This helps to monitor progress and keep parents and teachers updated, creating the perfect combination for enhanced knowledge. How Students Absorb Knowledge? Dylan Harris Communication Team. Related Articles Climate change for kids. Ways To Make Fractions Fun! Leave blank areas where they can fill in material that you provide in your lectures.
At times information must be transmitted orally to a passive listening audience. But research has shown that after 10 to 20 minutes of continuous lecture, assimilation falls off rapidly. If the teacher must rely on the oral presentation of material, these techniques enhance learner retention. Think about using one or more of these active learning strategies in your lectures.
Talk in 7 to 10 minute segments, pause, ask pre-planned rhetorical questions; learners record their answers in their notes. Pause, ask directly for a show of hands: 'Raise your hand if you agree A widely used technique in which two students discuss a given question for two or three minutes, then share their results in a large class discussion. Turn To Your Partner And Pause, ask each to turn to the person next to them and share examples of the point just made or complete a given phrase or sentence.
Present complex material or directions and then stop so learners have time to think or carry out directions. Visually check to see whether the class appears to understand. If they do, continue. Stop the lecture every minutes and let student compare notes.
By reading and analyzing passages from the text aloud, learners can see higher-order thinking skills and that 'criticism' is a participatory intellectual exercise. Students listen to minutes of lecture without taking notes. At the end, they spend five minutes recording all they can recall. The next step involves learners in small discussion groups reconstructing the lecture conceptually with supporting data, preparing complete lecture notes, using the instructor to resolve questions that arise.
When a regular immediate mastery test is included in the last few minutes of the period, learners retain almost twice as much material, both factual and conceptual. Stories, metaphor, and myth catch people deeply within, so no longer are listeners functioning as tape recorders subject to the above information overload limits. What human beings have in common is revealed in myth; stories allow the listener to seek an experience of being alive in them and find clues to answers within themselves.
The 10 to 20 minute limit no longer applies. Moreover, PBL model seems difficult to apply in educational context with the large number of students and limited resources. The main critique for LBL is the passive delivery of knowledge in a teacher centered approach; and students have insufficient exposure to the content which encourages superficial learning. However, interactive lectures proved to be effective in learning. For effective learning educators may need to use a variety of learning experiences [ 25 ].
A teaching model that combines the benefits of PBL and interactive lecture, by delivering lectures based on problems LBP , may lead to better learning outcome with more active role of students during the lecture.
This study introduces a new teaching approach LBP; to our knowledge they have not been used anywhere before. This is an interventional quasi study done in University of Science and Technology in Sudan in The study was done during the introduction to physiology course in the second semester of the first year and the respiratory course during the third semester in the second year for the same batch of medical students.
In the introduction to physiology and the respiratory courses equal numbers of lectures were taught in a form of TL and LBP and both types were delivered by the same course instructor. Two of the authors contributed in teaching of the lectures by the two methods and each course was taught by a different instructor. In this step students can use their books or mobile phones to search in the internet. Step 4: In the class, students share with the instructor what they have worked out in step 3.
The objectives of the problem can be taught in more than one lecture with reference to the same problem. Step 7: Later in the small groups tutorial after the students studied the learning resources they discuss the problem again and answer some short answer questions based on the scenario.
Each student has to solve these quizzes alone and then the answers are shared with the class. All medical students in Batch 21 at University of Science and Technology.
Students who refused to participate or did not sign the informed consent were also excluded from the study. By the end of the two courses, students were contacted by the investigator in the lecture hall. They were informed about the study and its objectives.
To avoid measurement bias it was stated clearly that participation in the study will not affect their exam performance or grades by any means. Moreover, the data was collected using self— administered questionnaire that contains no names or identifiable information.
An informed consent form attached with the questionnaire was passed by a teacher assistant to the students in the lecture hall after completion of the two courses. One hundred and forty six out of students responded and agreed to fill the questionnaire.
To compare the effectiveness of the two methods quizzes were given to the students at the end of each course; in a form of multiple choice questions and short answer questions; covering the topics given as LBP and TL with equal weight. The quizzes tested some factual knowledge in addition to application of knowledge to explain some clinical signs and symptoms. All students were subjected to the same end of course quizzes with no difference between the groups regarding the kinds of knowledge tested.
The results of these quizzes were used to compare the effectiveness of the two methods. Students were also asked about the type of lectures which stimulated them to use the lecture time more effectively, to use references and study resources and the type of lecture students think will enable them to score higher marks in the exam.
Results were saved and analyzed using SPSS version According to Bonferroni criteria when assessing multiple tests for the same variable the level of significance should be adjusted by number of tests. Here the level of significance was adjusted as 0. One hundred and forty six out of students responded and filled the questionnaire with a participation rate of Almost half the class Fifty eight percent of students think that they use the lecture time more effectively in the LBP and that the LBP stimulated them more to use the references and study resources to answer the questions more than the TL Table 1.
However, there was no significant difference between LBP and TL in the awareness of the learning objectives and the type of the lecture which students think will enable them to score higher marks in the exam Table 1. Almost two third of the class The results of this study showed that about half the class thinks that they have more active role and better attention in the LBP compared to the TL.
Although TL allow sharing a large body of content with a large number of students, they often promote passive and superficial learning. In TL the objectives of the lecture are shown at the start of the lecture and they are covered adequately by the teacher. However, students sitting passively may find difficulty in paying attention throughout the lecture.
In LBP, when students are analyzing the problem for key words, searching the internet to know what is the problem about and during writing the learning objectives the instructor had to move throughout the lecture hall to monitor the class.
It was rare to find a pair of students who were not seriously involved in the process. One of the most active interactions during LBP occurred when students shared the key words they have worked out and their suggestions of what the clinical problem could be about. This encouraged them to follow the lecture with enthusiasm and curiosity to find out whether they were right and to add what they missed.
These results support the idea that the culture of the lecture is still acceptable by the students and that it can be an effective learning mechanism given that the students are engaged actively within the lecture [ 2 ].
In this study assessment of students attitude and practice towards learning physiology showed that a significantly higher percentage of students By highly structuring the activities in LBP e. In LBP, the instructor may need to adopt an informal approach that promotes active learning through pair student interaction and discussion. Thus, the lecture became intellectually stimulating and challenging, as well as highly interactive. In LBP students are busy and participating actively in the lecture without significant loss of time.
However, when more than hundred student talk at the same time the lecture hall may become noisy; that the instructor has to take control of the class and may need to use a signal to end conversations to be able to proceed [ 10 ]. TL seem easier for the instructor in controlling the class and managing the lecture time than LBP.
Actually, the large number of students in the lecture hall is a major challenge for most educators who wish to innovate in teaching to make the lectures interactive and student centered. The use of student-centered active-learning instructional approaches, such as active- and inquiry-oriented learning in the classroom, improved student attitudes and increased learning outcomes relative to a standard lecture format [ 26 , 27 ]. Students centered learning approach shifts the focus from teaching to learning and promotes a learning environment favorable of the metacognitive development necessary for students to become active independent learners and critical thinkers.
In this study In step7 of LBP, in the small groups tutorials after the students studied the learning resources and revised what they have learned in the lecture, they discuss the problem again and answer some questions based on the scenario.
The interactions in this step with peers and facilitators give opportunities to the learners to apply what they have learned and allow exchange of information and construction of knowledge. In the lecture hall, students were given quizzes on the previous lesson and each student had to solve and then the answers were shared with the whole class.
This can be considered a type of test-enhanced learning which facilitates retention of factual knowledge and it binds testing directly to teaching and the educational process. Larsen et al. It was suggested that this technique may be particularly effective as students struggle to master complex and extensive sets of information, such as in physiology or pharmacology [ 28 ].
In addition, if students test themselves as a strategy for learning, they can discover their own areas of weakness and re-study material in a purposeful way. In LBP quizzes are given at the start of the next lecture about the previous lesson.
It was suggested that for tests to enhance memory, they should be given relatively soon after learning and should be derived specifically from the information learned [ 29 ].
In addition to introducing active learning, you can capture the attention of your students by becoming a more dynamic lecturer. Here are some techniques you might try McGlynn, , p.
Main Links. Subscribe to Newsletter. Lecture-Based Classes. Planning an effective lecture The lecture, one of the oldest teaching methods, is still the most widely used method of instruction on college campuses. The following are some suggestions as to how to do this: Find out what your students already know by collecting information, asking questions, etc.
As you introduce new topics, start with a review of the material that came before and show how the new content is connected to or builds on it. Use examples that are relevant to your students' experiences. Order the subtopics in a meaningful sequence, using good transitions and ample metaphors, examples, demonstrations, or other relevant illustrations. Make the lecture structure transparent by planning a good introduction. Use slides or the board for key points.
Make sure your conclusion or summary ties the important information together. Using active learning in lecturing Students learn more effectively when they are actively engaged than when they passively receive information Mc-Glynn, Following are some ways to incorporate active learning into your lecture Davis, For additional strategies, see the section on group learning.
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