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Agenda
Why Lecture
Maximizing Learning via Lectures
Why Lecture?
Let’s Explore the Research
An Experimental Study…112 third and fourth
graders learning about ramps
Direct Instruction Good and Bad
Examples; Explanations
Discovery Based Learning
Randomly Assigned
Khlar and Nigam (2004)
Direct Instruction was more effective!
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Exploration Assessment
Direct InstructionDiscovery
Khlar and Nigam (2004)
Mea
n N
umbe
r of U
ncon
foun
ded
Expe
rimen
ts (O
utco
me
Varia
ble
Dem
onst
ratin
g Le
arni
ng)
A Quasi-Experimental Study with 1st Year College Students
1098 First Year Students in Teacher Preparation
Program
Lecture (LLLL) Case-based Learning (CCCC)
Lecture and Case-based Learning
(LCLC)
Gradual Approach Lecture- Case Based
Learning (LLCC)
Quasi-experimental Study
Classes Randomly Assigned
Baeten, Dochy, & Struyven (2013)
What is Case-Based Learning?
1. Active Involvement-Constructing Knowledge
2. Teacher is Facilitator
3. Authentic Assignments
4. Cooperative Group Work
Prediction Time:
Which approach do you think worked the best?
a. Lecture Onlyb. Case Based Onlyc. Gradual- Lecture, Lecture, Case-Based, Case-Basedd. Alternating- Lecture, Case-Based, Lecture, Case-
Based
Direct Instruction with Gradual Introduction of Case-Based Learning Worked Best!
Gradual LLCC
LectureLLLL
Case-basedCCCC
GradualLLCC
Lecture and Case-based
LCLC
Baeten, Dochy, & Struyven (2013)
Clark, Kirschner & Sweller (2012)
Direct Instructionis BEST
for Novice Learners
Expertise Reversal Effect
Lee & Anderson (2013)
Maximizing Learning via Lecturing
7 Strategies for Maximizing Learning via Lecturing
1. Activating Prior Knowledge
2. Capture Attention and Emphasizing Important Points
3. Effective Multi-Media Use
4. Elaboration through Examples
5. Reflection Opportunities
6. Retrieval Practice
7. Questioning for Critical Thinking
Strategy 1:Activate Prior Knowledge
Activating Prior Knowledge: Learning is Incremental
Goswami (2008)
Activating Prior Knowledge
Working MemoryEnvironment Long-term Memory
Adapted from Willingham (2009)
Turn and Talk….
What is a teaching strategy that you
use or would like to use to activate prior
knowledge?
Dusting Off the Cobwebs
1. No Notes- What did you learn from our last class?
2. Look at Notes- Fill in any information gaps
3. Large Group Discussion
Strategy 2:Capturing Attention and Emphasizing Important Points
Question:
How long can students pay
attention during a lecture?
Question:
How long can students pay
attention when reading?
Attention and Length of Lecture
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Mind-Wandering
Mind-Wandering During Lecture
First Half Second HalfRisko et al. (2012)
Perc
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f Stu
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s Rep
ortin
g M
ind-
Wan
derin
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Attention and Length of Lecture
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Attention During Lecture
Attention
Farley, Risko & Kinsgstone (2013)
Atte
ntio
n Ra
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(7 p
oint
scal
e)
Capturing Attention• Voice
• Gestures
• Emotions
• Interesting Content or Activities
Emphasizing Important Points: Novices vs. Experts
• Novices focus on the details instead of the big picture
• Experts make more inferences
• Prior knowledge increase accurate inferences
Hrepic, Zollman, Rebello (2003)
Emphasizing Important Points
Hogan, Rabinowitz, & Craven 2003
Strategy 3:Using Multi-Media Effectively
Activity Time
What makes a Power Point presentation effective?
Multi-Media: We are all Visual Learners
Mayer (2009)
5 Steps to Effective Media Learning
Choose relevant words
Choose relevant pictures
Organize words
Organize images
Integrate words and imagesMayer (2009)
Less is More!
Mayer (2009)
Draw Attention to Important Concepts
Mayer (2009)
The “Be Quiet” Principle (also known as the Redundancy Principle)Mayer (2009) brings attention to the fact that when you have a visual aid such as a PowerPoint slide that contains a lot of words (like this one!), it makes it difficult for the student to process the information. There are competing channels fighting for attention. You want to listen and you want to read. You end up trying to do both and not doing either one very well. He argues that because images are so powerful, it is often best to use an image as a back drop to your narration. If you need to use a lot of words on a slide, then “be quiet” (these are my words not Mayer’s words!) and let them read it. Then, you can explain it more once they are finished reading.
Use Conversational Language rather than Formal Language
Mayer (2009)
Additional Multi-Media Tools
Videos Twitter or Social Media Tools
Strategy 4:Elaboration via Examples
Elaboration via Examples
Examples
Motivation
Learning
Wlodkowski & Ginsberg (1995)
Examples lead to Better PerformanceCarrol (1994)
40 High School Students
Worked Example Practice 0
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Errors-Practice
Errors-WorkedExample
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rror
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Elaboration: What Works Best?Hamilton (1997)
Relational Elaboration
Focusing on similarities and differences
between concepts led to highest levels of
achievement
Live and Virtual Demonstrations
Real World Applications
Strategy 5:Brief Reflection Opportunities
Cognitive Engagement Matters the Most!
Mayer (2009)
Brief Reflection Opportunities• One Minute Papers
• Turn and Talk or Think Pair Share
• Compare Notes
• Quick Quizzes
• 5 Paper Fast Pass
Brief Reflection Opportunities: How Often?
Prince (2004)
The Power of Pausing22.97
16.63
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Free Recall of Concepts
PauseNo Pause
Three 2 minute Pauses to Review Concepts and Share Notes
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Objective Test 12 days later
PauseNo Pause
Ruhl, Hughes, & Schloss (1987)
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cept
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form
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The Power of Writing Summaries During Class
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Written Summaries Reviewed Notes No Pause
Delayed Free Recall- 12 Days Later
Delayed Free Recall
79 Students randomly assigned21 minute video lecture with two 4 minute pauses
Davis & Hult (1997)
Aver
age
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ber o
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pons
es R
ecal
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Quick Quiz
True or False
According to Mayer (2009), cognitive engagement is more important than behavioral engagement.
Quick Quiz
True or False
Prince (2004) suggests that a brief active learning technique is used after 30 minutes of lecturing.
Quick Quiz
True or False
Written summaries improved retention of information and exam performance.
Strategy 6:Using Practice Retrieval Techniques
A Research StudyRoediger& Karpicke(2006)
Study Technique
SSSS SSST STTT
180 college students
S = Study; T= Test
Retention ofInformation
Retrieval is a MEMORY tool!!!
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Immediate Delayed
SSSSSSSTSTTT
Roediger & Karpicke (2006)
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of Id
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Polling
Turn and Talk
How do you use (or plan to use) retrieval practice
DURING class?
More Retrieval Ideas• Shout Outs
• Dusting off the Cobwebs
• Polling
• One Minute Papers or Presentations
Strategy 7:Questioning for Critical Thinking
Critical Thinking Questions
Learning Purpose Socratic QuestionsClarifying Explanations What do you mean by….?
Provide an additional example of….
How does this compare and/or contrast to….?
What are the potential advantages and disadvantages of… ?
Questioning Assumptions What other explanations might account for this?
What are the assumptions behind this statement?
Exploring Additional Evidence
How can we find out more about this topic?
How does this connect to the concepts we’ve discussed previously?
What additional evidence can you find to support or refute this idea?
Multiple Perspectives What would someone who disagrees say?
What are the cultural implications?
Real World Implications What are potential consequences or implications of this?
Provide a real world example of….
Self-Reflective Processes Why should this issue matter?
What is the importance of learning about this issue?
What other questions do you now want to explore?
Teach Students How to Develop QuestionsKing (1995)
• Reciprocal Peer Questioning
• Reading Questions
• Share and Compare
Questioning leads to Higher AchievementKing (1991)
56 9th Grade Honors Students
Self-questioningSelf-questioning
and peer reciprocal questioning
Discussion groups Control-independent study
Questioning leads to Higher AchievementKing (1991)
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Post-test 10 day post-test
Self-questioningSelf and Peer QuestioningDiscussionIndependent ReviewTe
st P
erfo
rman
ce
Let’s Summarize What We’ve Discussed…Prior Knowledge
Attention and Importance
Multi-Media
Examples
Reflection
Practice Retrieval
Questioning
THANK YOU AND BEST WISHES WITH DYNAMIC LECTURING!
Questions? Contact Dr. Harrington at [email protected]
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