engaging learners during lectures beverly p wood md, phd dr wood does not have any disclosures
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Engaging Learners During Lectures
Beverly P Wood MD, PhD
Dr Wood does not have any disclosures.
The power of the first minutesOn your index card:
1. Write one question you have related to this session.
2. Write a fact you know about the topic3. Form a trio or quartet: Introduce
yourself.4. Share your question and fact.
How can you engage learners to enhance their learning?
AttentionHow well do listeners retain
information?
Retain 70% of first 10 minutes
AttentionHow well do listeners retain
information?
Retain 20% of last 10 minutes
Rickard et al, 1988 Teaching of Psychology 15,151-152
AttentionLe
vel o
f pe
rfor
man
ce
Time
LectureLectureeffectivenesseffectiveness
Students
Lecturer
Adapted from DH Lloyd
Visual Education,1968
5 min. 50 min.
Students’ Heart Rates in Class
Bea
ts/m
inut
e
70
80
90
Minutes
0 25 50 60 90
Lecture Discussion
Student question
Adapted from DH Lloyd
Visual Education,1968
Break
Your brain asks questions about incoming information.
Have I heard or seen this before?
Where does this information fit?
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 did significantly better on free recall and comprehension testing.
Ruhl, Hughes, SchlossUsing the pause procedure to enhance lecture recallTeacher education and special education 10: 14-18, 1987
Learning is enhanced if learners do something with
information….1. State the information in their own words2. Give examples 3. Recognize the info in different guises or
circumstances4. See connections5. Make use of info in various ways6. Foresee some consequences7. State the opposite or converse
John Holt, 1967How Children Learn
Foster Engagement & Student success
Curriculum
Student involvement:
Student/student, student/faculty interaction
Clarity, organization
Expressiveness, enthusiasm
Alexander Astin, 1997Pascarella & Terenzini, 2005Cooper & Cuseo, 1988
Quickies…ways to improve a lecture
Build interestInvolve
students during lecture
Maximize understanding
and retentionReinforce the
lecture
Preparing a Lecture: think engagement
Small Group Instruction in Higher EducationCooper, Robinson, Ball 2003 Chapter 14: Active thinking tasks in lecture
Active Learning: Creating Excitement in the ClassroomBonwell & Eison 1991
The Ten-Minute Trainer—150 Ways to Teach it Quick & Make it StickSharon BowmanPfeiffer, 2005
Segmenting Each Hour of Lecture
Connect
1-3 minutes
Deliver new info & check for understanding
Apply & Practice
Close
5-10 minutes
-Activity
-Brief overview
-Mini-lectures of 9-20 minutes each.
-After each mini-lecture, 1-2 minute “check for understanding”
-Activities that encourage application and transfer of learning
-next steps
-additional resources
-Ask learners to summarize session
‘Quick Thinks’
Susan Johnston
QT
“Support a statement”
Analysis of the research literature indicates that students mustdo more than just listen:…………..
Activity: Support and complete the statement, think of 1-2 behaviorsthat occur during active learning.Work in pairs for 2 minutes
QT
Active learning is more than listening:
ReadWrite
Discuss
Solve problems
Apply learning
Students
Analyze
Synthesize
Evaluate
Select the best response
How does the basic principle of Open access to peer-reviewed research articles and their prints benefit users?
A. Literature is available for all usesB. Permissible use of the literature falls
under “fair use” principlesC. Literature is available free of charge,
copyright and licensing restrictions D. Availability of access is delayed, but it is
then without restrictionE. Copyright holders waive rights
QT
Compare or contrast (pairs-trios)Identify 3 parallel elementsFocus on similarities
QT
Pollock Miro
Contrast the two casesHow are they different?
Support/complete a statement(in pairs)
A major issue of concern when industry reps or device manufacturers design CME is ……..
QT
Reorder the steps
Choose a procedure. Mix up the steps; students reorder them.
Why is this a useful exercise?
When might you want to use it?
QT
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.
What is the potential effect on healthcare?
QT
Turner, Matthews, Linardatos, et alSelective Publication of Antidepressant Trials and its
influence on apparent efficacy. NEJM 2008;358:252-60.
Use questions
Our brains like challenges…
Information
pathways
Questions aid memory and deep learning
Ask, wonder, discover Start with known Mine for gold Tap other contributors Vary techniques Visualize questions Open ended--- Capstone (create closure, draw conclusions)
Ellen Weber 1999NTLF Vol 8(6),5-6
Paraphrase a conceptWe hope you have learned during this
session and that you can state in one sentence the essence of what you learned.
• Can you distill the session down into <12 words? Try it.
• Can you distill the session down into <5 words? Try it.
QT
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