Teacher Practical Guidance:

Excessive Teacher Lecture

Category: Strategy

Rank Order

107

Effect Size

-0.42

Achievement Gain %

-16

How-To Strategies

“The solution is for teachers to be partners in learning with students. The teacher cannot think for the students, they must pose problems with the student becoming the teacher and the teacher the student.” P. Freire (2018)

Made to Stick – memorable ways to communicate. Heath (2007)
- Whenever there is an audience increases motivation
- Games
- Public commitment
- “Break the script”
- Novelty reduces the brains bored m
- Create situations where they can discover solutions
- They teach you and each other
- Tell a story – vivid concrete images
- Tap into emotions
- Reciprocal teaching
- Problem or Project based learning
- Cooperative learning

How-To Resources

Link – ARTICLE (Educ Week) 3 Counterintuitive Motivation Findings

References

Flaig, Heltemes, Lendermann, & Schneider (2019). What’s the use of lectures? A meta-analysis. Conference paper.

Freeman, Eddy, McDonough, Smith, Okoroafor, Jordt, & Wenderoth (2013). Active learning increases student performance in science, engineering, and mathematics. Conference paper.

Freire, P. (2018). Pedagogy of the oppressed (50th Anniversary ed., M. Bergan Ramos , Trans.) Bloomsbury. Link

Hattie, J. (2023). Visible learning: The sequel. Routledge.

Heath, C & Heath, D. (2007) Made to stick: Why some ideas die and others survive. Random House Link

Kozanitis & Nenciovici (2023). Effect of active learning versus traditional lecturing on the learning achievement of college students in humanities and social sciences: a meta-analysis. Higher Education.

Teacher Lecture

DEFINITION

The use of lectures, to groups of students where the instructor is directly presenting or speaking uninterrupted to a passive audience.

DATA

4 meta-analysis reviews
474 research studies
27,000 students in studies
4 Confidence level. Hattie (2023) p. 359

QUOTES

“The overemphasis on content and coverage is the death of depth and enjoyment in learning. The greatest enemy of understanding is coverage.” Hattie (2023) p. 65

“In the typical classrooms of the oppressed, the teacher talks and the task is to fill the students with the content of their narration. The outstanding characteristic of this narrative education is the sonority of works, not their transforming power.” P. Freire (2018) p. 71

Schools are choice free environments.

“A careful analysis of the teacher-student relationship at any level, inside or outside of school, reveals its fundamentally narrative nature. Not surprisingly, students come to believe that listening is learning.” P. Freire (2018) p. 72