Using Student-Led Seminars and Conceptual Workshops to Increase Student Participation

Abstract

This article examines the use of two strategies designed to increase student participation in a teacher education class: student-led seminars and conceptual workshops. Quantitative data, collected by a graduate student observer, showed increased student participation in classroom discussion and activities. Also, qualitative findings collected through a third party interview revealed students’ perceptions of in-depth understanding, practical application, and synthesis.