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This technique helps Teachers to increase attention in the lessons by chunking each lesson.
Research: Joan Middendorf and Alan Kalish, in 1996 published a remarkably detailed account of the ebbs and flows of college students’ focus during a typical class. Breaking the session down minute by minute, the professors determined that students needed a three- to five- minute period of settling down, which would be followed by ten to eighteen minutes of optimal focus. Then-no matter how good the teacher or how compelling the subject matter- the kids would lose it. Attention would eventually return, but in ever briefer packets, falling to three or four minutes towards the end of a standard lecture.
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