lecture reconsidered: teaching with students
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Lecture Reconsidered: Teaching with Students. Carl S. Moore, Assistant Director [email protected] Teaching and Learning Center Temple University . Workshop Outline . - PowerPoint PPT PresentationTRANSCRIPT
Lecture Reconsidered: Teaching with Students
Carl S. Moore, Assistant Director [email protected]
Teaching and Learning CenterTemple University
Wood, D., Bruner, J. S., & Ross, G. (1976). The Role of Tutoring in Problem Solving*. Journal of child psychology and psychiatry, 17(2), 89-100.
Workshop Outline
1. RESEARCH ON LECTURE
2. LITERATURE ON STUDENT LEARNING
3. CONNECTING THE DOTS
4. USING STUDENTS TO REACH THE LEARNING GOAL
5. BEST PRACTICES
6. LECTURE RECONSIDERED THINK TANK
7. CLOSING
WORKSHOP GOALS
LEAVING THIS WORKSHOP PARTICIPANTS SHOULD:
• Reconceptualize the way lecture is viewed as a teaching method
• Identify strategies and tools that can be used to engage students
Lecture Reconsidered
Lecture Reconsidered
(Freire, 1998)
What is a lecture?
Bligh (2000)’s meta-analysis of attention span in lectures indicates: • 12 minutes optimum time for
focusing• No more than 20 minutes of uninterrupted talk
• Bligh (2000)’s meta-analysis of attention span in lectures indicates:
• 12 minutes optimum time for focusing
• No more than 20 minutes of
uninterrupted talk
Bligh (2000)’s meta-analysis of attention span in lectures indicates: • 12 minutes optimum time for
focusing• No more than 20 minutes of uninterrupted talk
(Hake, 1998)
Engaging Students
• What do you see?
• How does this picture relate to engaging students?
Best Practices
Change every 15 -20 minutes
Think-Pair-Share
Have student present the lecture material
Use of technology such as Poll Everywhere
Connect Cards
Group Notes (in class/wiki)
Think Tank
What are some strategies that you have used to engage students in your classroom? Small vs. Large?
Check-In with Poll Everywhere
What is one thing you will continue to do or will try as a result of attending this workshop?
References
• Bloom, B. S. (1956). Taxonomy of educational objectives, handbook 1: Cognitive domain. New York: Longmans Green
• Blumer, H. (1986). Symbolic interactionism: Perspective and method. University of California Press.
• Freire, A. M. A., & Macedo, D. (1998). The Paulo Freire Reader. Cassell and Continuum, 370 Lexington Avenue, New York, NY 10017.
• Gokhale, A. A. (1995). Collaborative learning enhances critical thinking.• Hake, R. R. (1998). Interactive-engagement versus traditional methods: A
six-thousand-student survey of mechanics test data for introductory physics courses. American journal of Physics, 66, 64
•Watkins, C. J. C. H., & Dayan, P. (1992). Learning. Machine Learning, 8(3), 279-292.