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Improving Student Learning During Lectures

1987; Taylor & Francis; Volume: 9; Issue: 1 Linguagem: Inglês

10.3109/01421598709028976

1466-187X

Graham Gibbs, Sue Habeshaw, Trevor Habeshaw,

Communication in Education and Healthcare

Despite moves away from teacher-centred methods towards more independent student-centred learning, resource pressures will continue to require the use of large lecture classes. Instead of examining the behaviour of the lecturer in order to improve the limited efficiency of lectures, attention is focussed on what students can do during lectures to improve their learning. Five techniques are described to improve student learning during lectures: (i) improving student note-taking and attention by separating listening from recording, and requiring the note-taking to be undertaken from memory; (ii) improving student learning through active review during the lecture; (iii) involving students in structured discussions even in very large classes by using ‘pyramidding’; (iv) checking on student learning by using ‘instant questionnaires’ and (v) checking on student learning by asking them to summarise the ‘three most important things’ about the lecture. These techniques are drawn from two of a series of books entitled ‘Interesting Ways To Teach’.