August 14, 2012

School Daze: Eye-Tracking Study Reveals What Earns Students’ Attention in Classroom


A new study contradicts the widely accepted belief that classroom attention peaks during the first 15 minutes of class and then generally tapers off. Instead, David Rosengrant, an associate professor of physics education at Kennesaw State University, discovered that classroom attention is not as linear as previously thought and is actually impacted by various factors throughout the duration of the lecture.

ff-tp-blog August 1, 2012

Does PowerPoint Help or Hinder Learning?


I’ve had some nagging concerns about PowerPoint for some time now. I should be upfront and admit to not using it; when I taught or currently in my presentations. Perhaps that clouds my objectivity. But my worries resurfaced after reading an article in the current issue of Teaching Sociology. I’ll use this post to raise some questions and concerns about the role of PowerPoint both in the classroom and in student learning experiences.

ff-tp-blog July 18, 2012

Do Your Students Understand the Material, or Just Memorize and Forget?


Have you ever heard of Eric Mazur? If you teach physics and are into that discipline’s pedagogical literature, in all likelihood you have. But Mazur, who teaches physics at Harvard, is someone all of us should know. The reference at the end of the post contains a succinct and compelling introduction to his work.

equations230 February 21, 2012

The Challenge of Teaching Content When Test Stakes Are High


As educators, we share the challenge of how to teach an overwhelming amount of content in a short period of time to a sometimes motivated but often bored and listless student population. I do believe that most students enter higher education with a true desire to master their subject area. Some are even interested in learning for the sake of learning. But lectures overloaded with PowerPoint slides quickly change the motivation to extrinsic. This is especially true in fields where high-stakes testing determines future career options.

October 25, 2010

Lecture Capture: A New Way to Think about Hybrid Courses


“Hybrid education” has become a hot catchphrase recently as faculty blend face-to-face learning with online technology. But the growth of hybrid education has been steered by the unstated assumption that hybrid technology should be used to facilitate discussion outside of the classroom, while classroom time should be spent lecturing.

December 4, 2009

A New Look at Student Attention Spans


Have you heard that advice about chunking content in 10- to 15-minute blocks because that’s about as long as students can attend to material in class? It’s a widely touted statistic and given the behaviors indicative of inattentiveness observed in class, most faculty haven’t questioned it. But Karen Wilson and James H. Korn did. They got to wondering how researchers made that determination. “What was the dependent measure, and how did researchers measure attention during a lecture without influencing the lecture itself as well as students’ attention?”

April 14, 2009

Classroom Teaching Methods: Are Your Lectures Sidetracking Student Learning


Most teachers work to add interest to lecture material in an attempt to gain student attention. If they aren’t attending, they aren’t listening, and if they aren’t listening, it’s pretty hard to imagine them learning anything from a lecture. But is there a point at which the interesting details are more arresting than the content? And if that’s so, do those kinds of details get in the way of attempts to learn and apply content?