blah blah blah

1. Teaching Devices For Increasing
Student Learning From Lecture

2. Introduction
Lectures can boring and
useless. If they are merely
recitations of standard texts
then they are not fulfilling
adequately their function of
developing understandings
and motivating students to
learn. A student would gain
more from reading a good
text book if the lecture is used
to only provide detailed
coverage of facts and findings
(Brown and Manoque, 2001).
 Brown And Monoque (2001) explained
that every teacher has at least one
teaching style, better teachers employ
a variety of styles depending on their
lecture.
 Styles are defined as “a habitual sets of
responses to situations perceived as
similar”.
 Brown and Bakhtar (1987) identified
five styles of lecturing. (Next slide)
 Researchers (Bligh,2000;Brown and
Bakhtar, 1987) identified five methods
structuring lectures.
 Keys 20-29 will help unlock the doors
to Acquisition and Knowledge

3. Students dislikes about
lectures
Five Strategies to help
students with learning
disabilities
 Brown and Bakhtar (1987) ,
found that students did not
dislike lectures-they disliked
poor-quality lectures.
 Students disliked teachers
who
(1) were inaudible
(2) talked too quickly
(3) tried to cram in too much
information
(4) were incoherent
(5) used visual aids poorly
 Brown and Bahktar (1987)
asked students what their
teachers could do to help them
learn better from lectures, they
identifies five strategies.
(1) give the students lecture
guides or outlines.
(2) slowing down the rate of
delivery
(3) explicitly identifying the
most important lectures.
(4) using overhead
transparencies regularly.
(5) making the tests reflect the
lecture content.

4. Key 20: Slow Down
Importance of Slowing
Down
 A lecture is too fast if the rate of speech is
over 120 words per minute.
 Students with ELN can not make sense of
what the instructor is saying, nor can they
process or write down quickly enough to
keep up with the note taking.
 English language learners especially find it
difficult processing information during
lecture because of adverse listening
conditions, which include teacher and
student accents. Slowing the rate of speech
allows the student time to try to process
what is being said.
 Slowing down is an effective inclusion
strategy that helps students acquire
knowledge and comprehension.
 Decrease frustration, enhance motivation
and increase perception.

5. Key 21: Pause
Procedure
 This an effective strategy for students with
ADD.
 Teacher may lecture for 6-7 minutes and
pause for 3-4 minutes to allow students to
take notes and check with a neighbor.
 The pause procedure is an effective
inclusion strategy because:
(1.) Frustration is decreased when students
can keep up with their notes.
(2.) Motivation is increased when students see
they are keeping up with other students
and the teacher.
(3.) Perception is increased when students can
check with each other to complete their
notes and correct as necessary during
pauses.

6. Key 22: Solicit
Students’ Examples
Key 23: Cue critical
Points
• Students with ELN
have difficulty
discriminating between
critical and nonessential
information.
• Make the main points
explicit by cueing them.
• Cueing ex. Writing
essential points on the
board in bullet style.
• Ex., Stating, “You will
see this on a test” and
then writing on the
board.
Cueing critical points and explicitly teaching
Lecture cues is an effective strategy because
•Motivation is increased when students see that
they are able write down what the teacher
thinks is important.
• Attention is activated when the student sees
or hears the cue.
Soliciting students’ examples is a powerful
inclusion strategy because
Motivation is stronger when students see how a
concept applies to themselves
Attention is secured when motivation is
stronger
Confusion is avoided when students have a
concrete example in their schema to attach the
new learning
Memory is activated when students process
deeply to find their own examples and when
they develop multiple representations from
hearing other students’ examples

7. Key 24: Explicitly Teach
the Big Idea
Key 25: Provide an
Advance Organizer
• An advanced organizer is a bridge between what
the student already knows and what he or she is
going to learn.
• Students should be taught how to use the
organizer to promote its effectiveness.
• Advance organizers are good inclusion strategies
because organization of thought is promoted.
• Confusion is avoided because students either get
the big picture or connect the new learning
concept with which they are familiar.
• Researchers argue that teaching the big idea is
crucial for students with disabilities.
• “Keeping the main thing the main thing”, students
often miss the core concept because they are
focused more on isolated facts.
• Teaching the Big Ideas is especially good for
students with special needs because,
• Motivation is ensures when we continuously
return to a small number of known ideas.
• Attention is captured when the new information
is tied to something we know well.
• Memory is enhanced when we make the most
important ideas explicit.
• Memory is strengthen when well-known schemata
are elaborated.

8. Key 26: Provide a
Plethora of examples
Key 27: Provide
Nonexamples
 Nonexamples highlight the critical
attributes of the concept we are teaching.
 Few teachers use nonexamples even
though they have been reported to be
critical tolearning-especially to learners
with ELN.
 Two types of nonexamples have been
identified:
Intuitive nonexamples- are those that
most people discount as an example or
concept without being told.
Nonintuitive nonexamples- are
examples of a class that bear striking
resemblance to members of the class; they
are therefore commonly mistaken for
examples.
Discrimination is increased when multiple
nonrepresentations are provided.
Memory is supported when examples are
contrasted with nonexamples.
Providing a plethora of examples promotes the
Learning of students with special needs because,
• Motivation is heightened if at least one of the examples
is related to the students’ lives.
• Attention is stronger if motivation is heightened.
• Confusion is decreased when students have multiple
representations provided by multiple examples.
• Memory is enhanced if students find an example
•among those given that already exist in their schema.

9. Key 28: Teach CSA/CRA Key 29: Role Play Difficult Content
 Teach Concrete examples first , then move
through semiconcrete or representational
examples and only then onto abstractions.
 ELN students showed an increase in problem-solving
skills through CSA/CSR strategies
(Maccini and Hughes, 2000)
 CSA/CSR helps ELN students because
(1.) Motivation is increased when students see that
they can succeed by working with the concrete
examples.
(2.)Attention is stronger when motivation is strong.
(3.)Perception is increased by starting with
concrete examples
(4.) Memory is activated when the abstract
learning is attached to the concrete
representations.
(5.) Confusion is avoided by working with the
concrete examples first.
 Role play is powerful student-centered way
to strengthen didactic instruction.
 Students can illustrate what is not visible
through skits and role play.
 Role play can be used in multiple subjects
such as chemistry, social studies, business
and foreign language.
 Reluctant students are more likely to
express their own views or thoughts
through pretending to be some one else.
 Motivation is enhanced when students are
physically involved and having fun.
 Perception is stronger when kinesthetic
senses are engaged.
 Memory is activated when students deep
process the information.

10.  http://voaspecialenglish.com
 http://facebook.com/voalearningenglish
 I added this video because I believe there are more effective learning
models and methods of instruction when compared to traditional methods
of instruction such as lecturing.
 The video is some what dry, but the study presented is worth considering.