1. How Can We Use the Lecture Format to Improve Student Learning?

2. Quiz Questions Which answers support lecturing as an effective teaching technique?

3. Evidence for Lecturing 1.Control 2.Saves time 3.Supplement text, new information 4.Invites engagement through enthusiasm 5. Transmits information 9.Effective organization promotes learning

4. What about Questions 6,7,8? Less effective in promoting thought Less effective in changing attitudes Relatively ineffective in inspiring interest

5. Questions 10 and 11 Students need to construct own interpretation of new information The act of using information, manipulating it, enhances ability to recall/use in future

6. The Way the Brain Works Short term memory – Limited and requires more effort

7. The Way the Brain Works Short term memory – Limited and requires more effort Longer term storage – Store new information with similar – Need to understand new information first

8. The Way the Brain Works Short term memory – Limited and requires more effort Longer term storage – Store new information with similar – Need to understand new information first Neural pathways get stronger with use – Better retention and access

9. Note Taking Many students lack the ability to take good notes – Students typically get 20-40% of main points Partly lack of experience – Can teach

10. Hard to remember things that don’t make sense to us TTNZAKGM

11. More Familiar? Easier - KJCSBSJU

12. If Lecture Sounds like TTNZAKGM Give up, tune out Try to copy everything Don’t understand enough to ask a meaningful question

13. Question 13 Attention/absorption declines after 15 minutes – And even earlier with new material 50 minute class – Student notes for last 15 minutes have half the content of the notes for first 15 minutes

14. Solutions What techniques work to help to hold student attention?

15. Ken’s list for holding attention Enthusiasm Use voice Eye contact Accessible language Examples

16. Solutions (2) What techniques work to help students take better notes?

17. Ken’s list for aiding note taking Rhetorical clues – Number points, Power Point or board Framing question Handouts – Brief outline to Guided Notes Summaries Invite questions – “What questions do you have?”

18. What are implications of Question 14? Students retain more when lectures contain less content and provide opportunities for active engagement

19. Parting Thoughts (1) Is your goal coverage or learning? Can’t do it all, so real issue is changing the balance

20. Parting Thoughts (2) Do what feels right for you Experiment in small increments

21. Today’s Presentation as Model Quiz as outline and key content Quiz as means of engagement Lecture – Power point as visual reinforcement Questions to generate engagement Summary