Learning that will Stick

Why activity is part of the learning equation.

The power of the first minutes On your index card: 1. Write one question you have related to the topic of this session.

2. Write one fact you know about the topic 3. Form a pair: Introduce yourself.

4. Share your question and fact.

Session Objectives Participants will be better able to: 1. Plan effective learning during lectures 2.

Use the “pause procedure” to improve learning 3. Use several methods to engage learners and make them more active

How can you engage learners to enhance their learning?

Some facts you should know first…

Attention How well do listeners retain information?

Retain 70% of first 10 minutes

Attention How well do listeners retain information?

Retain 20% of last 10 minutes

Rickard et al, 1988 Teaching of Psychology 15,151-152

Lecturer Attention Students Lecture effectiveness Adapted from DH Lloyd

Visual Education

,1968 5 min.

Time 50 min.

90 Students’ Heart Rates in Class Break 80 Student question 70 0 Lecture 25 50 Minutes 60 Discussion 90 Adapted from DH Lloyd

Visual Education

,1968

Your brain asks questions about incoming information.

What can I do with it?

Is this the same idea I had?

Why your brain needs to be

“on”

Link

what being taught-----------> What already know

Save

the information----->test, recap, explain, use in activity

The ‘Pause’ Procedure Instructor paused for 2 minutes x 3 during lectures.

Intervals of 12-15 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

Quickies…ways to improve a lecture

Build interest Involve students during lecture Maximize understanding and retention Reinforce the lecture

Effective Lectures Connect New Information 2-3 min.

interspersed with “pause procedure” Examples, Application, & Practice Close 3-7 min Activity connected to content Mini-lectures of 10 15 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

Learning is enhanced when learners “do” something with information….

1. State the information in their own words 2. Give examples 3. Apply the learning to a new problem 4. Use the learning in a different situation 5. State the opposite or converse 6. State the consequences 7. Teach it

QT

‘Quick Thinks’

Susan Johnston

QT #1 “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

QT #2 Select the best response

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

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

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

QT #4 Reorder the steps 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

QT Reorder the steps

QT #5 Reach a conclusion 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;358:252-60.

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.

Overview 1. Opening exercise to engage 2. Mini-lectures to provide content with interactive examples and applications.

3. Check for understanding

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