active learning events designed 4 pp. 44-50. 5 See , p. 3. 4

Authors: Bromley, Pamela.
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Bromley
Active Learning and Globalization
light of the available evidence. Students also had apply course information to their
chosen topic situation, analyze that information to understand how it related to the
course material and the course theme, and synthesize the information through the
process of writing. The course’s theme, Globalization: Good or Evil?, prompted
students to consistently evaluate information and determine whether the impacts of
globalization were beneficial and/or harmful. (The complete syllabus is included as
Appendix C.)
Active Learning Techniques Employed
It was relatively easy for me to incorporate a wide range of active learning
techniques in this course, since I had 14 students per section and a classroom
spacious enough to allow students to mover around and rearrange themselves into
different groups.
Substantial research supports the idea that active learning is a
much more effective way to facilitate student learning than the traditional
instructor-centered lecture format. Students are more likely to “internalize,
understand, and remember material learned through active engagement in the
learning process.
Over the course of the term, I gave lectures with opportunities
for student engagement, led large group discussions, facilitated small group work,
led policy simulations, focused on individual case studies, and asked students to
write about material we were covering. I’ll outline each of these techniques below.
Over the course of the term, I gave several lectures. These were not
traditional “teacher-talk” lectures, but “enhanced lectures.” Rather, they were “a
series of short, mini-lectures punctuated by specific active learning events designed
4
pp. 44-50.
5
See , p. 3.
4


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