Presentation on theme: "Lecture Reconsidered: Teaching with Students Carl S. Moore, Assistant Director Teaching and Learning Center Temple University."— Presentation transcript:
Lecture Reconsidered: Teaching with Students Carl S. Moore, Assistant Director Carl.email@example.com Teaching and Learning Center Temple University
Wood, D., Bruner, J. S., & Ross, G. (1976). The Role of Tutoring in Problem Solving*. Journal of child psychology and psychiatry, 17(2), 89-100. Workshop Outline 1.RESEARCH ON LECTURE 2.LITERATURE ON STUDENT LEARNING 3.CONNECTING THE DOTS 4.USING STUDENTS TO REACH THE LEARNING GOAL 5.BEST PRACTICES 6.LECTURE RECONSIDERED THINK TANK 7.CLOSING
WORKSHOP GOALS LEAVING THIS WORKSHOP PARTICIPANTS SHOULD: Reconceptualize the way lecture is viewed as a teaching method Identify strategies and tools that can be used to engage students
What is a lecture? Bligh (2000)’s meta-analysis of attention span in lectures indicates: 12 minutes optimum time for focusing No more than 20 minutes of uninterrupted talk Bligh (2000)’s meta-analysis of attention span in lectures indicates: 12 minutes optimum time for focusing No more than 20 minutes of uninterrupted talk
Bligh (2000)’s meta-analysis of attention span in lectures indicates: 12 minutes optimum time for focusing No more than 20 minutes of uninterrupted talk (Hake, 1998)
Engaging Students What do you see? How does this picture relate to engaging students?
Best Practices Change every 15 -20 minutes Think-Pair-Share Have student present the lecture material Use of technology such as Poll Everywhere Connect Cards Group Notes (in class/wiki)
Think Tank What are some strategies that you have used to engage students in your classroom? Small vs. Large?
Check-In with Poll Everywhere What is one thing you will continue to do or will try as a result of attending this workshop?
References Bloom, B. S. (1956). Taxonomy of educational objectives, handbook 1: Cognitive domain. New York: Longmans Green Blumer, H. (1986). Symbolic interactionism: Perspective and method. University of California Press. Freire, A. M. A., & Macedo, D. (1998). The Paulo Freire Reader. Cassell and Continuum, 370 Lexington Avenue, New York, NY 10017. Gokhale, A. A. (1995). Collaborative learning enhances critical thinking. Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American journal of Physics, 66, 64 Watkins, C. J. C. H., & Dayan, P. (1992). Learning. Machine Learning, 8(3), 279-292.
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