1. Vikki Costa, CSUF IMPROVING THE LECTURE

2.  What are the assets and liabilities of the lecture method? HOW SHOULD WE CHANGE THE LECTURE? ASSETSLIABILITIES  Suppose you were redesigning the traditional lecture to accentuate its assets and minimize its liabilities. What changes would you make?

3. 1.Increase student engagement  Students in highly engaging classrooms outperform students in unengaging classrooms by nearly 30 percentile points. 2.Build students’ information management skills  Students who know how to organize what they learn according to the patterns and hierarchies inherent in the content have a tremendous advantage over students who see new content as a mound of “stuff” to sift through. 3.Develop students’ note-taking skills  Becoming an effective note taker is crucial to students’ academic careers. CHANGES TO THE LECTURE

4. 4.Deepen students’ comprehension  The critical issues isn’t whether we’ve covered the material, but rather how well students understand it. 5.Build students’ background knowledge  Building students’ background knowledge is one of the best ways to raise student achievement and prepare learners for future learning challenges. 6.Develop students’ 21 st century skills  Interactivity in the classroom helps develop students creativity, critical thinking, problem solving, collaboration, and communication skills. MORE CHANGES TO THE LECTURE

5. 1.Student engagement 2.Information management 3.Note taking 4.Comprehension 5.Background knowledge 6.21 st century skills WHICH ARE MOST IMPORTANT TO YOU, AND WHY?

6. PRINCIPLECHALLENGETECHNIQUESEFFECTSVISUAL ICON The stronger the connection, the stronger the memory. Capturing and holding students attention. The clear the organization, the stronger the memory. The visual organizer. The deeper the processing, the stronger the memory. Information gets “dual-coded. Memories increase in strength and are easier to retrieve. Memories are like muscles, they develop with exercise. THE FOUR PRINCIPLES ORGANIZER

7.  The better students are able to connect new information to their own experiences, knowledge they already possess, and a sense of purpose, the easier it will be for them to control irrelevant stimuli, focus their attention, and create lasting memories. THE STRONGER THE CONNECTION, THE STRONGER THE MEMORY. INCREASED ABILITY TO CONTROL IRRELEVANT STIMULI, FOCUS ATTENTION, CREATE LASTING MEMORIES CONNECT NEW INFORMATION TO EXPERIENCES CONNECT NEW INFORMATION TO EXISTING KNOWLEDGE CONNECT NEW INFORMATION TO SENSE OF PURPOSE

8.  Fishing Hook – where you attach bait to catch a fish  Educational Hook – where you catch students’ interest  Mastery Hooks – ask students to recall and repeat relevant information  In the next 60 seconds, write down all you can remember about trees and leaves.  Understanding Hooks – raise curiosity by focusing on controversy or considering a discrepant event  Why do some trees stay green all year long while others change color?  Self-Expressive Hooks – engage students’ imaginations and engage students in “What if?”  What do you think would happen if trees didn’t lose their leaves? How would the world be different?  Interpersonal Hooks – encourage students to make a personal connection to the topic  What are some different things people do to prepare for changes in seasons? What do you do? USE THE HOOK NOW YOU TRY Create an example of each type of hook for your lecture.

9.  Organization Tools  Lecture format  Use font size and type, numbering, color  Label images and graphs  Post questions and activities within slides  Lecture content – visual organizers  As guided notes (students fill in as you lecture)  As supporting documents (students use to answer questions) THE CLEAR THE ORGANIZATION, THE STRONGER THE MEMORY. NOW YOU TRY What would be a good visual organizer in your lecture for guided notes? For a supporting document?

10.  Can you see it? What image do you have in your mind?  Can you feel it? Are there any sensations you associate with it?  Can you smell it, taste it, or hear it? Are any other senses engaged?  What emotions do you associate with it?  Is there a story behind it? THE DEEPER THE PROCESSING, THE STRONGER THE MEMORY.

11.  Hinduism, Buddhism, Christianity, Judaism, and Islam are five of the biggest religions in the world.  Over the last few thousand years, these religious groups have shaped the course of history and had a profound influence on the trajectory of the human race.  Through countless conflicts, conquests, missions abroad, and simple word of mouth, these religions spread around the globe and forever molded the huge geographic regions in their paths. SPREAD OF RELIGION

12. SPREAD OF RELIGIONS

13. Use images, visual aids, or physical aids that students can touch and feel. Conduct demonstrations. Vary the tone and level of emotion in your voice to emphasize the most important information. Use humor, stories, examples, and elaboration in lectures to help students deepen their levels of engagement with the content. Have students explain in their own words, generate their own examples, and create visual or physical representations of key ideas. DUAL CODING YOUR LECTURES

14.  Students take a more active approach to creating strong memories when they think about what they have learned rather than when they simply record it.  The more students think, the more their minds begin to elaborate, thus cementing earlier connections. TECHNIQUES  Stop and pose questions that encourage our students to reflect on what they have learned (every 7-10 minutes)  Mastery questions - facilitate recall and review of key information,  Understanding questions - help students make inferences and draw conclusions,  Self-Expressive questions - spur students' imaginations,  Interpersonal questions - help students examine personal values and feelings MEMORIES ARE LIKE MUSCLES, THEY DEVELOP WITH EXERCISE.

15. MASTERYINTERPERSONAL On the back of your notes, identify the three "rules" of traditional art that the Impressionists broke. Which of the three painters whose work we examined do you like best? Why? UNDERSTANDINGSELF-EXPRESSIVE Take a look at the painting on the projector. Should it be classified as Impressionist? Why or why not? What techniques do you see that help you make your decision? Imagine that you're an Impressionist painter and your latest exhibit has been panned by art critics. What would you say to help the art world better appreciate your work? EXAMPLES OF QUESTIONING NOW YOU TRY Create a set of questions for your lecture.

16.  Once the lecture has ended, students should be encouraged to synthesize what they have learned through a culminating task.  Organize/synthesize information  Complete the visual organizer provided at the beginning of the lecture.  Apply knowledge to theory/theory to knowledge  Discuss the following: Research shows that three elements— repetition, variation, and depth of thought—help us create deep and lasting memories. How do review questions in all four styles address these three elements?  Evaluate knowledge or learning  Which of these techniques seem easiest to implement? Hardest? SUMMARIZING QUESTIONS NOW YOU TRY Create a summarizing question for your lecture.

17. PRINCIPLECHALLENGETECHNIQUESEFFECTSVISUAL ICON The stronger the connection, the stronger the memory. Capturing and holding students attention. Hook Students will be more attentive, interested, and ready to create strong memories The clear the organization, the stronger the memory. Helping students organize information for easy retrieval. Visual Organizer Students are better able to collect critical information in notes and connect new information in their minds. The deeper the processing, the stronger the memory. Giving students time and opportunity to process key information deeply. Questioning, Multisensory Processing Information gets coded in multiple ways. Memories increase in strength and are easier to retrieve. Memories are like muscles, they develop with exercise. Providing students with opportunities to practice what they have learned. Questioning, Reflection, Synthesis, Problem Solving Repeated practice and application of new information leads to lifelong memories. THE FOUR PRINCIPLES ORGANIZER