Lecturing: Snoozing and Losing

This session will discuss a qualitative research study designed to determine the perspectives of college students when their professors used instructional strategies to aid students\u27 retention of information rather than teaching strategies that provide information such as a lecture style. We posit that teaching at the college level requires a paradigm shift from a Socratic style which focuses on merely providing information to a partnership wherein professors assist students in retaining key concepts. Participants included two education professors teaching five courses and the students in those classes. The students reported increased motivation, interest, and learning when styles other than lecture were employed in the classroom. The objectives of the presentation are to: (a) discuss the professors\u27 implementation of specific interactive learning strategies and students\u27 reactions to the strategies and (b) offer attendees recommendations for implementing strategies to help students learn