Dynamic Lecturing Christine Harrington Ph.D. [email protected] January 8, 2014.

Dynamic Lecturing

Christine Harrington [email protected] 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

Direct Instruction Good and Bad

Examples; Explanations

Discovery Based Learning

Randomly Assigned

Khlar and Nigam (2004)

Direct Instruction was more effective!

Exploration Assessment0

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1.5

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3.5

Direct InstructionDiscovery

Khlar and Nigam (2004)

A Quasi-Experimental Study with 1st Year College Students

1098 First Year Students in Teacher Preparation

Program

Lecture (LLLL) Case-based Learning (CCCC)

Lecture and Case-based Learning

(LCLC)

Gradual Approach Lecture- Case Based

Learning (LLCC)

Quasi-experimental Study

Classes Randomly Assigned

Baeten, Dochy, & Struyven (2013)

What is Case-Based Learning?

1. Active Involvement- Constructing Knowledge

2. Teacher is Facilitator

3. Authentic Assignments

4. Cooperative Group Work

Direct Instruction with Gradual Introduction of Case-Based Learning Worked Best!

Gradual LLCC

LectureLLLL

Case-basedCCCC

GradualLLCC

Lecture and Case-based

LCLC

Baeten, Dochy, & Struyven (2013)

Clark, Kirschner & Sweller (2012)

Direct Instructionis BEST

for Novice Learners

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

Working MemoryEnvironment 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

Important!

Brain-writing Exercise…

1. Write down one way you can emphasize main points during a lecture.

2. 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!

XMayer (2009)

5 Steps to Effective Media Learning

Choose relevant words

Choose relevant pictures

Organize words

Organize images

Integrate words and imagesMayer (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

Examples

Motivation

Learning

Wlodkowski & Ginsberg (1995)

Elaboration via ExamplesSimpson, Olejnik, Yu-Wen Tarn, and Supattathum (1994)

50 students randomly assigned:

Verbatim rehearsal

Elaborative rehearsal

3 week training; 1 hour per week

Training:

• Rational for technique• Examples• Directions on how to use the

strategy• Activities• Process check and quizzes

Elaboration via ExamplesSimpson, Olejnik, Yu-Wen Tarn, and Supattathum (1994)

Post-test Delayed Post-test0

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Verbatim RehearsalElaborative Rehearsal

Examples lead to Better PerformanceCarrol (1994)

40 High School Students

Worked Example Practice

In class

assig

nment

Homework

Post-test

Delayed Post-

test0

0.51

1.52

2.53

3.54

4.55

Errors- PracticeErrors- Worked 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 well-developed knowledge base while imagery appears to be less dependent on priorknowledge.”

(Willoughby, Wood, & Khan, 1994, 287)

Elaborative interrogation:

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

Free Recall of Concepts0

5

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2522.97

16.63

PauseNo Pause

Three 2 minute Pauses to Review Concepts and Share Notes

Objective Test 12 days later0

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100

84.3976.28

PauseNo Pause

Ruhl, Hughes, & Schloss (1987)

The Power of Writing Summaries During Class

Written Summaries Reviewed Notes No Pause0

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Delayed Free Recall- 12 Days Later

Delayed Free Recall

79 Students randomly assigned21 minute video lecture with two 4 minute pauses

Davis & Hult (1997)

Written Summaries

Factual Conceptual0.48

0.5

0.52

0.54

0.56

0.58

0.6

0.62

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0.680.66

0.6

0.63

0.55

WritingThinking

• 978 Students in 32 Recitation Sections

• Sections were randomly assigned to writing or thinking conditions

• 5 minutes for writing or thinkingDrabick, Weisberg, Paul & Bubier (2007)

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 StudyRoediger & Karpicke (2006)

Study Technique

SSSS SSST STTT

180 college students

S = Study; T= Test

Retention ofInformation

Retrieval is a MEMORY tool!!!

Immediate Delayed0

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SSSSSSSTSTTT

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 QuestionsFactual:

One Correct AnswerCritical Thinking:

More than One Correct Answer

Learning Purpose Socratic QuestionsClarifying 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 QuestionsKing (1995)

• Reciprocal Peer Questioning

• Reading Questions

• Share and Compare

Questioning leads to Higher AchievementKing (1991)

56 9th Grade Honors Students

Self-questioningSelf-questioning

and peer reciprocal questioning

Discussion groups Control- independent study

Questioning leads to Higher AchievementKing (1991)

Post-test 10 day post-test0

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Self-questioningSelf and Peer QuestioningDiscussionIndependent Review

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

THANK YOU AND BEST WISHES WITH DYNAMIC LECTURING!

Questions? Contact Dr. Harrington at [email protected]