Practical design patterns for guided/fill-in-the-blanks notes for large classes

Abstract

Incorporating active learning in large multi-section courses with four-digit enrolments often requires careful planning and buy-ins from students and fellow instructors. Setting up active learning is usually a very time-consuming process. Interleaving lecturing and active learning using guided notes offers a middle ground to reduce instructor workload. Guided notes are fill-in-the-blank lecture notes for intentional and purposeful note-taking during class and are typically distributed to students before classes. Research shows guided notes improve students\u27 success rates in challenging courses such as first-year calculus. Our on-the-ground experience matches that of the literature. For example, time saved from copying words off a chalkboard is used for in-class thinking. We found that guided notes promote in-class engagement and encourage two-way communication between instructors and students. We showcase practical design patterns for creating guided notes with examples from first-year undergraduate math courses. Moreover, we discuss strategies to create dynamic lessons and how to reuse such design patterns in your courses