Using Two-Stage Exams to Promote Active Learning in Large Classes
For decades now, the call to college teachers has been to rely less on lecture and to draw more on active learning techniques such as discussions, small group brainstorming, and think-pair-shares.
Strategies like these fit well within smaller courses. But in an auditorium with a couple of hundred students, how do we encourage participation and community?
To meet this challenge, Notre Dame’s Rachel Branco has turned to an assessment approach known as the two-stage exam. It’s worked so well that she has now written a how-to guide to help other instructors incorporate this active learning experience into classes of any size.
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