dynamic lecturing christine harrington ph.d. [email protected] january 8, 2014
TRANSCRIPT
![Page 2: Dynamic Lecturing Christine Harrington Ph.D. charrington@middlesexcc.edu January 8, 2014](https://reader031.vdocument.in/reader031/viewer/2022032200/56649c925503460f9494d965/html5/thumbnails/2.jpg)
Agenda
•Why Lecture?
•Maximizing learning via Lecturing
![Page 3: Dynamic Lecturing Christine Harrington Ph.D. charrington@middlesexcc.edu January 8, 2014](https://reader031.vdocument.in/reader031/viewer/2022032200/56649c925503460f9494d965/html5/thumbnails/3.jpg)
Why Lecture?
![Page 4: Dynamic Lecturing Christine Harrington Ph.D. charrington@middlesexcc.edu January 8, 2014](https://reader031.vdocument.in/reader031/viewer/2022032200/56649c925503460f9494d965/html5/thumbnails/4.jpg)
Let’s Explore the Research
![Page 5: Dynamic Lecturing Christine Harrington Ph.D. charrington@middlesexcc.edu January 8, 2014](https://reader031.vdocument.in/reader031/viewer/2022032200/56649c925503460f9494d965/html5/thumbnails/5.jpg)
An Experimental Study…
112 third and fourth graders learning
about ramps
Direct Instruction Good and Bad
Examples; Explanations
Discovery Based Learning
Randomly Assigned
Khlar and Nigam (2004)
![Page 6: Dynamic Lecturing Christine Harrington Ph.D. charrington@middlesexcc.edu January 8, 2014](https://reader031.vdocument.in/reader031/viewer/2022032200/56649c925503460f9494d965/html5/thumbnails/6.jpg)
Direct Instruction was more effective!
Exploration Assessment0
0.5
1
1.5
2
2.5
3
3.5
Direct InstructionDiscovery
Khlar and Nigam (2004)
![Page 7: Dynamic Lecturing Christine Harrington Ph.D. charrington@middlesexcc.edu January 8, 2014](https://reader031.vdocument.in/reader031/viewer/2022032200/56649c925503460f9494d965/html5/thumbnails/7.jpg)
A Quasi-Experimental Study with 1st Year College Students
1098 First Year Students in Teacher Preparation
Program
Lecture (LLLL) Case-based Learning (CCCC)
Lecture and Case-based Learning
(LCLC)
Gradual Approach Lecture- Case Based
Learning (LLCC)
Quasi-experimental Study
Classes Randomly Assigned
Baeten, Dochy, & Struyven (2013)
![Page 8: Dynamic Lecturing Christine Harrington Ph.D. charrington@middlesexcc.edu January 8, 2014](https://reader031.vdocument.in/reader031/viewer/2022032200/56649c925503460f9494d965/html5/thumbnails/8.jpg)
What is Case-Based Learning?
1. Active Involvement- Constructing Knowledge
2. Teacher is Facilitator
3. Authentic Assignments
4. Cooperative Group Work
![Page 9: Dynamic Lecturing Christine Harrington Ph.D. charrington@middlesexcc.edu January 8, 2014](https://reader031.vdocument.in/reader031/viewer/2022032200/56649c925503460f9494d965/html5/thumbnails/9.jpg)
Direct Instruction with Gradual Introduction of Case-Based Learning Worked Best!
Gradual LLCC
LectureLLLL
Case-basedCCCC
GradualLLCC
Lecture and Case-based
LCLC
Baeten, Dochy, & Struyven (2013)
![Page 10: Dynamic Lecturing Christine Harrington Ph.D. charrington@middlesexcc.edu January 8, 2014](https://reader031.vdocument.in/reader031/viewer/2022032200/56649c925503460f9494d965/html5/thumbnails/10.jpg)
Clark, Kirschner & Sweller (2012)
Direct Instructionis BEST
for Novice Learners
![Page 11: Dynamic Lecturing Christine Harrington Ph.D. charrington@middlesexcc.edu January 8, 2014](https://reader031.vdocument.in/reader031/viewer/2022032200/56649c925503460f9494d965/html5/thumbnails/11.jpg)
Expertise Reversal Effect
Lee & Anderson (2013)
![Page 12: Dynamic Lecturing Christine Harrington Ph.D. charrington@middlesexcc.edu January 8, 2014](https://reader031.vdocument.in/reader031/viewer/2022032200/56649c925503460f9494d965/html5/thumbnails/12.jpg)
Direct Instruction Works Because…
More efficient
Reduces cognitive load
Lee & Anderson (2013)
![Page 13: Dynamic Lecturing Christine Harrington Ph.D. charrington@middlesexcc.edu January 8, 2014](https://reader031.vdocument.in/reader031/viewer/2022032200/56649c925503460f9494d965/html5/thumbnails/13.jpg)
Examples
Lee & Anderson (2013)
![Page 14: Dynamic Lecturing Christine Harrington Ph.D. charrington@middlesexcc.edu January 8, 2014](https://reader031.vdocument.in/reader031/viewer/2022032200/56649c925503460f9494d965/html5/thumbnails/14.jpg)
Processing Time…
Summarize the research
on direct instruction.
![Page 15: Dynamic Lecturing Christine Harrington Ph.D. charrington@middlesexcc.edu January 8, 2014](https://reader031.vdocument.in/reader031/viewer/2022032200/56649c925503460f9494d965/html5/thumbnails/15.jpg)
Maximizing Learning via Lecturing
![Page 16: Dynamic Lecturing Christine Harrington Ph.D. charrington@middlesexcc.edu January 8, 2014](https://reader031.vdocument.in/reader031/viewer/2022032200/56649c925503460f9494d965/html5/thumbnails/16.jpg)
7 Strategies for Maximizing Learning via Lecturing
1. Activating Prior Knowledge
2. Capture Attention and Emphasizing Important Points
3. Effective Multi-Media Use
4. Elaboration through Examples
5. Reflection Opportunities
6. Retrieval Practice
7. Questioning for Critical Thinking
![Page 17: Dynamic Lecturing Christine Harrington Ph.D. charrington@middlesexcc.edu January 8, 2014](https://reader031.vdocument.in/reader031/viewer/2022032200/56649c925503460f9494d965/html5/thumbnails/17.jpg)
Strategy 1:Activate Prior Knowledge
![Page 18: Dynamic Lecturing Christine Harrington Ph.D. charrington@middlesexcc.edu January 8, 2014](https://reader031.vdocument.in/reader031/viewer/2022032200/56649c925503460f9494d965/html5/thumbnails/18.jpg)
Activating Prior Knowledge: Learning is Incremental
Goswami (2008)
![Page 19: Dynamic Lecturing Christine Harrington Ph.D. charrington@middlesexcc.edu January 8, 2014](https://reader031.vdocument.in/reader031/viewer/2022032200/56649c925503460f9494d965/html5/thumbnails/19.jpg)
Activating Prior Knowledge
Working MemoryEnvironment Long-term Memory
Adapted from Willingham (2009)
![Page 20: Dynamic Lecturing Christine Harrington Ph.D. charrington@middlesexcc.edu January 8, 2014](https://reader031.vdocument.in/reader031/viewer/2022032200/56649c925503460f9494d965/html5/thumbnails/20.jpg)
Think, Pair, Share, Square
What is a teaching strategy that you
use or would like to use to activate prior
knowledge?
![Page 21: Dynamic Lecturing Christine Harrington Ph.D. charrington@middlesexcc.edu January 8, 2014](https://reader031.vdocument.in/reader031/viewer/2022032200/56649c925503460f9494d965/html5/thumbnails/21.jpg)
Dusting Off the Cobwebs
1. No Notes- What did you learn from today’s workshop?
2. Look at Notes- Fill in any information gaps
3. Large Group Discussion
![Page 22: Dynamic Lecturing Christine Harrington Ph.D. charrington@middlesexcc.edu January 8, 2014](https://reader031.vdocument.in/reader031/viewer/2022032200/56649c925503460f9494d965/html5/thumbnails/22.jpg)
Quick Quizzes
![Page 23: Dynamic Lecturing Christine Harrington Ph.D. charrington@middlesexcc.edu January 8, 2014](https://reader031.vdocument.in/reader031/viewer/2022032200/56649c925503460f9494d965/html5/thumbnails/23.jpg)
Strategy 2:Capturing Attention and Emphasizing Important Points
![Page 24: Dynamic Lecturing Christine Harrington Ph.D. charrington@middlesexcc.edu January 8, 2014](https://reader031.vdocument.in/reader031/viewer/2022032200/56649c925503460f9494d965/html5/thumbnails/24.jpg)
How do YOU capture attention?
![Page 25: Dynamic Lecturing Christine Harrington Ph.D. charrington@middlesexcc.edu January 8, 2014](https://reader031.vdocument.in/reader031/viewer/2022032200/56649c925503460f9494d965/html5/thumbnails/25.jpg)
Capturing Attention• Voice
• Gestures
• Emotions
• Interesting Content or Activities
![Page 26: Dynamic Lecturing Christine Harrington Ph.D. charrington@middlesexcc.edu January 8, 2014](https://reader031.vdocument.in/reader031/viewer/2022032200/56649c925503460f9494d965/html5/thumbnails/26.jpg)
Emphasizing Important Points: Novices vs. Experts
• Novices focus on the details instead of the big picture
• Experts make more inferences
• Prior knowledge increase accurate inferences
Hrepic, Zollman, Rebello (2003)
![Page 27: Dynamic Lecturing Christine Harrington Ph.D. charrington@middlesexcc.edu January 8, 2014](https://reader031.vdocument.in/reader031/viewer/2022032200/56649c925503460f9494d965/html5/thumbnails/27.jpg)
Emphasizing Important Points
Hogan, Rabinowitz, & Craven 2003
Important!
![Page 28: Dynamic Lecturing Christine Harrington Ph.D. charrington@middlesexcc.edu January 8, 2014](https://reader031.vdocument.in/reader031/viewer/2022032200/56649c925503460f9494d965/html5/thumbnails/28.jpg)
Brain-writing Exercise…
1. Write down one way you can emphasize main points during a lecture.
2. Pass card to your right. Write down another way you can emphasize main points. You can’t use a strategy you’ve written on another card or that you’ve read.
![Page 29: Dynamic Lecturing Christine Harrington Ph.D. charrington@middlesexcc.edu January 8, 2014](https://reader031.vdocument.in/reader031/viewer/2022032200/56649c925503460f9494d965/html5/thumbnails/29.jpg)
Strategy 3:Using Multi-Media Effectively
![Page 30: Dynamic Lecturing Christine Harrington Ph.D. charrington@middlesexcc.edu January 8, 2014](https://reader031.vdocument.in/reader031/viewer/2022032200/56649c925503460f9494d965/html5/thumbnails/30.jpg)
Turn and Talk
What makes a Power Point slide effective?
![Page 31: Dynamic Lecturing Christine Harrington Ph.D. charrington@middlesexcc.edu January 8, 2014](https://reader031.vdocument.in/reader031/viewer/2022032200/56649c925503460f9494d965/html5/thumbnails/31.jpg)
Multi-Media: We are all Visual Learners
Mayer (2009)
![Page 32: Dynamic Lecturing Christine Harrington Ph.D. charrington@middlesexcc.edu January 8, 2014](https://reader031.vdocument.in/reader031/viewer/2022032200/56649c925503460f9494d965/html5/thumbnails/32.jpg)
Less is More!
XMayer (2009)
![Page 33: Dynamic Lecturing Christine Harrington Ph.D. charrington@middlesexcc.edu January 8, 2014](https://reader031.vdocument.in/reader031/viewer/2022032200/56649c925503460f9494d965/html5/thumbnails/33.jpg)
5 Steps to Effective Media Learning
Choose relevant words
Choose relevant pictures
Organize words
Organize images
Integrate words and imagesMayer (2009)
![Page 34: Dynamic Lecturing Christine Harrington Ph.D. charrington@middlesexcc.edu January 8, 2014](https://reader031.vdocument.in/reader031/viewer/2022032200/56649c925503460f9494d965/html5/thumbnails/34.jpg)
Draw Attention to Important Concepts
Mayer (2009)
![Page 35: Dynamic Lecturing Christine Harrington Ph.D. charrington@middlesexcc.edu January 8, 2014](https://reader031.vdocument.in/reader031/viewer/2022032200/56649c925503460f9494d965/html5/thumbnails/35.jpg)
The “Be Quiet” Principle (also known as the Redundancy Principle)
Mayer (2009) brings attention to the fact that when you have a visual aid such as a Power Point slide that contains a lot of words (like this one!), it makes it difficult for the student to process the information. There are competing channels fighting for attention. You want to listen and you want to read. You end up trying to both and not doing either one very well. He argues that because images are so powerful it is often best to use an image as a back drop to your narration. If you need to use a lot of words on a slide, then “be quiet” (these are my words not Mayer’s words!) and let them read it. Then, you can explain it more once they are finished reading.
![Page 36: Dynamic Lecturing Christine Harrington Ph.D. charrington@middlesexcc.edu January 8, 2014](https://reader031.vdocument.in/reader031/viewer/2022032200/56649c925503460f9494d965/html5/thumbnails/36.jpg)
Use Conversational Language rather than Formal Language
Mayer (2009)
![Page 37: Dynamic Lecturing Christine Harrington Ph.D. charrington@middlesexcc.edu January 8, 2014](https://reader031.vdocument.in/reader031/viewer/2022032200/56649c925503460f9494d965/html5/thumbnails/37.jpg)
Processing Time…
Summarize the research on effective
multi-media use.
![Page 38: Dynamic Lecturing Christine Harrington Ph.D. charrington@middlesexcc.edu January 8, 2014](https://reader031.vdocument.in/reader031/viewer/2022032200/56649c925503460f9494d965/html5/thumbnails/38.jpg)
Strategy 4:Elaboration via Examples
![Page 39: Dynamic Lecturing Christine Harrington Ph.D. charrington@middlesexcc.edu January 8, 2014](https://reader031.vdocument.in/reader031/viewer/2022032200/56649c925503460f9494d965/html5/thumbnails/39.jpg)
Elaboration via Examples
Examples
Motivation
Learning
Wlodkowski & Ginsberg (1995)
![Page 40: Dynamic Lecturing Christine Harrington Ph.D. charrington@middlesexcc.edu January 8, 2014](https://reader031.vdocument.in/reader031/viewer/2022032200/56649c925503460f9494d965/html5/thumbnails/40.jpg)
Elaboration via ExamplesSimpson, Olejnik, Yu-Wen Tarn, and Supattathum (1994)
50 students randomly assigned:
Verbatim rehearsal
Elaborative rehearsal
3 week training; 1 hour per week
Training:
• Rational for technique• Examples• Directions on how to use the
strategy• Activities• Process check and quizzes
![Page 41: Dynamic Lecturing Christine Harrington Ph.D. charrington@middlesexcc.edu January 8, 2014](https://reader031.vdocument.in/reader031/viewer/2022032200/56649c925503460f9494d965/html5/thumbnails/41.jpg)
Elaboration via ExamplesSimpson, Olejnik, Yu-Wen Tarn, and Supattathum (1994)
Post-test Delayed Post-test0
5
10
15
20
25
30
Verbatim RehearsalElaborative Rehearsal
![Page 42: Dynamic Lecturing Christine Harrington Ph.D. charrington@middlesexcc.edu January 8, 2014](https://reader031.vdocument.in/reader031/viewer/2022032200/56649c925503460f9494d965/html5/thumbnails/42.jpg)
Examples lead to Better PerformanceCarrol (1994)
40 High School Students
Worked Example Practice
In class
assig
nment
Homework
Post-test
Delayed Post-
test0
0.51
1.52
2.53
3.54
4.55
Errors- PracticeErrors- Worked Example
![Page 43: Dynamic Lecturing Christine Harrington Ph.D. charrington@middlesexcc.edu January 8, 2014](https://reader031.vdocument.in/reader031/viewer/2022032200/56649c925503460f9494d965/html5/thumbnails/43.jpg)
Elaboration: What Works Best?Hamilton (1997)
Relational Elaboration
Focusing on similarities and differences
between concepts led to highest levels of
achievement
![Page 44: Dynamic Lecturing Christine Harrington Ph.D. charrington@middlesexcc.edu January 8, 2014](https://reader031.vdocument.in/reader031/viewer/2022032200/56649c925503460f9494d965/html5/thumbnails/44.jpg)
Elaboration Depends on Prior Knowledge
“Elaborative interrogation is most effective when the learner is able to access a well-developed knowledge base while imagery appears to be less dependent on priorknowledge.”
(Willoughby, Wood, & Khan, 1994, 287)
Elaborative interrogation:
Why?
![Page 45: Dynamic Lecturing Christine Harrington Ph.D. charrington@middlesexcc.edu January 8, 2014](https://reader031.vdocument.in/reader031/viewer/2022032200/56649c925503460f9494d965/html5/thumbnails/45.jpg)
Turn and Talk…How do you use examples?
![Page 46: Dynamic Lecturing Christine Harrington Ph.D. charrington@middlesexcc.edu January 8, 2014](https://reader031.vdocument.in/reader031/viewer/2022032200/56649c925503460f9494d965/html5/thumbnails/46.jpg)
Strategy 5:Brief Reflection Opportunities
![Page 47: Dynamic Lecturing Christine Harrington Ph.D. charrington@middlesexcc.edu January 8, 2014](https://reader031.vdocument.in/reader031/viewer/2022032200/56649c925503460f9494d965/html5/thumbnails/47.jpg)
Cognitive Engagement Matters the Most!
Mayer (2009)
![Page 48: Dynamic Lecturing Christine Harrington Ph.D. charrington@middlesexcc.edu January 8, 2014](https://reader031.vdocument.in/reader031/viewer/2022032200/56649c925503460f9494d965/html5/thumbnails/48.jpg)
Brief Reflection Opportunities
• One Minute Papers
• Turn and Talk or Think Pair Share
• Compare Notes
• Quick Quizzes
• 5 Paper Fast Pass
![Page 49: Dynamic Lecturing Christine Harrington Ph.D. charrington@middlesexcc.edu January 8, 2014](https://reader031.vdocument.in/reader031/viewer/2022032200/56649c925503460f9494d965/html5/thumbnails/49.jpg)
Comprehension Checks
Hogan, Rabinowitz, & Craven (2003)
![Page 50: Dynamic Lecturing Christine Harrington Ph.D. charrington@middlesexcc.edu January 8, 2014](https://reader031.vdocument.in/reader031/viewer/2022032200/56649c925503460f9494d965/html5/thumbnails/50.jpg)
Brief Reflection Opportunities: How Often?
Prince (2004)
![Page 51: Dynamic Lecturing Christine Harrington Ph.D. charrington@middlesexcc.edu January 8, 2014](https://reader031.vdocument.in/reader031/viewer/2022032200/56649c925503460f9494d965/html5/thumbnails/51.jpg)
The Power of Pausing
Free Recall of Concepts0
5
10
15
20
2522.97
16.63
PauseNo Pause
Three 2 minute Pauses to Review Concepts and Share Notes
Objective Test 12 days later0
10
20
30
40
50
60
70
80
90
100
84.3976.28
PauseNo Pause
Ruhl, Hughes, & Schloss (1987)
![Page 52: Dynamic Lecturing Christine Harrington Ph.D. charrington@middlesexcc.edu January 8, 2014](https://reader031.vdocument.in/reader031/viewer/2022032200/56649c925503460f9494d965/html5/thumbnails/52.jpg)
The Power of Writing Summaries During Class
Written Summaries Reviewed Notes No Pause0
2
4
6
8
10
12
Delayed Free Recall- 12 Days Later
Delayed Free Recall
79 Students randomly assigned21 minute video lecture with two 4 minute pauses
Davis & Hult (1997)
![Page 53: Dynamic Lecturing Christine Harrington Ph.D. charrington@middlesexcc.edu January 8, 2014](https://reader031.vdocument.in/reader031/viewer/2022032200/56649c925503460f9494d965/html5/thumbnails/53.jpg)
Written Summaries
Factual Conceptual0.48
0.5
0.52
0.54
0.56
0.58
0.6
0.62
0.64
0.66
0.680.66
0.6
0.63
0.55
WritingThinking
• 978 Students in 32 Recitation Sections
• Sections were randomly assigned to writing or thinking conditions
• 5 minutes for writing or thinkingDrabick, Weisberg, Paul & Bubier (2007)
![Page 54: Dynamic Lecturing Christine Harrington Ph.D. charrington@middlesexcc.edu January 8, 2014](https://reader031.vdocument.in/reader031/viewer/2022032200/56649c925503460f9494d965/html5/thumbnails/54.jpg)
Quick Quiz
True or False
1. According to Mayer (2009), cognitive engagement is more important than behavioral engagement.
2. Prince (2004) suggests that a brief active learning technique is used after 30 minutes of lecturing.
3. Written summaries improved retention of information and exam performance.
![Page 55: Dynamic Lecturing Christine Harrington Ph.D. charrington@middlesexcc.edu January 8, 2014](https://reader031.vdocument.in/reader031/viewer/2022032200/56649c925503460f9494d965/html5/thumbnails/55.jpg)
Strategy 6:Using Practice Retrieval Techniques
![Page 56: Dynamic Lecturing Christine Harrington Ph.D. charrington@middlesexcc.edu January 8, 2014](https://reader031.vdocument.in/reader031/viewer/2022032200/56649c925503460f9494d965/html5/thumbnails/56.jpg)
A Research StudyRoediger & Karpicke (2006)
Study Technique
SSSS SSST STTT
180 college students
S = Study; T= Test
Retention ofInformation
![Page 57: Dynamic Lecturing Christine Harrington Ph.D. charrington@middlesexcc.edu January 8, 2014](https://reader031.vdocument.in/reader031/viewer/2022032200/56649c925503460f9494d965/html5/thumbnails/57.jpg)
Retrieval is a MEMORY tool!!!
Immediate Delayed0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
0.9
1
SSSSSSSTSTTT
Roediger & Karpicke (2006)
![Page 58: Dynamic Lecturing Christine Harrington Ph.D. charrington@middlesexcc.edu January 8, 2014](https://reader031.vdocument.in/reader031/viewer/2022032200/56649c925503460f9494d965/html5/thumbnails/58.jpg)
Quizzing Research
•Weekly quizzing
•Testing until you get it correct
Landrum (2007); Di Hoff, Brosvic, & Epstein (2003); Epstein, Epstein, & Brosvic (2001)
![Page 59: Dynamic Lecturing Christine Harrington Ph.D. charrington@middlesexcc.edu January 8, 2014](https://reader031.vdocument.in/reader031/viewer/2022032200/56649c925503460f9494d965/html5/thumbnails/59.jpg)
An Alternative to the “Pop Quiz”-Random Quizzing Works!
Ruscio (2001)
![Page 60: Dynamic Lecturing Christine Harrington Ph.D. charrington@middlesexcc.edu January 8, 2014](https://reader031.vdocument.in/reader031/viewer/2022032200/56649c925503460f9494d965/html5/thumbnails/60.jpg)
5 Paper Fast Pass
Write down one way you use (or plan to use) retrieval practice
DURING class.
![Page 61: Dynamic Lecturing Christine Harrington Ph.D. charrington@middlesexcc.edu January 8, 2014](https://reader031.vdocument.in/reader031/viewer/2022032200/56649c925503460f9494d965/html5/thumbnails/61.jpg)
More Retrieval Ideas• Shout Outs
• Dusting off the Cobwebs
• Polling
• One Minute Papers or Presentations
![Page 62: Dynamic Lecturing Christine Harrington Ph.D. charrington@middlesexcc.edu January 8, 2014](https://reader031.vdocument.in/reader031/viewer/2022032200/56649c925503460f9494d965/html5/thumbnails/62.jpg)
Strategy 7:Questioning for Critical Thinking
![Page 63: Dynamic Lecturing Christine Harrington Ph.D. charrington@middlesexcc.edu January 8, 2014](https://reader031.vdocument.in/reader031/viewer/2022032200/56649c925503460f9494d965/html5/thumbnails/63.jpg)
Types of QuestionsFactual:
One Correct AnswerCritical Thinking:
More than One Correct Answer
![Page 64: Dynamic Lecturing Christine Harrington Ph.D. charrington@middlesexcc.edu January 8, 2014](https://reader031.vdocument.in/reader031/viewer/2022032200/56649c925503460f9494d965/html5/thumbnails/64.jpg)
Learning Purpose Socratic QuestionsClarifying Explanations What do you mean by….?
Provide an additional example of….
How does this compare and/or contrast to….?
What are the potential advantages and disadvantages of… ?
Questioning Assumptions What other explanations might account for this?
What are the assumptions behind this statement?
Exploring Additional Evidence
How can we find out more about this topic?
How does this connect to the concepts we’ve discussed previously?
What additional evidence can you find to support or refute this idea?
Multiple Perspectives What would someone who disagrees say?
What are the cultural implications?
Real World Implications What are potential consequences or implications of this?
Provide a real world example of….
Self-Reflective Processes Why should this issue matter?
What is the importance of learning about this issue?
What other questions do you now want to explore?
![Page 65: Dynamic Lecturing Christine Harrington Ph.D. charrington@middlesexcc.edu January 8, 2014](https://reader031.vdocument.in/reader031/viewer/2022032200/56649c925503460f9494d965/html5/thumbnails/65.jpg)
Teach Students How to Develop QuestionsKing (1995)
• Reciprocal Peer Questioning
• Reading Questions
• Share and Compare
![Page 66: Dynamic Lecturing Christine Harrington Ph.D. charrington@middlesexcc.edu January 8, 2014](https://reader031.vdocument.in/reader031/viewer/2022032200/56649c925503460f9494d965/html5/thumbnails/66.jpg)
Questioning leads to Higher AchievementKing (1991)
56 9th Grade Honors Students
Self-questioningSelf-questioning
and peer reciprocal questioning
Discussion groups Control- independent study
![Page 67: Dynamic Lecturing Christine Harrington Ph.D. charrington@middlesexcc.edu January 8, 2014](https://reader031.vdocument.in/reader031/viewer/2022032200/56649c925503460f9494d965/html5/thumbnails/67.jpg)
Questioning leads to Higher AchievementKing (1991)
Post-test 10 day post-test0
10
20
30
40
50
60
70
80
90
100
Self-questioningSelf and Peer QuestioningDiscussionIndependent Review
![Page 68: Dynamic Lecturing Christine Harrington Ph.D. charrington@middlesexcc.edu January 8, 2014](https://reader031.vdocument.in/reader031/viewer/2022032200/56649c925503460f9494d965/html5/thumbnails/68.jpg)
Let’s Try It: Questioning Technique
1. Work with a partner to create a question related to all 7 strategies we’ve discussed.
2. Exchange questions with a different group and answer the questions posed.
![Page 69: Dynamic Lecturing Christine Harrington Ph.D. charrington@middlesexcc.edu January 8, 2014](https://reader031.vdocument.in/reader031/viewer/2022032200/56649c925503460f9494d965/html5/thumbnails/69.jpg)
Let’s Summarize What We’ve Discussed…
Prior Knowledge
Attention and Importance
Multi-Media
Examples
Reflection
Practice Retrieval
Questioning
![Page 70: Dynamic Lecturing Christine Harrington Ph.D. charrington@middlesexcc.edu January 8, 2014](https://reader031.vdocument.in/reader031/viewer/2022032200/56649c925503460f9494d965/html5/thumbnails/70.jpg)
THANK YOU AND BEST WISHES WITH DYNAMIC LECTURING!
Questions? Contact Dr. Harrington at [email protected]