![\"Image](\"https:\/\/i0.wp.com\/cat.xula.edu\/food\/wp-content\/uploads\/stopwatch-34107_1280.png?resize=145%2C180\" "\\"stopwatch-34107_1280\\"")
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In \"The Eight-Minute Lecture Keeps Students Engaged<\/a>,\" a brief but informative article on Faculty Focus<\/em>, 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.<\/p>\n 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.<\/p>\n 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<\/a>, 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<\/a>. 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.<\/p>\n 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.<\/p>\n","protected":false},"excerpt":{"rendered":" This idea of the eight-minute lecture can also be useful to the faculty member interested in, but also concerned about, inverted teaching. <\/p>\n","protected":false},"author":11,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"jetpack_post_was_ever_published":false,"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":false,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2}},"categories":[8],"tags":[80,146,463,182,239],"class_list":{"0":"post-8068","1":"post","2":"type-post","3":"status-publish","4":"format-standard","6":"category-teaching","7":"tag-content-delivery","8":"tag-flipped-classroom","9":"tag-flipped-teaching","10":"tag-inverted-learning","11":"tag-teaching","12":"h-entry","13":"hentry","14":"h-as-article"},"jetpack_publicize_connections":[],"jetpack_featured_media_url":"","jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p82MQk-268","jetpack-related-posts":[{"id":14407,"url":"https:\/\/cat.xula.edu\/food\/motivate-unprepared-students-in-the-flipped-classroom\/","url_meta":{"origin":8068,"position":0},"title":"Motivate Unprepared Students in the Flipped Classroom","author":"Janice Florent","date":"September 19, 2019","format":false,"excerpt":"As you know, the flipped classroom relies heavily on students being prepared and ready to engage in the learning activities. What do you do when students come to class unprepared? Do you give a quick lecture to recap the pre-class content so everyone is on the same page? Do you\u2026","rel":"","context":"In "Pedagogical Tidbits"","block_context":{"text":"Pedagogical Tidbits","link":"https:\/\/cat.xula.edu\/food\/topic\/teaching\/"},"img":{"alt_text":"dog stretched out on the sofa","src":"https:\/\/i0.wp.com\/live.staticflickr.com\/2663\/4113107447_2c0f5c1166_b.jpg?resize=350%2C200&ssl=1","width":350,"height":200},"classes":[]},{"id":10194,"url":"https:\/\/cat.xula.edu\/food\/ways-to-motivate-unprepared-students-in-the-flipped-classroom\/","url_meta":{"origin":8068,"position":1},"title":"Ways to Motivate Unprepared Students in the Flipped Classroom","author":"Janice Florent","date":"September 25, 2016","format":false,"excerpt":"by Janice Florent As you know, the flipped classroom relies heavily on students being prepared and ready to engage in the learning activities. What do you do when students come to class unprepared? Do you give a quick lecture to recap the pre-class content so everyone is on the same\u2026","rel":"","context":"In "Pedagogical Tidbits"","block_context":{"text":"Pedagogical Tidbits","link":"https:\/\/cat.xula.edu\/food\/topic\/teaching\/"},"img":{"alt_text":"dog stretched out on sidewalk refusing to walk with handler pulling the leash","src":"https:\/\/i0.wp.com\/cat.xula.edu\/food\/wp-content\/uploads\/2019\/10\/animal-animal-portrait-canine-2187304.jpg?resize=350%2C200","width":350,"height":200},"classes":[]},{"id":6200,"url":"https:\/\/cat.xula.edu\/food\/to-flip-or-not-to-flip\/","url_meta":{"origin":8068,"position":2},"title":"To Flip or Not to Flip?","author":"Janice Florent","date":"March 23, 2015","format":false,"excerpt":"by Janice Florent By now, most professors have heard of a \"flipped classroom\" and a number of them are \"flipping\" their classes. The term \"flipped classroom\" is often applied to a wide range of approaches to teaching. Flipping in its various forms involves a key trait: It inverts the traditional\u2026","rel":"","context":"In "Pedagogical Tidbits"","block_context":{"text":"Pedagogical Tidbits","link":"https:\/\/cat.xula.edu\/food\/topic\/teaching\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":9395,"url":"https:\/\/cat.xula.edu\/food\/2016-facts-fellows\/","url_meta":{"origin":8068,"position":3},"title":"2016 FaCTS Fellows","author":"Jason S. Todd","date":"March 2, 2016","format":false,"excerpt":"The Faculty Communities of Teaching Scholars (FaCTS) initiative is funded by the Andrew W. Mellon Foundation to support faculty in planning and implementing innovative curriculum and\/or pedagogical projects over the course of an academic year.","rel":"","context":"In "Faculty Development"","block_context":{"text":"Faculty Development","link":"https:\/\/cat.xula.edu\/food\/topic\/faculty-development\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":10363,"url":"https:\/\/cat.xula.edu\/food\/on-innovation-and-procrastination\/","url_meta":{"origin":8068,"position":4},"title":"On Innovation and Procrastination","author":"Jason S. Todd","date":"November 21, 2016","format":false,"excerpt":"By J. Todd When I first started teaching, as a graduate student, I would would plan my classes in excruciating detail. These classes were largely lectures, interspersed with the occasional individual or group work. Often, I would even write out a joke or some irrelevant comment I wanted to start\u2026","rel":"","context":"In "Pedagogical Tidbits"","block_context":{"text":"Pedagogical Tidbits","link":"https:\/\/cat.xula.edu\/food\/topic\/teaching\/"},"img":{"alt_text":"Post-It Notes saying, Do it!","src":"https:\/\/i0.wp.com\/cat.xula.edu\/food\/wp-content\/uploads\/2016\/11\/19a561a1-2635-4d49-b050-6aaddf9a5444-1209-000007f0bfad328d_tmp.jpg?resize=350%2C200","width":350,"height":200},"classes":[]},{"id":8179,"url":"https:\/\/cat.xula.edu\/food\/look-for-flippable-moments\/","url_meta":{"origin":8068,"position":5},"title":"Look for ‘Flippable’ Moments","author":"Janice Florent","date":"September 17, 2015","format":false,"excerpt":"by Janice Florent With all the discussion around flipped classrooms and flipped learning, educators are asking \"How do you determine what can be flipped?\" In addition to this question, educators are wondering when and where flipped strategies are best integrated into the learning environment. 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