DynamicLecturingChristineHarringtonPh.D.

drchristineharrington@verizon.net

Agenda

WhyLecture

MaximizingLearningviaLectures

WhyLecture?

Let’sExploretheResearch

AnExperimentalStudy…112thirdandfourthgraderslearningaboutramps

DirectInstructionGoodandBad

Examples;Explanations

DiscoveryBasedLearning

RandomlyAssigned

Khlar andNigam(2004)

DirectInstructionwasmoreeffective!

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0.5

1

1.5

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2.5

3

3.5

Exploration Assessment

DirectInstruction

Discovery

Khlar andNigam(2004)

MeanNum

bero

fUncon

foun

dedExpe

riments(O

utcomeVaria

bleDe

mon

stratin

gLearning)

AQuasi-ExperimentalStudywith1st YearCollegeStudents

1098FirstYearStudentsinTeacherPreparation

Program

Lecture(LLLL) Case-basedLearning(CCCC)

LectureandCase-basedLearning

(LCLC)

GradualApproachLecture- CaseBasedLearning(LLCC)

Quasi-experimentalStudy

ClassesRandomlyAssigned

Baeten,Dochy,&Struyven (2013)

WhatisCase-BasedLearning?

1. ActiveInvolvement-ConstructingKnowledge

2. TeacherisFacilitator

3. AuthenticAssignments

4. CooperativeGroupWork

PredictionTime:

Whichapproachdoyouthinkworkedthebest?

a. LectureOnlyb. CaseBasedOnlyc. Gradual- Lecture,Lecture,Case-Based,Case-Basedd. Alternating- Lecture,Case-Based,Lecture,Case-Based

DirectInstructionwithGradualIntroductionofCase-BasedLearningWorkedBest!

GradualLLCC

LectureLLLL

Case-basedCCCC

GradualLLCC

LectureandCase-based

LCLC

Baeten,Dochy,&Struyven (2013)

Clark,Kirschner&Sweller (2012)

DirectInstructionisBEST

forNoviceLearners

ExpertiseReversalEffect

Lee&Anderson(2013)

MaximizingLearningviaLecturing

7StrategiesforMaximizingLearningviaLecturing

1. ActivatingPriorKnowledge

2. CaptureAttentionandEmphasizingImportantPoints

3. EffectiveMulti-MediaUse

4. ElaborationthroughExamples

5. ReflectionOpportunities

6. RetrievalPractice

7. QuestioningforCriticalThinking

Strategy1:ActivatePriorKnowledge

ActivatingPriorKnowledge:LearningisIncremental

Goswami (2008)

ActivatingPriorKnowledge

WorkingMemoryEnvironment Long-termMemory

AdaptedfromWillingham(2009)

TurnandTalk….

Whatisateachingstrategythatyou

useorwouldliketousetoactivateprior

knowledge?

DustingOfftheCobwebs

1. NoNotes- Whatdidyoulearnfromourlastclass?

2. LookatNotes- Fillinanyinformationgaps

3. LargeGroupDiscussion

Strategy2:CapturingAttentionandEmphasizingImportantPoints

Question:

Howlongcanstudentspay

attentionduringalecture?

Question:

Howlongcanstudentspay

attentionwhenreading?

AttentionandLengthofLecture

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20

30

40

50

60

Mind-Wandering

Mind-WanderingDuringLecture

FirstHalf SecondHalfRisko etal.(2012)

PercentageofStude

ntsR

eportin

gMind-Wande

ring

AttentionandLengthofLecture

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4.5

5

5.5

6

6.5

5 10 15 20 25 30 35 40

AttentionDuringLecture

Attention

Farley,Risko &Kinsgstone (2013)

AttentionRatin

g(7pointsc

ale)

CapturingAttention• Voice

• Gestures

• Emotions

• InterestingContentorActivities

EmphasizingImportantPoints:Novicesvs.Experts

• Novicesfocusonthedetailsinsteadofthebigpicture

• Expertsmakemoreinferences

• Priorknowledgeincreaseaccurateinferences

Hrepic,Zollman,Rebello (2003)

EmphasizingImportantPoints

Hogan,Rabinowitz,&Craven2003

Strategy3:UsingMulti-MediaEffectively

ActivityTime

WhatmakesaPowerPointpresentationeffective?

Multi-Media:WeareallVisualLearners

Mayer(2009)

5StepstoEffectiveMediaLearning

Chooserelevantwords

Chooserelevantpictures

Organizewords

Organizeimages

IntegratewordsandimagesMayer(2009)

LessisMore!

XMayer(2009)

DrawAttentiontoImportantConcepts

Mayer(2009)

The“BeQuiet”Principle(alsoknownastheRedundancyPrinciple)Mayer(2009)bringsattentiontothefactthatwhenyouhaveavisualaidsuchasaPowerPointslidethatcontainsalotofwords(likethisone!),itmakesitdifficultforthestudenttoprocesstheinformation.Therearecompetingchannelsfightingforattention.Youwanttolistenandyouwanttoread.Youenduptryingtodobothandnotdoingeitheroneverywell.Hearguesthatbecauseimagesaresopowerful,itisoftenbesttouseanimageasabackdroptoyournarration.Ifyouneedtousealotofwordsonaslide,then“bequiet”(thesearemywordsnotMayer’swords!)andletthemreadit.Then,youcanexplainitmoreoncetheyarefinishedreading.

UseConversationalLanguageratherthanFormalLanguage

Mayer(2009)

Strategy4:ElaborationviaExamples

ElaborationviaExamples

Examples

Motivation

Learning

Wlodkowski &Ginsberg(1995)

ExamplesleadtoBetterPerformanceCarrol(1994)

40HighSchoolStudents

WorkedExample Practice 0

0.51

1.52

2.53

3.54

4.55

Errors-Practice

Errors-WorkedExample

MeanNum

bero

fErrors

Elaboration:WhatWorksBest?Hamilton(1997)

RelationalElaboration

Focusingonsimilaritiesanddifferences

betweenconceptsledtohighestlevelsofachievement

LiveandVirtualDemonstrations

Strategy5:BriefReflectionOpportunities

CognitiveEngagementMatterstheMost!

Mayer(2009)

BriefReflectionOpportunities• OneMinutePapers

• TurnandTalkorThinkPairShare

• CompareNotes

• QuickQuizzes

• 5PaperFastPass

BriefReflectionOpportunities:HowOften?

Prince(2004)

ThePowerofPausing22.97

16.63

0

5

10

15

20

25

FreeRecallofConcepts

Pause

NoPause

Three2minutePausestoReviewConceptsandShareNotes

84.3976.28

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10

20

30

40

50

60

70

80

90

100

ObjectiveTest12dayslater

Pause

NoPause

Ruhl,Hughes,&Schloss (1987)

Num

bero

fCon

ceptsR

ecalled

TestPerform

ance

ThePowerofWritingSummariesDuringClass

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2

4

6

8

10

12

WrittenSummaries ReviewedNotes NoPause

DelayedFreeRecall- 12DaysLater

DelayedFreeRecall

79Studentsrandomlyassigned21minutevideolecturewithtwo4minutepauses

Davis&Hult (1997)

AverageNum

bero

fRespo

nsesRecalled

QuickQuiz

TrueorFalse

AccordingtoMayer(2009),cognitiveengagementismoreimportantthanbehavioralengagement.

QuickQuiz

TrueorFalse

Prince(2004)suggeststhatabriefactivelearningtechniqueisusedafter30minutesoflecturing.

QuickQuiz

TrueorFalse

Writtensummariesimprovedretentionofinformationandexamperformance.

Strategy6:UsingPracticeRetrievalTechniques

AResearchStudyRoediger&Karpicke(2006)

StudyTechnique

SSSS SSST STTT

180collegestudents

S=Study;T=Test

RetentionofInformation

RetrievalisaMEMORYtool!!!

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Immediate Delayed

SSSSSSSTSTTT

Roediger &Karpicke (2006)

MeanProp

ortio

nofIdeaUnitsRecalled

Polling

MoreRetrievalIdeas• ShoutOuts

• DustingofftheCobwebs

• Polling

• OneMinutePapersorPresentations

Strategy7:QuestioningforCriticalThinking

CriticalThinkingQuestions

LearningPurpose SocraticQuestionsClarifyingExplanations Whatdoyoumeanby….?

Provideanadditionalexampleof….

Howdoesthiscompareand/orcontrastto….?

Whatarethepotentialadvantagesanddisadvantagesof…?

QuestioningAssumptions Whatotherexplanationsmightaccountforthis?

Whataretheassumptionsbehindthisstatement?

ExploringAdditionalEvidence

Howcanwefindoutmoreaboutthistopic?

Howdoesthisconnecttotheconceptswe’vediscussedpreviously?

Whatadditionalevidencecanyoufindtosupportorrefutethisidea?

MultiplePerspectives Whatwouldsomeonewhodisagreessay?

Whataretheculturalimplications?

RealWorldImplications Whatarepotentialconsequencesorimplicationsofthis?

Providearealworldexampleof….

Self-ReflectiveProcesses Whyshouldthisissuematter?

Whatistheimportanceoflearningaboutthisissue?

Whatotherquestionsdoyounowwanttoexplore?

TeachStudentsHowtoDevelopQuestionsKing(1995)

• ReciprocalPeerQuestioning

• ReadingQuestions

• ShareandCompare

QuestioningleadstoHigherAchievementKing(1991)

569th GradeHonorsStudents

Self-questioningSelf-questioning

andpeerreciprocalquestioning

Discussiongroups Control-independentstudy

QuestioningleadstoHigherAchievementKing(1991)

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Post-test 10daypost-test

Self-questioning

SelfandPeerQuestioning

Discussion

IndependentReviewTestPerform

ance

Let’sSummarizeWhatWe’veDiscussed…PriorKnowledge

AttentionandImportance

Multi-Media

Examples

Reflection

PracticeRetrieval

Questioning

THANKYOUANDBESTWISHESWITHDYNAMICLECTURING!

Questions?ContactDr.Harringtonatdrchristineharrington@verizon.netwww.scholarlyteaching.org

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