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The 8-minute Lecture

This idea of the eight-minute lecture can also be useful to the faculty member interested in, but also concerned about, inverted teaching.

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In "The Eight-Minute Lecture Keeps Students Engaged," a brief but informative article on Faculty Focus, Illysa Izenberg, a lecturer for the Center for Leadership Education in the Whiting School of Engineering at Johns Hopkins University, discusses her use of this data-driven pedagogy. According to Izenberg, there have been a number of studies supporting what we all fear: namely, that our students don't remember those brilliant oratories we deliver with passion and zeal. More useful, though, is the data suggesting that students will remember information presented in eight- to ten-minute chunks.

Such data is useful not just for the traditional classroom, but also for faculty members considering inverted or flipped teaching. Whether delivering lecture content in the class (the traditional model) or outside of it (the flipped model), faculty should contain their presentations within that eight- to ten-minute frame. Whether sitting in an uncomfortable plastic desk or running on a treadmill or vacuuming the carpet, the student is going to remember what you say after that ten-minute mark.

This idea of the eight-minute lecture can also be useful to the faculty member interested in, but also concerned about, inverted teaching. The common advice for anyone interested in this recent trend, which you can hear from Aaron Sams, one of the coiners of the term "flipped classroom," in our most recent podcast, is to start small. The eight-minute lecture might be one way to start small. Try it out in with one class session, following Izenberg's advice. If it works, try it with another session, but this time, record the eight-minute lecture ahead of time and put it online for the students to watch before coming to class.

As with any pedagogical shift, talk to your students about it ahead of time. Izenberg points out that part of the success she finds with her eight-minute lectures is that her students know what's coming -- they know they are about to receive just enough content for them to remember. Let your students know what you are doing and why you are doing it, and make sure they understand what you expect them to do in response.

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About Jason S. Todd

Jay Todd studied writing with Frederick and Steven Barthelme and Mary Robison at the Center for Writers at the University of Southern Mississippi. His fiction has appeared in journals such as Southern California Review, Chicago Quarterly Review, Fiction Weekly, and 971 Magazine. Since 2007, he has been a member of Department of English at Xavier, where he teaches American Literature, Freshman Composition, Modern English Grammars, and The Graphic Novel and Social Justice. From 2007 to 2010, Dr. Todd served as Xavier's Writing Center Director. From 2010 until 2015, he served as QEP Director, managing Xavier's Read Today, Lead Tomorrow initiative. In 2015, he became the Center for the Advancement of Teaching and Faculty Development's first Associate Director for Programming. As Associate Director for Programming, Dr. Todd assists in providing high-quality, relevant, evidence-based programming in support of CAT+FD's mission to serve faculty across all career stages and areas of professional responsibility.

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