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Inclusion Strategies Increasing student learning
from lectures
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The Problem with Lectures

• Teachers rely heavily on lectures (Brody 1988)
• More than half of public school time is spent on
  lectures (Putnam et al 1993)
• Students did not inherently dislike lectures,
  they just did not like poorly prepared and
  uninteresting ones. They had to be compelling.
  (Brown and Bakhtar 1987)

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Part 1 Slowdown!

• ELN students have trouble processing lectures
  going at more than 120 words per minute, they
  cannot take down notes fast enough
• 9 morphemes or units of meaning is maximum
  someone can understand in a sentence, ELN
  students less so.
• ELN students also have trouble with Lectures that
  present large amounts of new information.
• These problems can be alleviated by decreasing
  the amount of new content that is lectured,
  ideally a lecture will consist of 50 new
  information
• Slowing down lectures, slower than normal talking
  speed will give time for ELN students to keep up
  with the lecture, take notes, enhance their
  motivation and allow them to more effectively
  absorb the information being presented.

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Step 2 The Pause Procedure

• Students tend to stop listening after 10 to 15
  minutes of uninterrupted lecturing
• Recommendation is that lectures be segmented into
  smaller units such as 5-10 minutes with a short
  1-5 minute pause or break in between.
• ELN students should be encouraged to use the
  break to share and assess their knowledge with
  fellow students to enhance engagement and
  absorption
• Also gives extra time fore students to catch up
  on notes.

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Step 3 Solicit Student Examples

• Teachers should relate what is being taught to
  the student in order to increase engagement.
• Increases assimilation into schema when similar
  concept being taught already exists in a
  different from such as the cycle example.
• People like to tell their story, We never had a
  student miss a test question on the causes of
  migration pg 73

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Step 3 Hit the Critical Points and Teaching the
Big Ideas

• ELN students had problems determining what is
  important and non important information in a
  lecture.
• The important points of the lecture must be made
  explicit in order to increase absorption of
  information
• The information must be meaningful and part of a
  bigger picture rather than isolated facts.