The 10:2 Rule
In a world where televsion dominates our lives, we have become accustomed to "commercial breaks." Watching television as a kid I can remember RUNNING to the bathroom during a commercial break and feeling a sense of accompllshment when I got back to my favorite cartoon before the commercials were over. Back then it was a rare thing. Today, we can bake cookies in the time it takes for a television show to return from a commercial break and the breaks are more frequent (good for those with prostate problems, I guess). But the point is, this has affected our attention span. I've seen it in the classroom of high school students and I see it in our college students as well. To adapt to this cultural phenomenon I apply the television commmerical break philosophy to my lessons. It's the 10:2 rule. For every ten minutes of me talking (the show) I take a 2 minute interaction break (the commercial) to allow students to process what was just taught. It may be a "talk to your partner" or an "create a question about..." It's just something to keep their attention in the fashion that students are used to, one scene at a time. And of course, we do take a bathroom break and allow them plenty of time to return before the show begins again!
Hi Kimberly,
I have found that for some students it is difficult for them to retain information so that they can apply it. When things are made visual students tend to be able to retrieve the information from the brain better/faster.
Patricia Scales
I was able to envision this concept in my head. I saw my younger self in pajamas I had forgotten about, sitting on the floor watching a show before bed. The way we communicate to our students will determine how they in turn manifest the information. If we do not create a picture in their head, how are they supposed to envision their successful application of new knowledge? We must be able to connect new concepts to something that can produce an image or memory of in their minds. This technique cements the new knowledge into memory. I think that the application of committing the information to memory is our biggest concern. Anyone can read or listen to new information. It is often said that it is what we do with it that matters. If a student can’t commit information to memory, then they cannot build upon it or use and apply it. Thank you for this charming vision implantation and example. The attention span differences were extremely helpful. Those of us that are older are used to different scenarios and need to at least acknowledge these differences in order to address them with a student population.
Hi Cindy,
This rule is very effective. Most instructors love it.
Patricia
I am going to try this........sounds great!
For each level of content, it's good to have a break out classroom experience to apply the skills. The use of relevant strategies is key to keeping students engaged and connected to the course. Wanda
Hi Christopher,
I also like to break up long lectures by doing applicable hands-on activities throughout the lecture.
Patricia
I really appreciate this tip. Sometimes a lecture can tend to drag, and the students start to get that disengaging look. I will try to use this as a way to break up those long lectures.
Hi Richard, I really like our 10:2 rule. I want to share with you my rule 50:50. It means that I try to spend the same amount of time teaching and doing different type of activities/practicing.
I also like to apply the concept "learning by doing" in my classroom
I appreciate your suggestion. Giving the students the opportunity to have time to think about what they just learned also allows them time to think of any quetions.
Hi Phillip,
This is an awesome teaching method; you show/demonstrate then you let them do.
Patricia
I teach two different math courses to adults. After walking through three or four examples of a math problem, I have the students complete a similar example on their own. I feel this helps the students to believe that they understand the material.
Great idea. I am glad I am reading all the forums. I will be using your great advise about the 10:2 commerical break. Maybe I can even have the students come up with a commerical "Breaking News" wrap-up to the lesson or disscussion-and act-it-out in front of the class. Thanks
I like your idea of having a student "review" the information presented. This would be a great way to get the students active at differing intervals of the class. There is also the added plus that research has shown student's retain more information when they have to relate it back to the their fellow students.
I hadn't thought of it as a commercial break but this does justify breaking the lecture into blocks with a time to process or review. I'm thinking of having a student "review" the information presented after each lesson. For example the content of the lesson is how to create a report using an excel function. Then have a student execute and explain the function before moving on to the next lesson.
Hi Trena,
Change is a good thing. You and your student will love this.
Patricia
This tip is very helpful, I have been looking for something new to add to my lesson that would help keep my students attention, I am surely going to try the 10:2 rule. Change is always good.
I also tend to shift gears and transition to a new activity every 15 minutes or so. I feel like this keeps students engaged and addresses a range of learning styles.
I think this is a good idea; most of the time the students don't have enough time to process new concepts. It would be a great way to keep them captivated with the subject matter.
Thanks for this helpful tip Dr. P. WBailey
