(Long live the lecture) The Lecture is Dead (Long live the lecture) Mary Dixson, PhD Associate Vice Provost, Teaching and Learning Services University of Texas at San Antonio

Rumors of the lecture’s death have been greatly exaggerated

51% of faculty still use extensive lecture (6% increase over 4 years) This has gone up 6% HERI Faculty Survey 2013-2014

In sciences it’s 70%

Has 16,500 Talks and 80 Million Views

The Dark Side Students capture only 20–40% of a lecture’s main ideas in their notes Students remember less than 10 % after 3 weeks Students in traditional lecture courses are 1.5 times more likely to fail than students in courses with active learning 1) Kiewra, Kenneth A. (2002). “How classroom teachers can help students learn and teach them how to learn.” Theory into Practice, 41 (2), 71–80 2) What’s the use of lectures? San Francisco: Jossey-Bass p. 40 3) Freeman, et al. (2014). “Active learning increases student performance in science, engineering, and mathematics” PNAS 11(23), 8410-8415.

But Who Trained Them?

In one study, it resulted in a 25% increase in C or Better Faculty development geared toward lecture skills has the potential to change the outcome. In one study, it resulted in a 25% increase in C or Better Mowbray, Robert (2015) Improving Lecture Quality through Training in Public Speaking. Innovations in education and teaching international (52) 2. 207 - 217

Three Things We Train Planning Delivery Interactivity

Planning – Think Outcomes First Students will know… Students will be able to do… Students will identify… Students will describe… Students will demonstrate…

Planning – Choose Strategically Most important material The most difficult points Material not found in the text

What is the relationship between the lecture Planning – Relationship to Texts What is the relationship between the lecture And other learning materials? How will students know?

Planning – Easy to Follow Choose a structure Hierarchy (Points and Sub points) Chained Structure ( Step by step) Narrative (story telling)

Show a picture or a video Relate the topic to students Delivery – Start Strong Ask a question State a curious fact Tell a story Show a picture or a video Relate the topic to students

Delivery – Finish Stronger Summarize the main points Tie back to intro photo, story or video Make a lasting point about relevance Provide one solid takeaway End with a question for next time

Delivery – Use Energy Be animated and motivated Vary your pitch and tone Move around when possible Use lots of gestures

Every 15 minutes during a lecture, take a 1-2 minute break. Delivery – The Pause Procedure Every 15 minutes during a lecture, take a 1-2 minute break. http://sites.psu.edu/siowfa15/2015/12/03/are-lectures-ineffective/

Delivery - Interactivity Have students work in pairs to clarify notes Add short videos Think/ Pair/Share Take polls Make predictions Ask a question

The Data Says… Test Scores Improved! 89.4 with the pause 72.6 without pause EXAM BOOK http://www.tc.umn.edu/~bunte002/resources/Ruhl_1987_.pdf

Provide Skeleton Notes Start with your full lecture notes Create a pared down version Post on Blackboard or handout in class http://serc.carleton.edu/introgeo/interactive/skeletonnotes.html Carleton University

The Data Says… Test Scores Improved! By up to 8 points with the guided notes The relative effects of traditional lectures and guided notes lectures on university student test scores Williams, W. LarryAuthor Information; Weil, Timothy M.Author Information; Porter, James C. K.. The Behavior Analyst Today13.1 (2012): 12-16. http://files.eric.ed.gov/fulltext/EJ970028.pdf Williams, et al; 2012

So remember to always look on the https://web.stanford.edu/dept/CTL/Newsletter/memorable_lectures.pdf

LECTURE

Associate Vice Provost for Teaching and Learning Mary Dixson, PhD Associate Vice Provost for Teaching and Learning Mary.Dixson@utsa.edu