Another lecture break is to have the students break into groups of two or three and review what was said in the first part of the period. They are asked to come up with a well-articulated statement of what was not clear or what might need elaboration or illustration. Alternatively, they may be asked to produce two or three sentence paraphrases of the first part of the period and have them critiqued by other groups. A third activity can be to have them take a mid-period quiz on the first part of the class. Students can then be asked what they wrote, thus initiating questions and discussion.
Quick feedback is an aid to learning, and a mid period quiz provides very quick feedback.
It also helps the teacher know how to proceed with the rest of the class. The implication of these findings are compelling, especially for those who rely too much on lecture as their primary tool of instruction. When lecture is necessary, provide frequent opportunities for students to solve problems and discuss issues in small groups, where they will feel less inhibited. Integrate personal reflections on course issues into your curriculum, through journalizing assignments and essay questions on examinations. Finally, provide opportunities for students to teach each other, by encouraging the formation of study groups, and allowing them to give more presentations to the class, especially by forming non-threatening panel discussions, role playing, and debate formats.