THE USAGE OF PAUSE PROCEDURE METHOD IN THE LECTURES AND POSITIVE AND NEGATIVE SIDES OF ITS IMPLEMENTATION
Аннотация
The Pause Procedure teaching strategy has emerged as an effective method to
enhance learning outcomes in lecture-based instruction. This strategy involves
introducing short, structured pauses during lectures to provide students with
opportunities to reflect, review, and engage actively with the material. Research
demonstrates its effectiveness in improving comprehension, retention, and overall
engagement. Studies by Ruhl, Hughes, and Schloss (1987), Bonwell and Eison (1991),
and others highlight the strategy's ability to break the monotony of traditional lectures,
foster critical thinking, and create dynamic learning environments. This article explores
the theoretical underpinnings, practical applications, and benefits of the Pause
Procedure in lectures. Specific activities for implementing the strategy, such as peer
discussions, note reviews, and quick assessments, are discussed in detail, alongside
challenges and solutions for diverse educational contexts. The article concludes with
evidence-based recommendations for integrating the Pause Procedure to maximize its
potential in higher education.
Библиографические ссылки
References
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