Getting the Most from Lectures Focus on Learning: Part 1 August - PDF document

Getting the Most from Lectures Focus on Learning: Part 1 August 2010 Karen Hodgins Karack Consultants

Learning Outcomes Upon completion of this workshop the participant will be able to/or will have:  engaged in a reflective assessment of his or her use of the lecture method  engaged in discussion with other practitioners regarding the use of the lecture method  considered alternative teaching techniques and strategies to enhance the lecture method  identified a specific change to enhance his/her lecturing technique What is a Lecture? Discourse between audience or class on given subject; admonish; reprimand. Concise Oxford Dictionary The lecture method uses speaking or visual demonstration to transmit new information, clarify existing knowledge, or explain concepts . Banbury, Janz and McDdermott, Essential Elements of 4 Teaching Methods: Linking Rubrics to Teaching The purpose of a lecture is to clarify information to a large group in a short period of time. It is not to convey information. University of Hawaii Faculty Development literature 2

What we know about lectures Observations:  one of the most commonly used techniques: One national study has revealed that only 35% of faculty emphasize their institution’s curricula r goals. Only 12% utilize feedback from students, and 8% use the viewpoints of experts in instruction. The conclusion: the faculty interviewed seemed to teach as they had been taught. (Gardiner) Strengths  Provides an opportunity: o to convey a great deal of information in a short period of time o to present an overview or summary of course material o for the instructor to demonstrate interest and enthusiasm  Can easily o accommodate large groups o be modified according to audience, subject or allotted time  Often preferred by learners who are interested in facts and high grades  Role of the teacher and the learner are familiar and easily defined Pitfalls  Teacher centred rather than student centred  Uses one-way pattern of communication; not much opportunity for feedback  Learners are relatively passive; limited to listening and note-taking 3

 Less effective if learning is in the psychomotor or affective domain  Less effective for long term retention than methods in which the learner is more active  Generally excludes learning styles other than auditory learners  Promotes lower level learning of factual information If students are not listening during a lecture, What are they doing?  20% pursue erotic thoughts  20% are reminiscing  Others are worrying, daydreaming, thinking about lunch  Only 20% are actually listening  Their attention drifts after only 10-20 minutes. They are listening, asking or responding to questions, or taking notes only half of the time. Up to 15% of their time is spent fantasizing. (Gardiner: 1998) Student Attention General Pattern of Attention  5 minutes to settle in  5 minutes to readily assimilating material  confusion and boredom  assimilation falling off rapidly and remaining low for remaining of lecture  some revival of attention at the end (Penner:1984) Medical Students  concentration rose sharply and peaked at 10-15 minutes (Stuart & Rutherford:1978) 4

Note-taking  students take notes on content as follows o 41% of content in first 15 minutes o 25 % of content in a 30 minute time period o 20% of what is presented in 45 minutes (J. McLeish in Penner: 1984) Lectures and Learning After an extensive series of studies we concluded that lecturing was as (but no more) effective as reading or other methods in transmitting information, lecturing was clearly less effective in promoting thinking or in changing attitudes.( Bligh 1972) They found lecture to be superior to discussion for promoting factual learning, but discussion was found to be superior to lecture for promoting higher-level reasoning, positive attitudes, and motivation to learn . (McKeachie and Kulik: 1975) Popularity of the Lecture Method One national study has revealed that only 35% of faculty emphasize their institution’s curricular goals. O nly 12% utilize feedback from students, and 8% use the viewpoints of experts in instruction. The conclusion: the faculty interviewed seemed to teach as they had been taught. (Gardiner) 5

Lecture-aid Structure:  Divide the lecture in three o Beginning o Middle o End  Provide at least 3 interactive learning activities within each lecture Planning:  Consider the following elements o the learning outcomes and the “must know” content o the characteristics of your learners o your experiences o timeframe  Plan activities to actively engage learners with the content o Paraphrase the idea o Correct the error o Reorder the steps o One minute paper o Think, Pair, Share o Question-feedback box o Cartoons, graphs, photos o Newspaper, magazine, internet articles o Case studies, scenario analysis o End of class summaries o Small group or pair problem solving  Plan appropriate visuals Implementation:  Connect lecture to learning outcomes, objectives and/ or essential questions in the lecture introduction 6

 Provide an overview of the lecture  Gain learner’s attention with the use of provocative questions, narratives, dilemmas etc.  Present content logically and clearly  Explain concepts in understandable terms  Link theory with practice  Connect content with learners’ experiences  Use appropriate concrete examples to illustrate points  Present concepts in small blocks  Pace appropriately allowing time for reflection  Summarize important points at regular intervals  Use technology effectively  Use visual aids effectively  Vary learning activities  Use time effectively (spend appropriate amount of time on critical issues)  Involve the participants o Solicit questions o Acknowledge learners’ comments  Use an appealing teaching style o Enthusiasm o Spontaneity  Speak clearly and maintain eye contact  Use voice intonation, gestures, and movement to maintain attention  Use verbal cues such as “first” or “finally”  Monitor learners’ reactions and adjust as necessary 7

Questioning and Debriefing:  Ask questions to monitor understanding  Provide a summary of key ideas  Reiterate learning outcomes  Connect lecture to prior lecture or content  Encourage learners to learn more (follow-up reading, assignments etc.) Banbury, M. M., J. R. Janz & L. M. M. McDermott (2003). Essential Elements of 4 Teaching Methods: Linking Rubrics to Teaching. College Quarterly Vol. 6 No. 1. http://www.collegequarterly.ca/2003-vol06- num01-fall/banbury_janz_mcdermott.html Final Thoughts  Limit lecture to 10 -15 minutes and 3-4 key points, at any one time  Consider learning outcomes, key content, and learner profiles  Incorporate a variety of interactive learning activities  D eliver, assess, modify..., deliver, assess, modify… 8

Lecture Method: Resources Banbury, M. M., J. R. Janz & L. M. M. McDermott (2003). Essential Elements of 4 Teaching Methods: Linking Rubrics to Teaching. College Quarterly Vol. 6 No. 1. http://www.collegequarterly.ca/2003-vol06-num01- fall/banbury_janz_mcdermott.html Bligh, D. A. (n.d.) What’s the use of lectures? Harmondsworth, Middlesex. England: Penguin Books Madden, D. (1998) How students learn vs. how we teach. Excerpts from Lion F. Gardiner’s Article Why We Must Change: The Research Evidence. http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/gar diner.htm Purposeful Teaching: Design and instruction for adult learners . http://www.rcmp- learning.org/docs/ecdd1140.htm Selecting a Delivery Strategy. http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/deli very.htm Staff of the Center for Teaching and Learning (1989) Thoughts on the Lecture Method. http://ctl.unc.edu/fyc6.html The University of Chicago Center for Teaching and Leaning (2000) Teaching Methods :Lecturing. http://uchiago.edu/handbook/tac05.html 9

Sample Lecture Format Introductory Focused Discussion:  Q&A reviewing previous information or content and linking it forward to new content  Group quiz  Review of previously completed “What I’m still struggling with” sheets Lecture Segment One:  Deliver first segment of lecture  Limit to 3-4 key points  Limit to 10-20 min. (the length of time most adults can concentrate on a lecture) Pair Discussion One:  Give students pairs a discussion/application task focused on material you have presented  Keep it brief (3-4 min); this actively engages students with the material and with each other  Each of the students prepares his/her own answer, shares and listens to partners response, then creates a new response building on each other’s thoughts Lecture Segment Two  Deliver second segment of the lecture Pair Discussion Two:  Or use other cooperative learning technique, for example have a small group of students write two appropriate exam questions based on the day’s lesson. Summary  Ask students as a collective to summarize key points covered in the lecture.  Provide support and clarification if needed. Closure Focused Discussion  Opportunity for any further student questions Link Forward  Reminder of next topic and any necessary preparation  Students participate in a two minute written reflection: o What “ knocked you out ” today in terms of what you learned? o What are you still struggling with? Note: adapted from handout: Lecturing with Informal Groups, Johnson. Johnson& Smith, as presented by Marie Green at FOL Part 2, May 2005 10