Using a Reading Strategy to Foster Active Learning in Content Area Courses

Abstract

Research indicates that active learning is desirable in the college classroom in lieu of a passive lecture style. The dilemma of many professors is how to introduce active learning in a traditional lecture course. K-W-L, a reading strategy, which promotes active reading, is adapted to facilitate active learning in the traditional lecture classroom. This strategy facilitates critical thinking, professor-student interaction and retention in the course and in college.