Generative Learning Strategies for the Survey of International Economics Course

Generative learning promotes less reliance on professors' lectures while simultaneously creating more self-reliance among students. This article offers a theoretical rationale that supports generative learning. Within this rationale, the authors describe specific generative strategies that provide students with opportunities to (1) organize course content, (2) integrate new content with students' current knowledge, and (3) elaborate on course content by making connections to real world events. In the second half of this article, the authors offer ideas for implementing generative strategies into the day-to-day events of an economics course. While the authors use Survey of International Economics as their example, the ideas in this article could be applied in a variety of economics courses