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Section 1: Not This. A Lecture Only Approach Doesn't Ensure Learning urn and t

  • Time is every teacher's enemy: there is always more to teach than time to teach it
  • We're not only expected to cover our content but also to ensure that students meet the demands of rigorous state and national standards
  • Teaching is incredibly complex, and we take our job very seriously
  • Lecturing can make covering unrealistic amounts of content conceivable, but do we have evidence that students have really learned when this is our main method of instruction?
Observation 1 (Social Studies Class) 

  • If a question is getting little participation, attention isn't good. 
  • When there is more to teach than time to teach it, taking over is faster than letting students construct meaning on their own
  • Lectures can share information, ideas, points of view
  • under the right circumstances some people learn from it 
  • The problem is that when our only instructional method is lecture, we can't tell which students are constructing meaning and which ones are tuning out
  • fire hose: vast amounts of information rapidly, students can't take it in
  • lecture couched in narrative only works for students who are emotionally engaged with the topic or the teacher
  • Those who don't care about the stories or the topic have another chance to disengage
  •  turn and talk helps
  • asking students to take notes helps
  • clicker, effective if students are curious. Downside: students can randomly click answers and talk to neighbors
  • turn & talk, asking students to take notes, clicker-come from good intentions
  • telling can be effective, if engaging entertainers, students MUST be interested in the topic, students have time to apply the information that is heard
  • downside: students can fake their learning
  • options: learning, stuck, or checked out? 
  • lecture effective when student has a strong background/curiosity and is intrigued by what the lecturer had to say 
Ways to avoid learning
  • do work for other classes
  • ask teacher what material to pay attention to
  • ask a timely question to make the teacher think I cared
  • memorize facts, drop into constructed responses
  • pick up on pattern of grading, adjust answers for next assignment
  • be a teacher pleaser
  • game the system
  • seem caring when you aren't
  • bright and hardworking when you are not
Unfair aspects
  • "good" students may be compliant for grade
  • "bad" students may refuse to hide boredom
  • archaic caste system may or may not be accurate
Missing outcomes
  • process, remember, understand information
Science
  • adults can only listen attentively for 10 minutes without a break 
  • Dr. Medina found before 15 minutes, people usually have checked out
  • if keeping someone's interest in a lecture were a business, it would have an 80% failure rate
  • unlimited lecturing is efficient but not effective
 Lecture can happen when too much to teach and too little time
Better:
  • let learners do the work
  • teachers limit their talking 
  •  kids need time to practice critical thinking
  • more time to read, write, and discuss their learning
Passive Learning
  • copying notes
  • watching a video
  • reading a text to answer previously provided questions
  • listening to a lecture
What Matters
  •  mess around with the concept, time to practice
  • learning must be interesting or immediately relevant for students to be motivated
  • I need to see the purpose for the learning and how I can apply it
  • I need choice in what I read, write, and practice
  • I want to collaborate with someone who is also invested in the learning
  • I need time to think 
  • I need time to get and give feedback about my learning so I can redo or revise my thinking or working
  • I want to do real work and figure something out that hasn't already been done
  • behave in a way that is productive to learning
  • have an emotional connection to the topic or the people I'm learning from and with
  • have to be intellectually stimulated
  • Emotional, Cognitive, and Behavioral Engagement
 Definitions
Behavioral Engagement
  • targets learner's sense of competence
  • respond to the task in obvious ways
  • turn in work on time
  • apply strategies to persist when the going gets tough
  • ask questions in class
  • volunteer their thinking
Emotional Engagement
  • connections to teacher, peers, and/or the topic
  • create a sense of belonging to a community or a project
  • students work harder and longer
Cognitive Engagement
  • targets the need to know
  • purpose and need to uncover information and master concepts
  • do work for the gratification of learning
  • psychological investment in and effort directed toward the learning, understanding, mastering the knowledge, skills or crafts that the academic work is intended to promote
 Options
  • release control 
  • give students opportunities to think 
Depressing
  • Dropout rates

 Section 2
  • Dr. Elizabeth Moje found that lecturing is not the most effective way to deliver instruction 
  • consider other ways to address teaching and learning


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