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TheInteractiveLectureHowtoEngageStudents,BuildMemory,
andDeepenComprehensionp p
PresentedbyTr.HarveyF.Silver,EdD
LetsGetStarted
Lets Get StartedLet sGetStarted
Lets look at an instructional practiceLet slookataninstructionalpractice,thelecture,andhowitdiffersfrom
l h h llstrategiclecture,whichwecallTheInteractiveLecture.
Think of some lectures you have either delivered or attended.
Think about both the good and the bad.What are the assets of using the lecture as a teaching strategy?
What are the liabilities? Discuss with your ideas with a neighbor.
If keeping someones interest in a lecture were a business, it would have an 80 percent failure rate.
J M diJ.Medina
Why are so many lectures ineffective?What can we do to improve the quality of ourWhat can we do to improve the quality of our
lectures so that they are engaging, memorable, and lead to deeper understanding of the content ?and lead to deeper understanding of the content.?
Goals of the Interactive LectureGoalsoftheInteractiveLecture
Goal #1 Increase Student EngagementGoal#1 IncreaseStudentEngagement
Goal#2 BuildStudentsInformationManagementSkills
Goal #3 Develop Students NoteTaking SkillsGoal#3 DevelopStudents Note TakingSkills
Goal#4 DeepenComprehension
Goal #5 Build Students Background KnowledgeGoal#5 BuildStudents BackgroundKnowledge
Goal#6 DevelopStudentsHabitsofMind
WhichofthesixgoalsoftheInteractiveLecturestrategy is most important to you, and why?strategyismostimportanttoyou,andwhy?
Can You RecallCanYouRecall
Amemoryfromearliertoday?y y Whereyouputyourkeyslastnight? WhatPleaseExcuseMyDearAuntSallystandsfor? Adreamfromchildhood? Amemoryfromlastyear? Thelasttimeyoulaugheduntilyoucried? Theexactlayoutofyourroomfromfreshmanyearatcollege?college?
Thephasesofthewatercycle? Your earliest memory?Yourearliestmemory?
AddressingtheChallengesofPresentingInformationg g g
Howdoyou...y
captureandholdstudentsattention? organizetheinformationinyourlectureforoptimallearning? encouragestudentstoactivelyprocessthemostimportant
content?
provide students with opportunities to review and apply their providestudentswithopportunitiestoreviewandapplytheirnewlearning?
Th P i i l fThePrinciplesofMemory Based LecturingMemory BasedLecturing
Principle1:
The stronger the connection the stronger the memoryThestrongertheconnection,thestrongerthememory.
Weneedanengaginghooktocaptureandholdstudentsattentionandtoanchororconnectnewknowledgetopriorknowledge
New KnowledgeKnowledge
Prior Knowledgeg
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Principle2:
Theclearertheorganization,thestrongerthememory.
How is the mind like a messy closet?
A little planning goes a long way.
What are the parts of the U.S. Constitution?
PREAMBLE
We the people of the
ARTICLESArticle I: Legislative Power
AMENDMENTS
I-X Bill of RightsUnited States.
Function of government defined:
Power
Article II: Executive Powers
XIII Abolition of slavery
XV Citizens right to vote cannot be denied because of
establish justice
insure domestic tranquility
provide for the common defense
promote the general welfare
Article III: Judicial Power
Article IV:
cannot be denied because of race
XIX Womens right to votep g
secure the blessings of liberty for ourselves and our prosperity
States Powers & Limits
Article V: Amendment Process
Principle3:
Thedeepertheprocessing,thestrongerthememory.
What is this?
W ld b li it thWould you believe its the two-foot long tongue of a
giant anteater?giant anteater?
The Giant Anteater weighs over 100 pounds. It feeds mainly i t d t it hi h it t h b fli ki it lon insects and termites, which it catches by flicking its long,
sticky tongue into ant mounds.or
So how does the Giant Anteater actually eat ants? Well, when you weigh over 100 pounds you need to eat over 20,000 ants and
termites every day just to survive Its good to have a tongue thats
or
termites every day just to survive. It s good to have a tongue that s two-feet long and as sticky as flypaper. Ah, at last! You come to
your favorite place on earth a beautiful ant mound teeming with little crawling snacks. Flick! Flick! Flick-flick-flick! Not only is your tongue long and sticky but its as fast as lightning Flick-flick-flick!tongue long and sticky, but it s as fast as lightning. Flick flick flick! You can flick your tongue into an ant mound 160 times in a single minute! Thats as fast as a drum roll. Imagine being able to do a drum roll with your tongue! And best of all for you, with each flick of your tongue you draw hundreds of delicious treats into yourof your tongue, you draw hundreds of delicious treats into your
mouth. Yum! Now, wheres the next ant mound?
Principle4:
Memoriesarelikemuscles:theydevelopwithexercise.
Principle4:
Memoriesarelikemuscles:theydevelopwithexercise.
Studentstakeamoreactiveapproachtocreatingstrongmemorieswhentheythinkaboutwhattheyhavelearnedratherthanwhentheysimplyrecordedit.
STOP
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1. The stronger the
ConnectCreate a hook. Kindle the hook by having students write a response and
Principles to Phases:
connection the stronger the memory.
g ptalk about it. Create a bridge to link prior learning to new learning.
O i2. The clearer the organization, the stronger th
OrganizeDesign a visual organizer that provides students with a structure of the lecture and present the information in chunksthe memory. and present the information in chunks.
Deep ProcessUse multi-sensory tools and strategies3. The deeper the processing,
the stronger the memory.
Use multi sensory tools and strategies. Pose questions or short tasks for students to do that will ask them to process information through different senses after each chunk of information
4. Memories are like muscles, they develop with exercise.
senses after each chunk of information.
Exercise & ElaborateAppl learning thro gh s nthesis tasksApply learning through synthesis tasks that encourage students to process their new learning.
PlanningaLesson
Planning a LessonPlanningaLesson
St 1 Id tif th l t d d dStep1:Identifythelessonsstandardsandpurpose.
Step2:Designthevisualorganizerandfillitintocreate
lyourlecturenotes.
Step3:Decidewhichtechniquesyouwillusetohelp
studentsactivelyprocesskeypoints.
Step4:Developreviewquestionsinallfourstyles.
Step5:Designthehookandthebridge.
Step6:Developasynthesistask.
MiddleSchoolScienceLessonH t d C ld Wh t th Diff ?HotandCold:WhatstheDifference?
MiddleSchoolScienceLesson:HotandCold:WhatstheDifference?
HighSchoolUSHistorySectionalism: Why Didnt the Era of Good Feelings Last?Sectionalism:WhyDidn ttheEraofGoodFeelingsLast?
VisualOrganizersg
VisualOrganizers
VisualOrganizers
Source:TheInteractiveLecture:HowtoEngageStudents,BuildMemory,andDeepenComprehension(AStrategicTeacherPLCGuide)
Classroom TipsClassroomTips
IntroducingtheInteractiveLecturetoYourStudents Makesurethateachofyourstudentshasavisualorganizer.
Phase One: Connect our students has a visual organizerPhaseOne:Connectourstudentshasavisualorganizer Stimulatestudentthinkingwithanengaginghook. Kindlestudentsinitialideasintobetterreasonedresponses. Bridge students prior knowledge to the content of the lectureBridgestudents priorknowledgetothecontentofthelecture.
PhaseTwo:OrganizeS l t d i i th t b t fit t t Selectordesignanorganizerthatbestfitsyourcontent
Duringthelecture,presentinformationslowlyandclearly,givingstudentstheopportunitytolistenandmakenotes.
Classroom TipsClassroomTips
PhaseThree:DualCode Usedifferenttechniques(e.g.,visualaids,vocalemphasis,elaboration,
story humor demonstration or processing activities) to add emphasisstory,humor,demonstration,orprocessingactivities)toaddemphasisonkeypoints.
Phase Fo r E ercise and ElaboratePhaseFour:ExerciseandElaborate Pauseeveryfewminutestoposeareviewquestion.(Rememberto
usedifferentstylesofquestions.) Developasynthesistaskthatwillhelpstudentsapplywhattheyve
learnedfromthelecture.(Remembertogivestudentsampletimetocompletetheactivity.)
WhatstheDifferenceBetweenaResearchBasedPracticeandaStrategyforImprovingtheResearchBasedPractice?
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