Summary


I use this in lecture classes of around 100-130 students but also with class sizes of 14 students. These are two hour sessions. I usually deliver the first half of the session, pause and then give the students a choice as to whether they would like to take a break, and for how long, or whether they would like me to continue so that they can finish the session early.


Theory


I’m not sure there is necessarily any ‘formal’ pedagogical theory behind this other than to create a student-centred environment, giving the students some choice and demonstrating flexibility over their learning and that I am mindful of and care about how they are feeling.


Measurable Benefits


  • Providing students with a choice promotes engagement and well being.
  • It promotes collaboration in learning – rather than me as the lecturer being entirely prescriptive.
  • It promotes a positive classroom culture.
  • Communicates to the students that I value their input in how the lecture will run.
  • Lastly, it communicates that I am interested in and care about how they are feeling

How it Works


  1. I usually design material to direct student attention in blocks, so incorporating text, videos, questions etc. throughout a session, and ensure that I have a natural pause point for my lectures around the half-way point in a 2 hour session.
  2. This provides an opportunity to naturally pause and ask students whether they would like a break without interrupting the flow of material too much.
  3. I agree with the students how long they would like to break for – usually a choice of either 5 or 10 mins and am clear what time we will start the session again – this sets boundaries and the students know how long they have.

Practical Example


In Week 10 of my Undergraduate module PS346: Perspectives in Clinical and Counselling Psychology (a class size of between 100-130, we consider ethical issues in mental health care. In the first half of the lecture we cover ethical guidelines relevant to the clinical and counselling professions. I then pause and ask whether the students would like a break before we move on to considering ethical dilemmas, practically applying the ethical guidelines to case study examples, in the second half.