Addressing blank stares and unintended paths in student-centered learning

Abstract

Despite decades of research supporting their effectiveness, adoption of student-centered teaching practices is slow, and many instructors try active learning only a few times before reverting to traditional teaching methods. Like most skills, learning to design and facilitate student-centered activities takes practice, and new adopters often encounter frustrations as they begin to implement these approaches. Sharing best practices for smoothing the implementation of active learning can increase the likelihood that instructors will adopt and sustain evidence-based practices. I will describe two common hurdles (and how I address them) when implementing student-centered activities in my undergraduate signals and systems courses. (1) The blank stare: Whether it be resistance to active learning practices, lack of understanding of the content, or just not enough sleep the night before, students often struggle to get started when handed an active learning activity. (2) The path not intended: One of my favorite parts of teaching is designing activities that (I believe) are engaging, relevant, and help students draw connections among important concepts. More often than I’d like to admit, however, the approach I have in mind when designing the activity bears little resemblance to the (equally valid) approach students take when completing it.