Welcome to: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 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)

Session OutcomesUpon 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 technique

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 exercise

Housekeeping

Handouts Information from slides worksheet

Break as needed

Define “lecture”

Huddle with three other colleagues and prepare a brief definition of “lecture”.

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?

What do we already know about lectures?

Best

Worst

Strengths Teachers

Students

Concerns Teachers

Students

The “WHAT”

How do we determine what we teach our students?

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 experts

Conclusion

The faculty interviewed seemed to teach as they had been taught. (Gardiner)

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…

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?

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)

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)

Student AttentionLapses 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)

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)

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)

Appropriateness Under what conditions and circumstances

is the lecture method Ideal? Less than ideal? Not a good idea?

Lecture Aid

Selecting content Providing structure Student considerations Using technology Delivery Evaluating or assessing

lectures

Getting the most from lectures...10-15 min

Outcomes, content, learners

Interactive elements

Deliver, reflect, assess, modify

In closing Your handout and resources

Outcomes met?

Complete evaluation forms please

Take your handout with you

Enjoy the remainder of your FOL experience