In my teaching, I use active learning methodologies that are student-centered, collaborative, and focused on formative assessment and revision. A very small percentage of my courses is spent lecturing and is reserved for when I need to introduce concepts that may be unfamiliar to students. Such lecturing, however, always stems from activities that connect students to awareness of their abilities as rhetors and literacy actors, which draws from my theoretical stances informed by Geisler, Cushman, and Rose.
For example, in the first week of English 1010, a basic understanding of genre and rhetorical analysis is essential for students to grasp. Rather than introducing these concepts through lecture or readings, and then asking students to engage with them through activity, the process begins with students completing a genre and rhetorical analysis activity that they can all succeed in, and on which they can articulate their critical thinking. It is only after they have completed this activity that I turn to lecture, but as I do, the “lecture” evolves as a conversation regarding the students’ experiences with the activity in order for them to internalize the concepts and recognize their abilities. Click here for an audio recording of this methodology enacted in a recent English 1010 course (start at 17:48).