For large undergraduate classes, we tend to impart concepts by providing students information in a didactic manner.
Consequently, students receive information passively and face difficulties applying the information. An alternative to the didactic lecture approach to ask students to reason through key data to arrive at basic knowledge, information or concepts. I will share my preliminary observations using such an approach in a Cell Biology course and illustrate how with this approach students can extract simple knowledge and concepts through data analysis. I propose that this less traditional way of teaching can complement and improve traditional didactic lectures.
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