1. Learning that will Stick Why activity is part of the learning equation.

2. The power of the first minutes On your index card:
Write one question you have related to the topic of this session.
Write one fact you know about the topic
Form a pair: Introduce yourself.
Share your question and fact.

3. Session Objectives Plan effective learning during lectures
Participants will be better able to:
Plan effective learning during lectures
Use the “pause procedure” to improve learning
Use several methods to engage learners
and make them more active

4. How can you engage learners to enhance their learning?
Some facts you should know first…

5. Attention How well do listeners retain information?
of first 10 minutes

6. Attention How well do listeners retain information?
of last 10 minutes
Rickard et al, 1988 Teaching of Psychology 15,

7. Attention Lecturer Level of performance Students 5 min. 50 min. Time
effectiveness
5 min.
50 min.
Time
Adapted from DH Lloyd
Visual Education,1968

8. Students’ Heart Rates in Class
Break 90
Beats/minute 80
Student question
Lecture
Discussion 70 25 50 60 90
Minutes
Adapted from DH Lloyd
Visual Education,1968

9. Your brain asks questions about incoming information.
Have I heard or seen this before?
Where does this information fit?
What can I do with it?
Is this the same idea I had?

10. Why your brain needs to be “on”
Link what being taught > What already know
Save the information----->test, recap, explain, use in activity

11. The ‘Pause’ Procedure
Instructor paused for 2 minutes x 3 during lectures.
Intervals of minutes between pauses.
Students discussed and reworked their notes
Students in the ‘pause’ class did significantly better on free recall and comprehension testing.
Ruhl, Hughes, Schloss
Using the pause procedure to enhance lecture recall
Teacher education and special education 10: 14-18, 1987

12. Quickies…ways to improve a lecture
Build interest
Involve students during lecture
Maximize understanding
and retention
Reinforce the
lecture

13. Application, & Practice
Effective Lectures
Connect
New Information interspersed with “pause procedure”
Examples,
Application, & Practice
Close
Activity connected to content
Mini-lectures of minutes each.
After each mini-lecture, Pause or “Quick Think” 1-3 minutes
Activities that encourage application and transfer of learning
Check for understanding
(ARS)
Ask learners to summarize session
2-3 min.
3-7 min

14. Learning is enhanced when learners “do” something with information….
State the information in their own words
Give examples
Apply the learning to a new problem
Use the learning in a different situation
State the opposite or converse
State the consequences
Teach it

15. QT
‘Quick Thinks’
Susan Johnston

16. “Complete/Support a statement”#1 QT
“Complete/Support a statement”
People can apply their learning better when presenters…. or
All persons who qualify should receive a flu shot because…….
Activity:
Complete or support a statement,
Work in pairs for 1 minute

17. Select the best responseQT
Select the best response #2
What is the best reason to use evidence-based practice guidelines
A. Practice is standardized
B. There are data to support decisions
C. You can measure outcomes validly
D. The research is the best way to practice
Students choose a response
and explain and defend it to a partner

18. Compare or contrast (in pairs-trios)QT #3
Compare or contrast (in pairs-trios)
Identify 3 parallel elements
Focus on similarities
Pollock
Miro

19. Compare or contrast (in pairs-trios)QT
Compare or contrast (in pairs-trios)
Identify 3 differentiating elements
Focus on differences

20. QT
Reorder the steps #4
Choose a procedure. Mix up the steps; students can reorder them.
Why is this a useful exercise?
When might you want to use it?
Procedures
Developmental stages of children

21. QT
Reorder the steps

22. QT
Reach a conclusion #5
In a review of published papers related to the outcomes of trials of an antidepressant, 37 with positive results were published, and 3 with negative or questionable results were published.
Why might this happen?
Turner, Matthews, Linardatos, et al
Selective Publication of Antidepressant Trials and its influence on apparent efficacy. NEJM 2008;358:

23. Effective vs. Ineffective Lectures
Characteristics of the “Effective Lecture”:
• Lecturer-participant interaction
• Active learning
• Problem-solving activities
• Frequent discussion
• Limited note-taking
Characteristics of the “Ineffective Lecture”:
• Lecturer “tells” participants
• Passive listening
• Few if any questions
• Few if any pauses
• Copious note-taking

24. Summarize the Session
We hope you have learned during this session, and that you can state the essence of what you learned.
Can you distill the session into <12 words? Try it.
Can you distill the session down into <6 words? Try it.

25. Overview Opening exercise to engage
Mini-lectures to provide content with interactive examples and applications.
Check for understanding

26. Learner engagement: References
Small Group Instruction in Higher Education
Cooper, Robinson, Ball 2003
Chapter 14: Active thinking tasks in lecture
Active Learning: Creating Excitement in the Classroom
Bonwell & Eison 1991
The Ten-Minute Trainer—150 Ways to Teach it Quick & Make it Stick
Sharon Bowman Pfeiffer, 2005