Short active learning strategies (e.g., the pause procedure) involve less risk that valuable
class time will be "wasted" (i.e., not used productively or effectively) than longer activities.
2 More highly-structured active learning strategies (e.g., short writing activities, debates, case
studies) involve less risk that course content will not be adequately covered and that the
instructor will not feel in control of the class than instructional activities that are less carefully
structured or scripted (e.g., role playing, informal group discussion).
3 The greater the degree of instructor planning, and the more thorough and thoughtful the
instructions that are provided to students, the less the risk that an activity will take an
unexpected and/or unproductive turn.
4 When the subject of a lesson is relatively concrete (e.g., an in-class or out-of-class reading
assignment with an accompanying writing activity) and students are relatively well prepared,
there is less risk that an activity (e.g., a large-class discussion) will go astray than if the
subject of the lesson is relatively abstract and/or students are not adequately prepared or
informed (e.g., material supposedly covered either in high school or an assigned pre-class
reading).
5 The more familiar and experienced students and faculty members become with a particular
active learning strategy, the less the instructional risk. This is especially true when faculty and
students are using relatively new and/or unfamiliar technology tools.
6 Encouraging the flow of communication between the faculty member and his/her students
involves less risk that a discussion will stray off topic or that shy students will not participate
than a discussion that encourages student-to-student communication without a moderator.
Short active learning strategies (e.g., the pause procedure) involve less risk that valuableclass time will be "wasted" (i.e., not used productively or effectively) than longer activities.2 More highly-structured active learning strategies (e.g., short writing activities, debates, casestudies) involve less risk that course content will not be adequately covered and that theinstructor will not feel in control of the class than instructional activities that are less carefullystructured or scripted (e.g., role playing, informal group discussion).3 The greater the degree of instructor planning, and the more thorough and thoughtful theinstructions that are provided to students, the less the risk that an activity will take anunexpected and/or unproductive turn.4 When the subject of a lesson is relatively concrete (e.g., an in-class or out-of-class readingassignment with an accompanying writing activity) and students are relatively well prepared,there is less risk that an activity (e.g., a large-class discussion) will go astray than if thesubject of the lesson is relatively abstract and/or students are not adequately prepared orinformed (e.g., material supposedly covered either in high school or an assigned pre-classreading).5 The more familiar and experienced students and faculty members become with a particularactive learning strategy, the less the instructional risk. This is especially true when faculty andstudents are using relatively new and/or unfamiliar technology tools.6 Encouraging the flow of communication between the faculty member and his/her studentsinvolves less risk that a discussion will stray off topic or that shy students will not participatethan a discussion that encourages student-to-student communication without a moderator.
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