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Knowledge is stored Visually and Linquistically Visually and Linquistically
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Maximizing Student Learning During Lectures
Paula LeitzJan Weiss
Instructional Development and Leadership
Purposes of Lectures
To learn and remember information so that it can be accessed and applied
Knowledge is stored
Visually and Linquistically
Brain-based education
An emerging field Considers how brain learns best Considers how to optimize opportunities for
learning
How you teach impacts how well students learn…..
Learning physically changes the brain How the brain changes is based on: * the relevance of the information
provided * whether repetition is provided * emotional state at time of learning
Thus, the greater the relevancy and quantity of associations between learning
and the way students can connect with the materials the stronger student
understanding.
Important considerations for Lecturing
The amount of information your students can acquire, process and learn.
What you want students to acquire, process and retain.
Students’ engagement and attention at the beginning. Develop an emotional connection to lecture
Opportunities for students to do something with new information.
Incorporating High Yield Instructional Strategies (Marzano, 2001)
Identify similarities/differences
Summarize/notetaking Non-linquistic
representations Generate and test
hypotheses
Cues, questions and advanced organizers
Cooperative learning
Before a Lecture: Importance of beginnings
Grabbing students’ attention to signal brain Sets tone for thinking Helps to maintain interest
Rituals to handle start of class
Teacher spot Signals End of song, visual on D.C. Trigger an emotion with something novel Pose high level question about previously learned
information Create mind maps, venn diagrams of previous class’
learning Generate hypotheses Cues, questions and advanced organizers
Hold off on passing graded papers out or providing new information about upcoming
classes until end!
Important Considerations During a Lecture
Brain needs support to retain information during an 1 hour our longer lecture..
Brain does not work well if there is non stop information coming in.. Learning is best when it is focused, diffused and then focused again.. Brain needs time to process before moving on.. Adults can manage 15-18 minutes of direct instruction Tap into brain’s uppers - Amine activation - fuel for the attentional
system Commit information to long term memory Repeat to remember, remember to repeat
Effective Strategies During Lecture
Physical breaks Raise levels of amines - change, movement, excitement Talk with the brain tasks Create drawing of understanding (time lines, venn
diagrams, visual representations, etc.) Note taking using guides lecture notes, graphic
organizers….stop and review during lecture New information in small chunks….ask for predictions or
write brief descriptions
Strategies continued…..
Stop and repeat--repetition strengthens connections in brain
Stop and make links Stop and have students summarize Stop to share with partner Vary presentation tools (power point, video, etc.)….the
brain seeks novelty Use metaphors
Important Considerations After a Lecture: Commit to Long Term
Memory Build retrieval system--future reference to information If you said something important at beginning, repeat at end Repetition consolidates information, provide opportunities
for this
Effective Strategies After Lecture
Use during lecture strategies to end Summarize important aspects of lecture Make personal connections to learning Form visual representation Respond to Whom, when, how and why Create mind maps with a partner Student created metaphors Ask elaborating questions
Create your own metaphor
In groups of 3, come up with a metaphor that explains or describes the idea of maximizing student learning within a lecture format.
Try to “play out” the metaphor Our example (?)