Active learning within a lecture: Assessing the impact of short, in-class writing exercises

Students in 2 large sections of an introduction to psychology course respon ded in writing during class to questions regarding material recently presen ted in lectured After writing, they shared and discussed their responses wi th others. The exercises motivated attendance, and students generally react ed positively to the technique. There was some evidence that completing the exercises facilitated learning, although the exercises did not appear to s timulate intellectual activity outside of class. The technique is an easy a nd effective way to enhance a lecture and stimulate active learning during class.