Please enable JavaScript.
Coggle requires JavaScript to display documents.
Let's Talk About The Lecture - Coggle Diagram
Let's Talk About The Lecture
VanZanten (2011)
Like salt - a little goes a long way! p. 84
We must think carefully about why to lecture and how to lecture p. 84
Lecture can be a great way to demonstrate synthesis of complex ideas - especially where the primary sources may be too complex for students. You shouldn't lecture when it could be better summarized in a brief video or reading, though.
Effective lectures use zpd - they connect to prior knowledge, clarify info encountered elsewhere such as in a textbook (if it doesn't, they'll stop reading or coming) p. 85
Powerful use includes providing a model for intellectual discourse, theoretical framework, passion for learning, etc. p. 86
Eye contact (have an observer track for you)! p. 86
Physical movement!! pp. 86
Visual aids for dual coding p. 86
Periods of silence/wait time and one minute papers as excellent pivots p. 87
Connect to student interest/prior knowledge p. 87
education is not filling a bucket, but lighting a fire - how does this impact our perspective? p. 88
Think-pair-share as a lecture break p. 89
Eyler (2018)
Qualifying "prolonged" lecture as inauthentic p. 164
Where instructors mostly talk and students rarely engage/speak etc., this is problematic p. 164
Long history identifying this as ineffective for learning (some studies dating back to 1916) p. 165
Excellent metastudy worth adding in - p. 166
"attention span" is tough to track down, although most agree 10-20 min.
Inauthentic lecture increases achievement gap for women and minorities, particularly in the STEM disciplines p. 169
Weimer (2002)
make short activities routine
Harvard (2018)
Defining "the lecture" can be difficult
Defining "passive learning" and clarifying that much can happen in the way of 'active learning' during a lecture
Students focus on synthesis note taking rather than verbatim
Lecture often criticized by proponents of neuromyths like pyramid and styles
Students need foundational knowledge so they can be creative and think critically with it
Pop Culture references
Movies/TV always depicting inspirational lectures
Molly Worthen NYT Opinion Piece:
Eyler (2018)
Great summary of typical definitions
Bruff (2015)
Defining 'continuous exposition'
Variety of breaks and student interaction is what makes a lecture effective
We don't often mean the same thing when we say 'lecture'
Bligh (2000)
Permalink
Incredible summary of key issues and tips to lecture well
Lecture alone is ineffective at anything other than info transfer p. 11
On it's own, doesn't live up to claims of changing students or promoting certain kinds of thought (although can confirm pre-held biases) p. 17
Short breaks great way to renew attention p. 56
Enthusiasm can help, although is limited p. 63
Tips for effective lectures (begins p. 87)
Itemize new points
visual demonstration/illustration
Organize clearly
Use handouts to guide thinking
Use frequent and varied questions
Barre (2015)
Link
Continuous exposition not a helpful way to teach listening
Teacher as author, tutor,
Not about access to knowledge but about access to its production - modeling synthesis
Epting (2019)
Link
Find a story arc
Embed reviewing
Invite messy predictions
Fail proudly - for you and students, embrace risk taking and mistake making
Iowa State CELT
What you can control
: visual message, physical presence, verbal message, student notes, what students think, what students say and do
Think-pair-share
Find illustrative quotes
Backchannel?
Freeman et al (2014)
Well known metastudy (225 studies), largest and most comprehensive to date
Student performance on exams and concept inventories increased by .47 SD's under active learning
Greatest effect sizes for classes under 50 students, but found stat. significant effect sizes for all classroom sizes
Lecturing increases failure rates by 55%
Consistent with previous work
Defined lecture as continuous exposition by Bligh
Deslauriers et al (2018)
Students in active learning learn more but perceive lecture is better
Instructors perceive resistance and revert back to lecture
Students are poor judges of their own learning, often fall for illusion of fluency
Active learning produces better learning outcomes
Fluency doesn't matter as much for learning
Students push back because they are novices, have little prior experience with active learning, and experience disfluency in this cognitively demanding environment
Various perspectives on the lecture
Student Perceptions
Students are poor judges of their own learning
DeSlauiers et al. (2018)
Fluency often mistaken for learning
DeSlauiers et al. (2018)
Students will push back due to more effortful learning
DeSlauiers et al. (2018)
Faculty Perceptions
Highly Critical
Often criticized by proponents of neuromyths
Harvard 2018
Leading faculty developers campaign against
Weimer 2015
Weimer 2002
Not only ineffective but borderline unethical
Worthen 2015
Bajak 2014
Favorable
A vital method of teaching listening and critical thinking
Worthen 2015
Humanities tradition, teaching to build an argument
Worthen 2015
Popular Culture Perceptions
Defining the Lecture
Definitions are not monolithic but truly matter
Not filling a bucket but lighting a fire?
VanZanten 2011
"passive" vs. "active" and clarity in what is happening during the act of lecture
Harvard 2018
Convenient binaries fuel debate but not progress
Eyler 2018 article
Bruff 2015
"Continuous exposition"
Freeman et al 2014
Bruff 2015
Eyler 2018 article
Bligh 2000
Which lecture practices are ineffective?
Continuous exposition
Bligh 2000
Freeman et al 2014
Bruff 2015
Eyler 2018 article
Eyler 2018
Fagen et al
Student performance drops
Freeman et al 2014
Increases gender/race gaps
Eyler 2018
Ineffective for learning
Eyler 2018
Bajak 2014
Not a good way to teach listening
Barre 2015
Bligh 2000
On its own, does not live up to claims of changing students
Bligh 2000
Bligh 2000
Attention as limited resource
Eyler 2018
Eyler 2018 article
Chew video series
Is inauthentic
Eyler 2018
Rare student engagement/speaking
Eyler 2018
Bligh 2000
Which lecture practices are effective?
Focus on authenticity rather than the stopwatch
Eyler 2018 article
Eyler 2018
Modeling Synthesis and argument building
Harvard 2018
Worthen 2015
VanZanten 2011
Barre 2015
Bligh 2000 :star:
Active learning strategies
DeSlauiers et al 2018
Freeman et al 2014
Focus on ZPD
VanZanten 2011
Focus on what you can control
Student notes
Iowa State CELT
Harvard 2018
What students say and do
Iowa State CELT
Physical and verbal presence
Iowa State CELT
Variety of breaks
Bruff 2015
Weimer 2002
Weimer 2015
Eyler 2018
Eyler 2018 article
Tips for effective lecture
Variety of breaks
Bruff 2015
Weimer 2002
Weimer 2015
Eyler 2018 article
Eyler 2018
Think-Pair-Share
Weimer 2002
Iowa State CELT
One-Min. Papers
Embed review
Presentation
Invite messy predictions/risk taking
Frequent questions of varied prompts
Eye contact - have an observer track for you!
Incorporate meaningful visuals
Short breaks & Enthusiasm
Physical movement
Like salt - a little goes a long way
VanZanten 2011
Lecture organization
narrative
story arc
Epting 2019
Illustrative quotes
Iowa State CELT
Itemize new points
Student notetaking
Use handouts to guide, talk about effective notetaking
Backchannel
Iowa State CELT
Connect to prior knowledge
Strategies here
Weimer 2015
Link
Active learning strategies always trump
Change up every 10 min.
Bajak 2014
Link
Cites the metastudy
Mazur and others believe completely outdated, ineffective