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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