1. Engaging Learners During Lectures Beverly P Wood MD, PhD Dr Wood does not have any disclosures.

2. The power of the first minutes On your index card: 1.Write one question you have related to this session. 2.Write a fact you know about the topic 3.Form a trio or quartet: Introduce yourself. 4.Share your question and fact.

3. How can you engage learners to enhance their learning?

4. Attention How well do listeners retain information? Retain 70% of first 10 minutes

5. Attention How well do listeners retain information? Retain 20% of last 10 minutes Rickard et al, 1988 Teaching of Psychology 15,151-152

6. Attention Level of performance Time Lectureeffectiveness Students Lecturer Adapted from DH Lloyd Visual Education,1968 5 min.50 min.

7. Students’ Heart Rates in Class Beats/minute 70 80 90 Minutes 025506090 LectureDiscussion Student question Adapted from DH Lloyd Visual Education,1968 Break

8. Your brain asks questions about incoming information. Have I heard or seen this before? Where does this information fit? What can I do with it? Is this the same idea I had?

9. Why your brain needs to be “on” Link what being taught-----------> What already know To save the information----->test, recap, explain, use in activity

10. The ‘Pause’ Procedure Instructor paused for 2 minutes x 3 during lectures. Intervals of 12-15 minutes between pauses. Students discussed and reworked their notes Students in the ‘pause’ class did significantly better on free recall and comprehension testing. Ruhl, Hughes, Schloss Using the pause procedure to enhance lecture recall Teacher education and special education 10: 14-18, 1987

11. Learning is enhanced if learners do something with information…. 1.State the information in their own words 2.Give examples 3.Recognize the info in different guises or circumstances 4.See connections 5.Make use of info in various ways 6.Foresee some consequences 7.State the opposite or converse John Holt, 1967 How Children Learn

12. Foster Engagement & Student success Curriculum Student involvement: Student/student, student/faculty interaction Clarity, organization Expressiveness, enthusiasm Alexander Astin, 1997 Pascarella & Terenzini, 2005 Cooper & Cuseo, 1988

13. Quickies…ways to improve a lecture Build interest Involve students during lecture Maximize understanding and retention Reinforce the lecture

14. Quickies…ways to improve a lecture Build interest Lead off story or visual Initial case problem Test question Maximize understanding and retention Headlines Examples and analogies Visual backups Involve students during lecture Spot challenges Illuminating exercises Reinforce the lecture Application problems Student review

15. Preparing a Lecture: think engagement Small Group Instruction in Higher Education Cooper, Robinson, Ball 2003 Chapter 14: Active thinking tasks in lecture Active Learning: Creating Excitement in the Classroom Bonwell & Eison 1991 The Ten-Minute Trainer—150 Ways to Teach it Quick & Make it Stick Sharon Bowman Pfeiffer, 2005

16. Segmenting Each Hour of Lecture Connect 1-3 minutes Deliver new info & check for understanding Apply & Practice Close 5-10 minutes -Activity -Brief overview -Mini-lectures of 9- 20 minutes each. -After each mini- lecture, 1-2 minute “check for understanding” -Activities that encourage application and transfer of learning -next steps -additional resources -Ask learners to summarize session

17. Example 1: More lecture time Connect 1-3 minutes Deliver new info & check for understanding Apply & Practice Close 5-10 minutes Crossword puzzle with terms learners need to know to understand new material. Overview of session (what to expect). First 12 minute mini- lecture. On an index card, write down the 3 most important things I just talked about so far. Share your card with your neighbor. (2 min) Next 12 min mini- lecture, etc. Take the information presented in the past 45 minutes and tell your neighbor how you would use this information to speak with a patient that presented with the following history shown on this slide. You might want to read the following articles to gain a better understanding:... In the margin of your handout, write your reaction to this information in one sentence

18. Example 2: More interaction time Connect 1-3 minutes Deliver new info & check for understanding Apply & Practice Close 5-10 minutes Introductions and overview of session (what to expect) A.R.S. poll to get a feel for students knowledge &/or attitudes about subject 15 minute mini- lecture. Look at the handout and underline the most meaningful words on the page. Using the information that was just presented, work through these 3 cases with your team members to reach a diagnosis. Allot about 10 minutes per case. In 2 minutes write on a piece of paper three factors that tie these cases together. After 2 min. I will ask you to pick a partner to discuss what you wrote. Next steps

19. ‘Quick Thinks’ Susan Johnston QT

20. “Support a statement” Analysis of the research literature indicates that students must do more than just listen:………….. Activity: Support and complete the statement, think of 1-2 behaviors that occur during active learning. Work in pairs for 2 minutes QT

21. Active learning is more than listening: Read Write Discuss Solve problems Apply learning Students Analyze Synthesize Evaluate

22. Quick Thinks: Select the best response What is the best reason to vote in an election? A. To exercise your rights as a citizen B. To use the opportunity to influence the future C. The action indicates fair representation D. Unless you vote, the wrong person may be elected. QT

23. Select the best response How does the basic principle of Open access to peer-reviewed research articles and their prints benefit users? A. Literature is available for all uses B. Permissible use of the literature falls under “fair use” principles C. Literature is available free of charge, copyright and licensing restrictions D. Availability of access is delayed, but it is then without restriction E. Copyright holders waive rights QT

24. Compare or contrast (pairs-trios) Identify 3 parallel elements Focus on similarities QT PollockMiro

25. Contrast the two cases How are they different?

26. Support/complete a statement (in pairs) A major issue of concern when industry reps or device manufacturers design CME is …….. QT

27. Reorder the steps Choose a procedure. Mix up the steps; students reorder them. Why is this a useful exercise? When might you want to use it? QT

28. Reach a conclusion In a review of published papers related to the outcomes of trials of an antidepressant, 37 with positive results were published, and 3 with negative or questionable results were published. What is the potential effect on healthcare? QT Turner, Matthews, Linardatos, et al Selective Publication of Antidepressant Trials and its influence on apparent efficacy. NEJM 2008;358:252-60.

29. Use questions Our brains like challenges… Information pathways

30. Questions aid memory and deep learning Ask, wonder, discover Start with known Mine for gold Tap other contributors Vary techniques Visualize questions Open ended--- Capstone (create closure, draw conclusions) Ellen Weber 1999 NTLF Vol 8(6),5-6

31. Paraphrase a concept We hope you have learned during this session and that you can state in one sentence the essence of what you learned. Can you distill the session down into <12 words? Try it. Can you distill the session down into <5 words? Try it. QT