After effectively getting their attention, the next step of presenting the lesson is to ENLIGHTEN students with content knowledge. There is a place for both lecture and reading during the enlightening process. However, research clearly shows us that without intervention during lecture or reading, only minimal results and surface learning is generated. As previously mentioned, multiple sources claim that lecture is only the transfer of information from the notes of the lecturer to the notes of the student without passing through the minds of either. Studies also have proven that a significant amount of information is even forgotten within twenty minutes of learning. (Ebbinghaus - Forgetting Curve) (Murre' & Dros, 2015). Some studies even claim that the amount forgotten within minutes may be as high as fifty percent. The problem is further compounded due to the studies stating the 60 percent of all high school students do not have the skills to comprehend content-area textbooks. (Hock and Deschler, page 27). Therefore, the purpose of LC enlighten strategies is to intervene during lecture/reading, and transform surface learning into a deep, successful learning event.
In summary, LC Enlighten tools are for reflecting and consolidating key content provided during regular lectures or reading assignments. The LC Tool does the work by generating understanding. This is accomplished by ensuring that facts learned have connection and meaning. The LC Enlighten tool does the work. These tools can be fun encounters during direct instruction, such as:
- Creating summarizers, questioners, clarifiers and predictors.
- Playing memory games, journaling and coding.
- Using instructional stoppers that paraphrase and summarize
- Visually organizing new information into more effective notes.
- Generating and evaluating scenario solutions.
- Conducting active group readings
- Creating student content experts and peer teachers
Jaap, M., Murre’J., & Dros, Joeri. (07, 2015). Replication and Analysis of Ebbinghaus’ Forgetting Curve. PLOS.
Hock, Michael F. and Donald D. Deshler. "'No Child Leaves Behind Teen Reading Proficiency." The Education Digest 69.4 (2003): 27-35.
