Dynamic Lecturing - Stockton Universityisct.stockton.edu/eyos/IFD/content/docs/Dynamic...
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Transcript of Dynamic Lecturing - Stockton Universityisct.stockton.edu/eyos/IFD/content/docs/Dynamic...
Agenda
WhyLecture
MaximizingLearningviaLectures
WhyLecture?
Let’sExploretheResearch
AnExperimentalStudy…112thirdandfourthgraderslearningaboutramps
DirectInstructionGoodandBad
Examples;Explanations
DiscoveryBasedLearning
RandomlyAssigned
Khlar andNigam(2004)
DirectInstructionwasmoreeffective!
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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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Mind-Wandering
Mind-WanderingDuringLecture
FirstHalf SecondHalfRisko etal.(2012)
PercentageofStude
ntsR
eportin
gMind-Wande
ring
AttentionandLengthofLecture
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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
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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
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FreeRecallofConcepts
Pause
NoPause
Three2minutePausestoReviewConceptsandShareNotes
84.3976.28
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ObjectiveTest12dayslater
Pause
NoPause
Ruhl,Hughes,&Schloss (1987)
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bero
fCon
ceptsR
ecalled
TestPerform
ance
ThePowerofWritingSummariesDuringClass
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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
WWW.STYLUSPUB.COMDiscountCode:ETS20(20%off)
