Getting the Most from Lectures Focus on Learning Part 1 August 2013 Karen Hodgins Karack Consultants Our hope The reality check 20 pursue erotic thoughts 20 are reminiscing ID: 329841
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Slide1
Welcome to:Getting the Most from Lectures
Focus on Learning Part 1: August 2013
Karen Hodgins:
Karack
Consultants
Slide2
Our hope...Slide3
The reality check...
20% pursue erotic thoughts
20% are reminiscing
Others are worrying, daydreaming, thinking about lunch
Only 20% are actively listening
Attention drifts after 10-20 minutes (
30 sec. – 5 min.
)
Listening, asking or responding or taking notes only half the time
Up to 15% of their time is spent fantasising
(Gardiner 1998)Slide4
Session Outcomes
Upon completion of this workshop the participant will be able to or will have;
Engaged in a reflective assessment of his/her use of the lecture method;
Engaged in discussion with other practitioners regarding the use of the lecture method;
Considered alternative techniques and strategies to enhance the lecture method;
Identified a specific change to enhance his/her lecture techniqueSlide5
Broad Agenda
define “lecture” as a teaching method
guided reflection
establish what we already know about the lecture method
research on the lecture method
improving lectures
closing exerciseSlide6
Housekeeping
Handouts
Information from slides
worksheet
Break
as neededSlide7
Define “lecture”
Huddle with three other colleagues and prepare a brief definition of
“lecture”
.Slide8
Assumptions
You have all participated in a lecture?
You have already lectured?
Lecturing will be a completely new experience?
You believe the lecture method is the best way to teach your subject to your students?Slide9Slide10
What do we already know about lectures?
Best
WorstSlide11
Strengths
Teachers
StudentsSlide12
Concerns
Teachers
StudentsSlide13
The “WHAT”
How do we determine
what
we teach our students?Slide14
The “HOW”
One national study has revealed that:
only 35% of faculty emphasize their institution’s curricular goals
only 21% utilize feedback from students
8% use the viewpoints of expertsSlide15
Conclusion
The faculty interviewed seemed to teach as they had been taught
. (Gardiner)Slide16
Learning in Lectures
After an extensive series of studies we concluded that lecturing was as (but not more) effective as reading or other methods in transmitting information,
lecturing was clearly less effective in promoting thinking or in changing attitudes.
(Bligh 1972)
So, consider what is my goal…Slide17
Learning in lectures
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)
So, consider…what is my goal…what outcome am I expecting?Slide18
Student Attention
General Pattern
5 minutes to settle in
5 minutes readily assimilating material
confusion and boredom
assimilation falls off rapidly and remains low for remaining of lecture
some revival of attention at the end
(Penner: 1984)Slide19
Student Attention
Medical Students
concentration rose
sharply and peaked at
10-15 minutes
(Stuart & Rutherford: 1978)
65% and 56 % found lecturing effective for basic sciences but generally would like more discussion of cases, independent learning and use of interactive learning strategies (
Nichols 20007)
Slide20
Student Attention
Lapses in attention
are frequent but brief
first spike 30 seconds in
next spikes
4.5 - 5 min
7-9 min
9-10 min
occur more often as lecture continues
fewer reported during active learning methods
Fewer immediately following active learning (refreshes attention)
(D.Bunce, E. Flens & K. Neiles: 2010) Slide21
Student Attention
Note-taking
Students take notes on content as follows
41% of content in the first 15 minutes
25% of content in a 30 minute period
20% of what is presented in 45 minutes
(J. McLeish in Penner: 1984)Slide22
Information Retention
most can hold 7 “bits” of memory in short term memory
add more virtually all is lost
(J.L. Cooper 2006)
pretty much stable across lecture periods of different lengths (40-46%)
(Weimer 2009)Slide23
AppropriatenessUnder what conditions and circumstances is the lecture method
Ideal?
Less than ideal?
Not a good idea?Slide24
Lecture Aid
Selecting content
Providing structure
Student considerations
Using technology
Delivery
Evaluating or assessing lecturesSlide25
Getting the most from lectures...Slide26Slide27
In closing
Your handout and resources
Outcomes
met?
Complete evaluation forms please
Take your handout with you
Enjoy the remainder of your FOL experience