“Chunking” the lecture

While COVID-19 and the subsequent remote class delivery brought its share of disruption, it also allowed me to try something new. One of the methods I tried was to “chunk” my lecture. I think the following schematic should explain it: I had read about “chunking” or breaking up the lecture for a while. From what I understand, its primary benefit is to reduce the students’ cognitive load in any given class. By breaking up a lecture, more active learning strategies can also be implemented. Finally, it helps to reset students‘ attention. My typical Human Anatomy lecture is 75 minutes long. … Continue reading “Chunking” the lecture