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Welcome to: Getting the Most from Lectures

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

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Welcome to: Getting the Most from Lectures

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  1. Welcome to:Getting the Most from Lectures Focus on Learning Part 1: August 2013 Karen Hodgins: Karack Consultants

  2. Our hope...

  3. 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)

  4. Session Outcomes Upon 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

  5. 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

  6. Housekeeping • Handouts • Information from slides • worksheet • Break as needed

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

  8. 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?

  9. Best Worst What do we already know about lectures?

  10. Strengths • Teachers • Students

  11. Concerns • Teachers • Students

  12. The “WHAT” • How do we determine what we teach our students?

  13. 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

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

  15. 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…

  16. 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?

  17. 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)

  18. 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)

  19. Student Attention Lapses 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)

  20. 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)

  21. 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) Information Retention

  22. Appropriateness • Under what conditions and circumstances is the lecture method • Ideal? • Less than ideal? • Not a good idea?

  23. Lecture Aid • Selecting content • Providing structure • Student considerations • Using technology • Delivery • Evaluating or assessing lectures

  24. Getting the most from lectures...

  25. In closing • Your handout and resources • Outcomes met? • Complete evaluation forms please • Take your handout with you • Enjoy the remainder of your FOL experience

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