Dynamic Lecturing
Christine Harrington Ph.D.
charrington@middlesexcc.edu
January 8, 2014
Agenda
•Why Lecture?
•Maximizing learning via Lecturing
Why Lecture?
Let’s Explore the Research
An Experimental Study…
112 third and fourth
graders learning
about ramps
Randomly Assigned
Direct Instruction
Good and Bad
Examples; Explanations
Discovery Based
Learning
Khlar and Nigam (2004)
Direct Instruction was more effective!
3.5
3
2.5
2
Direct Instruction
1.5
Discovery
1
0.5
0
Exploration
Assessment
Khlar and Nigam (2004)
A Quasi-Experimental Study with 1st Year
College Students
1098 First Year Students
in Teacher Preparation
Program
Quasi-experimental
Study
Classes Randomly
Assigned
Lecture (LLLL)
Case-based Learning
(CCCC)
Lecture and Casebased Learning
(LCLC)
Gradual Approach
Lecture- Case Based
Learning (LLCC)
Baeten, Dochy, & Struyven (2013)
What is Case-Based Learning?
1. Active InvolvementConstructing Knowledge
2. Teacher is Facilitator
3. Authentic Assignments
4. Cooperative Group Work
Direct Instruction with Gradual Introduction
of Case-Based Learning Worked Best!
Gradual
Lecture
Gradual
LLCC
LLLL
LLCC
Case-based
CCCC
Lecture and
Case-based
LCLC
Baeten, Dochy, & Struyven (2013)
Direct Instruction
is BEST
for Novice Learners
Clark, Kirschner & Sweller (2012)
Expertise
Reversal Effect
Lee & Anderson (2013)
Direct Instruction Works Because…
More efficient
Reduces cognitive load
Lee & Anderson (2013)
Examples
Lee & Anderson (2013)
Processing Time…
Summarize
the research
on direct
instruction.
Maximizing Learning via Lecturing
7 Strategies for
Maximizing Learning via Lecturing
1.
Activating Prior Knowledge
2.
Capture Attention and Emphasizing Important Points
3.
Effective Multi-Media Use
4.
Elaboration through Examples
5.
Reflection Opportunities
6.
Retrieval Practice
7.
Questioning for Critical Thinking
Strategy 1:
Activate Prior Knowledge
Activating Prior Knowledge:
Learning is Incremental
Goswami (2008)
Activating Prior Knowledge
Environment
Working Memory
Long-term
Memory
Adapted from Willingham (2009)
Think, Pair, Share, Square
What is a teaching
strategy that you
use or would like to
use to activate prior
knowledge?
Dusting Off the Cobwebs
1. No Notes- What did you learn
from today’s workshop?
2. Look at Notes- Fill in any
information gaps
3. Large Group Discussion
Quick Quizzes
Strategy 2:
Capturing Attention and
Emphasizing Important
Points
How do YOU capture attention?
Capturing Attention
• Voice
• Gestures
• Emotions
• Interesting Content or
Activities
Emphasizing Important Points:
Novices vs. Experts
• Novices focus on the details
instead of the big picture
• Experts make more
inferences
• Prior knowledge increase
accurate inferences
Hrepic, Zollman, Rebello (2003)
Emphasizing Important Points
Hogan, Rabinowitz, & Craven 2003
Brain-writing Exercise…
1.
2.
Write down one way you can emphasize
main points during a lecture.
Pass card to your right. Write down
another way you can emphasize main
points. You can’t use a strategy you’ve
written on another card or that you’ve
read.
Strategy 3:
Using Multi-Media
Effectively
Turn and Talk
What makes a Power
Point slide effective?
Multi-Media: We are all Visual Learners
Mayer (2009)
Less is More!
Mayer (2009)
5 Steps to Effective Media Learning
Choose relevant words
Choose relevant pictures
Organize words
Organize images
Integrate words and images
Mayer (2009)
Draw Attention to Important Concepts
Mayer (2009)
The “Be Quiet” Principle
(also known as the Redundancy Principle)
Mayer (2009) brings attention to the fact that when you have a
visual aid such as a Power Point slide that contains a lot of words
(like this one!), it makes it difficult for the student to process the
information. There are competing channels fighting for attention.
You want to listen and you want to read. You end up trying to both
and not doing either one very well. He argues that because images
are so powerful it is often best to use an image as a back drop to
your narration. If you need to use a lot of words on a slide, then “be
quiet” (these are my words not Mayer’s words!) and let them read
it. Then, you can explain it more once they are finished reading.
Use Conversational Language rather than
Formal Language
Mayer (2009)
Processing Time…
Summarize
the research
on effective
multi-media use.
Strategy 4:
Elaboration via Examples
Elaboration via Examples
Learning
Motivation
Examples
Wlodkowski & Ginsberg (1995)
Elaboration via Examples
Simpson, Olejnik, Yu-Wen Tarn, and Supattathum(1994)
50 students
randomly
assigned:
3 week training;
1 hour per week
Verbatim
rehearsal
Elaborative
rehearsal
Training:
• Rational for technique
• Examples
• Directions on how to use the
strategy
• Activities
• Process check and quizzes
Elaboration via Examples
Simpson, Olejnik, Yu-Wen Tarn, and Supattathum(1994)
30
25
20
Verbatim Rehearsal
15
Elaborative Rehearsal
10
5
0
Post-test
Delayed Post-test
Examples lead to Better Performance
Carrol (1994)
40 High School
Students
Worked
Example
Practice
5
4.5
4
3.5
3
2.5
2
1.5
1
0.5
0
ErrorsPractice
ErrorsWorked
Example
Elaboration: What Works Best?
Hamilton (1997)
Relational Elaboration
Focusing on similarities
and differences
between concepts led to
highest levels of
achievement
Elaboration Depends on Prior Knowledge
“Elaborative interrogation is most effective
when the learner is able to access a welldeveloped knowledge base while imagery
appears to be less dependent on prior
knowledge.”
Elaborative interrogation:
(Willoughby, Wood, & Khan, 1994, 287)
Why?
Turn and Talk…
How do you use examples?
Strategy 5:
Brief Reflection
Opportunities
Cognitive Engagement Matters the Most!
Mayer (2009)
Brief Reflection Opportunities
• One Minute Papers
• Turn and Talk or Think Pair
Share
• Compare Notes
• Quick Quizzes
• 5 Paper Fast Pass
Comprehension Checks
Hogan, Rabinowitz, & Craven (2003)
Brief Reflection Opportunities:
How Often?
Prince (2004)
The Power of Pausing
25
Three 2 minute Pauses to Review
Concepts and Share Notes
100
22.97
90
20
80
16.63
84.39
76.28
70
15
60
10
Pause
50
Pause
No Pause
40
No Pause
30
5
20
10
0
0
Free Recall of Concepts
Objective Test 12 days later
Ruhl, Hughes, & Schloss (1987)
The Power of Writing Summaries
During Class
Delayed Free Recall- 12 Days Later
79 Students randomly assigned
21 minute video lecture with
two 4 minute pauses
12
10
8
6
Delayed Free Recall
4
2
0
Written Summaries
Reviewed Notes
No Pause
Davis & Hult (1997)
Written Summaries
0.68
0.66
0.64
0.66
0.63
0.62
0.6
0.6
Writing
0.58
0.56
0.55
0.54
• 978 Students in 32 Recitation
Sections
• Sections were randomly assigned
to writing or thinking conditions
• 5 minutes for writing or thinking
0.52
0.5
0.48
Factual
Conceptual
Drabick, Weisberg, Paul & Bubier (2007)
Thinking
Quick Quiz
True or False
1. According to Mayer (2009), cognitive engagement is
more important than behavioral engagement.
2. Prince (2004) suggests that a brief active learning
technique is used after 30 minutes of lecturing.
3. Written summaries improved retention of information
and exam performance.
Strategy 6:
Using Practice Retrieval
Techniques
A Research Study
Roediger& Karpicke(2006)
Study
Technique
Retention of
Information
180 college
students
SSSS
SSST
S = Study; T= Test
STTT
Retrieval is a MEMORY tool!!!
1
SSSS
0.9
SSST
0.8
STTT
0.7
0.6
0.5
0.4
0.3
0.2
0.1
0
Immediate
Delayed
Roediger & Karpicke (2006)
Quizzing Research
•Weekly quizzing
•Testing until you get
it correct
Landrum (2007); Di Hoff, Brosvic, & Epstein (2003); Epstein, Epstein, & Brosvic (2001)
An Alternative to the “Pop Quiz”Random Quizzing Works!
Ruscio (2001)
5 Paper Fast Pass
Write down one way you use
(or plan to use) retrieval practice
DURING class.
More Retrieval Ideas
• Shout Outs
• Dusting off the Cobwebs
• Polling
• One Minute Papers or
Presentations
Strategy 7:
Questioning for Critical
Thinking
Types of Questions
Factual:
One Correct Answer
Critical Thinking:
More than One Correct Answer
Learning Purpose Socratic Questions
Clarifying Explanations
What do you mean by….?
Provide an additional example of….
How does this compare and/or contrast to….?
What are the potential advantages and disadvantages of… ?
Questioning Assumptions
What other explanations might account for this?
What are the assumptions behind this statement?
Exploring Additional
Evidence
How can we find out more about this topic?
How does this connect to the concepts we’ve discussed previously?
What additional evidence can you find to support or refute this idea?
Multiple Perspectives
What would someone who disagrees say?
What are the cultural implications?
Real World Implications
What are potential consequences or implications of this?
Provide a real world example of….
Self-Reflective Processes
Why should this issue matter?
What is the importance of learning about this issue?
What other questions do you now want to explore?
Teach Students How to Develop Questions
King (1995)
• Reciprocal Peer Questioning
• Reading Questions
• Share and Compare
Questioning leads to Higher Achievement
King (1991)
56 9th Grade
Honors Students
Self-questioning
Self-questioning
and peer reciprocal
questioning
Discussion groups
Controlindependent study
Questioning leads to Higher Achievement
King (1991)
100
90
80
70
60
Self-questioning
50
Self and Peer Questioning
40
Discussion
Independent Review
30
20
10
0
Post-test
10 day post-test
Let’s Try It: Questioning Technique
1. Work with a partner to
create a question related to
all 7 strategies we’ve
discussed.
2. Exchange questions with a
different group and answer
the questions posed.
Let’s Summarize What We’ve Discussed…
Prior Knowledge
Attention and Importance
Multi-Media
Examples
Reflection
Practice Retrieval
Questioning
Questions? Contact Dr. Harrington at charrington@middlesexcc.edu
THANK YOU AND
BEST WISHES WITH DYNAMIC LECTURING!