The Lively Lecture—8 Variations

The author is a professor of history and chair, Division of Social Sciences, at Wabash College in Crawfords ville, Indiana. The drawings were made by Jim Hull to accompany a demonstration/discussion by the author on the ideas in this article. That presentation was spon sored by the Teaching Resources Center at Indiana Uni versity in Bloomington. higher order cognitive and affective capabilities in stu dents, and promoting more active student involvement in their own learning.1 Since both common sense and educational research indicate that these goals are more readily achieved in smaller rather than larger classes, a likely target of these calls for reform is the lecture.