Students in 2 large sections of an introduction to psychology course responded in writing during class to questions regarding material recently presented in lecture. After writing, they shared and discussed their responses with others. The exercises motivated attendance, and students generally reacted positively to the technique. There was some evidence that completing the exercises facilitated learning, although the exercises did not appear to stimulate intellectual activity outside of class. The technique is an easy and effective way to enhance a lecture and stimulate active learning during class.
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