Since what we lecture is not what others learn …

Most agree with neural research that illustrates how learning revs up with interaction and involvement. But fewer seem sure about how to create a syllabus for high school or higher education classes without lectures. Vermont Medical School is one of few who abandoned lectures in favor of engaging students.

How do you show in your syllabus active learning with robust rubrics that department heads will value?

Beyond lectures

Walk down any high school or university hall and you’ll likely spot a class or two where students’ enthusiasm keeps them active – while faculty facilitate lesson tasks from the sidelines.

Student wonder starts with your syllabus and extends into rubrics you create to assess active learning that engages whole brain tasks.

Any insights from your transitions into active or brain based tasks? Here at my TpT site are step by step guides to build a syllabus and rubrics for active learning in upper classes.

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