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Lectures

Lectures. What does some research tell us?. Is lecture research still relevant? . Average college student spends about 80% of class time hearing lectures. (Ambruster, 2000; McKeachie, 1994) Students don’t dislike lectures, they dislike poorly done lectures. (Brown & Kakhtar, 1997)

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Lectures

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  1. Lectures What does some research tell us?

  2. Is lecture research still relevant? • Average college student spends about 80% of class time hearing lectures. (Ambruster, 2000; McKeachie, 1994) • Students don’t dislike lectures, they dislike poorly done lectures. (Brown & Kakhtar, 1997) • Lecturing results are not significantly different from other instructional strategies when…

  3. the lectures are used appropriately and prepared carefully according to: • a “fit” factor • a focus on retention • a clear organizational structure • active lecturing strategies

  4. “Fit” factor • Does lecturing fit your objective? • Lectures are effective for explaining factual information or explaining the structure of knowledge. (Kierwa, 1987; Isaacs, 1994; Saroyan & Snell, 1997; Bligh, 2000)

  5. “Fit” factor • Not effective for: • promoting thought • changing attitudes • generating interest or enthusiasm • inspiring social responsiveness or self-awareness (Kierwa, 1987; Isaacs, 1994; Saroyan & Snell, 1997; Bligh, 2000)

  6. Retention is the intention! • Focus of a lecture is to uncover the content not cover the content “Because what students retain is more important than what is covered.” (Felder & Brent, 1999; Marcheggiani, Davis, & Sander, 1999)

  7. are between consists continuously corresponding curve draws variation graph if isolated known making only often with one points relation set table values variables Do you understand these words?

  8. Retention requires meaning-making:

  9. Retention requires understanding:

  10. Plan a clear organization of lecture • Use an advance organizer: an introduction meant to stimulate the student’s prior knowledge • Provide organizational structure of the lecture to students through an outline or handouts as you present (Saroyan & Snell, 1997; Khuwaileh, 1999; Bligh, 2000)

  11. Clear organization during lecture • Periodic summaries or “taking stock” • Clear transitions and conceptual linking cues (verbal and nonverbal) • Summaries generated by students and confirmed by lecturer (Saroyan & Snell, 1997; Khuwaileh, 1999; Bligh, 2000)

  12. Note taking considerations • Assessment demands will dictate students’ note-taking focus (Sutherland, Badger, White, 2002) • Make important points note-worthy (Maddox & Hoole, 1975): • write words or phrase on board • dictate heading and subheading • read out numbered points

  13. Note taking considerations • Provide incomplete or skeletal handouts for student active involvement. Why? • What is your preferred cognitive style?

  14. Who needs an outline? When an outline is not provided students with a field-independent cognitive style have a significant advantage over students field-dependent cognitive style for capturing main points of lectures. (Frank, 1984; Kierwa, 1987)

  15. Uses of Handouts • Use to provide a visual structure to the information • Use as an active lecturing tool • Use to provide the excessive detail that is important but too much to be presented in the lecture format

  16. Active lecturing techniques • Start with a mystery or story related to the topic(Cialdini, 2005) • Prior to lecture students complete an exerciserelated to lecture topic (Schwartz & Bransford, 1998; Yoder & Hochero, 2005) • Classroom Assessment Techniques(Angelo & Cross, 1993) • one-minute paper • muddiest point

  17. Communicating during the lecture: • Stories and metaphors are good- sometimes • AVOID seductive details or stories, unless you desire the students to recall the seductive details (Harp & Maslich, 2005)

  18. Communicating during the lecture: • Metaphors can be a problem because • International students may easily misinterpret metaphors and can be unaware of misinterpretation! (Littlemore, 2001)

  19. Communicating during the lecture: • Talk as though you are explaining to friends (outside of the discipline) not as though you are writing to fellow researchers or colleagues within your discipline.

  20. Communicating during the lecture: • Complicated vocabulary can become the focus, rather than the facts or concepts to be learned. (Khuwaileh, 1998) • Students cannot make inferences, even simple ones, from a lecture. (Bligh, 2000)

  21. “Exemplary Lecturers • are organized according to a set of objectives, • stay away from providing detailed information • emphasize, repeat and summarize frequently, and • use media effectively” (Saroyan & Snell, 1997, p. 89)

  22. RSQC… • Recall- What do you know now that you didn’t know before? • Summarize- In 3 sentences or less explain the main idea. • Question- What was question was left unanswered for you? • Connect- What about this relates to what you already know?

  23. …A • Apply- Describe at least one way you could apply something you learned today to your lecturing strategies.

  24. Contact us: • Please contact TASC (257-8272) for more ideas, feedback about a lecture or a consultation meeting! http://www.uky.edu/TASC/ Kathryn Cunningham (ext. 241) Bill Burke (ext. 229) Victoria Bhavsar (ext. 256)

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