1. Teaching without Lecture
An insightful way to teach and train
adults outside of the traditional
classroom.

2. “When I give a lecture, I accept that people look at their watches, but what I do not
tolerate is when they look at it and raise it to their ear to find out if it stopped.”
Marcel Achard, French Playwright, 1899-1974
There has to be a better way to teach!
How can we teach and train students so
that the knowledge becomes a part of
their fabric?

3. Key things to consider
• Do the learning activities foster learning for all students, challenging
them at their current ability?
• Do the learning activities involve making connections between
concepts and opportunities to make meaning?
• Do the learning activities involve student creation of evidence of
understanding?
• Do the learning activities involve metacognitive/self-assessment
strategies so students can learn when they have actually learned
something, and to what level?
• Do the learning activities involve students doing the work of
learning?
• Do the learning activities give students the opportunity to learn
from failure?
• Do the learning activities activate, develop, and build upon prior
knowledge?
Source: http://www.crazyteacherlady.com/7/post/2011/11/no-textbooks-no-lectures-
teaching-without-a-safety-net.html

4. CONTEXT-BASED/PROBLEM-BASED
LEARNING
• Problem-based learning was formalized by
medical educators in the 1950s and 1960s to
address the exponential expansion of medical
knowledge while better aligning traditional
classroom problem-solving approaches with
those used in clinical practice. (Allen, Donham
and Bernhardt, 2011)

5. CONTEXT-BASED/PROBLEM-BASED
LEARNING
• The basis for the development of context-based learning
begins with an acknowledgement that true embodiment of
the knowledge is not delivered in the classroom.
• Instead of lecturing, PBL instructors must find or create
good problems based on clear learning goals.
(Allen, Donham and Bernhardt, 2011)
• Context-based learning can fulfill education needs by
situating learning within real, realistic or simulated contexts
(Williams, 2008).
• Problem-based learning shares the same constructivism
model, and the learning can take place in groups.

6. CONTEXT-BASED/PROBLEM-BASED
LEARNING
• PBL involves four basic stages:
– problem analysis
– self-directed learning
– brainstorming
– Solution testing

7. EXPERIENTIAL LEARNING
• It rightfully implies there is an “experience”
piece to the learning.
• It has much to offer to those engaged in
academic and professional management
development, pedagogy, and education
(Bevan, Kipka. 2012).
• Also referred to as “situational learning”.

8. EXPERIENTIAL LEARNING
• An essential aspect of experiential education
is that the learner finds the activities
meaningful and worthwhile. (Hawtrey, 2007,
p.147)
• Features of experiential learning are
– Engaging the learner directly in the phenomena
related to their studies
– Requiring reflection of the experience, analyzing
it, and learning from it. (Heden, 2010, p.109)

9. EXPERIENTIAL LEARNING
• Moore (2004) notes the use of internships
“expose young people to alternative career
paths”.
• It is a powerful education tool for special
needs students as well. (Phillips and
Myers, 2012)

10. References
• Arroio, A. (2010). Context Based Learning: A Role for Cinema in Science Education. Science Education
International, 21 (3), p131-143
• Baker, A. C., Jensen, P. J., & Kolb, D. A. (2005). Conversation as experiential learning. Management
Learning, 36(4), 411-427. Retrieved from http://search.proquest.com/docview/209875875?accountid=13211
• Bevan, D., & Kipka, C. (2012). Experiential learning and management education. The Journal of Management
Development, 31(3), 193-197. doi: http://dx.doi.org/10.1108/02621711211208943
• Darkwah, V., Ross, C., Williams, B., & Madill, H. (2011). Undergraduate nursing student self-efficacy in patient
education in a context-based learning program. Journal of Nursing Education, 50(10), 579-82. Retrieved from:
http://dx.doi.org/10.3928/01484834-20110630-01
• Dolmans, D. H. J. M., Wolfhagen, I. H. A. P., & Ginns, P. (2010). Measuring approaches to learning in a problem
based learning context. International Journal of Medical Education, 1, 55-60. Retrieved from
http://search.proquest.com/docview/763161580?accountid=13211Hawtrey, K. (2007). Using experiential learning
techniques. Journal of Economic Education, 38(2), 143-152. Retrieved from
http://search.proquest.com/docview/235244213?accountid=13211
• Allen, D. E., Donham, R. S., & Bernhardt, S. A. (2011). Problem-based learning. New Directions For Teaching &
Learning, 2011(128), 21-29. doi:10.1002/tl.465
• Hedin, N. (2010). Experiential learning Theory and Challenges. Christian Education Journal, 7 (1), 107-117.
• Jones, C., & Mason, J. (2012). Experiential learning. Mathematics Teaching, (229), 17-20. Retrieved from
http://search.proquest.com/docview/1118654714?accountid=13211
• Kayas, A., Kayas, C., Kolb, D. (2005). Experiential Learning in Teams. Simulation Gaming, 36 (3), 330-354.
• Lin, J., Liu F., Pu, H., Song, Y. (2011). Adaptive device context-based mobile learning systems. International Journal
of Distance Education Technologies. 9 (1), 44. Retrieved from:
http://library.pittstate.edu:2143/10.4018/jdet.2011010103
• Moore, D. (2004). Experiential learning builds competence. Leadership for Student Activities, 32, (9), 32-33.
Retrieved from http://search.proquest.com/docview/234970041?accountid=13211
• Phillips, B. K., & Myers, B. E. (2012). Experiential and inquiry-based learning literature search. The Agricultural
Education Magazine, 84(6), 9-10. Retrieved from
http://search.proquest.com/docview/1024825400?accountid=13211