Transcript Engaging Learners During Lectures

Engaging Learners During
Lectures
Beverly Wood MD, PhD
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 a fact you know about the topic
3. Form a pair
4. Share your question and fact.
Session Objectives
Participants will be better able to:
1. Plan effective lectures
2. Use the “pause procedure” to improve
learning
3. Use five methods to engage learners
How can you engage
learners to enhance their
learning?
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
Level of performance
Attention
Lecturer
Students
Lecture
effectiveness
5 min.
Adapted from DH Lloyd
Visual Education,1968
50 min.
Time
Students’ Heart Rates in
Class
Beats/minute
Break
90
80
Student question
Lecture
70
0
25
Discussion
50
Minutes
60
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
To 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 performed 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
Quick activities..ways to improve a
lecture
Build interest
Maximize
understanding
and retention
Involve
students during
lecture
Reinforce the
lecture content
Each 1 Hour of Lecture
Connect New Information
Examples,
Close
mixed with “pause Application
procedure”
& Practice 5-10 minutes
1-3
minutes ≤30 minutes
Activity
connected
to content
Mini-lectures of 10-15 Activities that
minutes each.
encourage
application
and transfer
After each miniof learning
lecture, 2 minute
“check for
understanding”
Check for
understanding
Ask learners to
summarize
session
Active learning is more than
listening:
Apply learning
Analyze
Solve problems
Read
Write
Evaluate
Synthesize
Discuss
Students
Learning is enhanced when
learners “do” something with
information….
1.
2.
3.
4.
5.
6.
7.
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
QT
‘Quick Thinks’
Susan Johnston
QT
#1
“Support a statement”
Flu vaccine should be administered whenever possible
to appropriate patients because…..
Activity:
Support the statement,
and/or give 1 example
Work in pairs for 2 minutes
QT
#2
Select the best response
What is the best reason to use evidencebased practice guidelines
A. Practice is standardized
B. There is data to support decisions
C. You can measure outcomes with validity
D. The research is always strong support
Think Audience Response
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
Complete a statement
The major concern about industry reps or
device manufacturers helping design
CME is ……..
QT
#4
Reorder the steps
QT
Reorder the steps
Choose a procedure. Mix up the steps;
have the students reorder them.
Why is this a useful exercise?
When might you want to use it?
Think procedures
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.
Effective Lectures
List 3 methods to
make lectures more
effective
List 3 practices that
make lectures
ineffective.
Effective vs. Ineffective
Lectures
Characteristics of the
“Effective Lecture”:
Characteristics of the
“Ineffective Lecture”:
• Lecturer-participant
interaction
• Lecturer “tells”
participants
• Active learning
• Passive listening
• Problem-solving activities
• Few if any questions
• Frequent discussion
• Few if any pauses
• Limited note-taking
• Copious note-taking
Summarize the Session
We hope you have learned during this
session, and that you can state in one
sentence the essence of what you have
learned.
• Can you distill the session into <10
words? Try it.
• Can you distill the session down into <4
words? Try it.
Summary
1. Opening exercise to engage
2. Mini-lectures to provide content with
interactive examples
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