Statistical results clearly showed that students in this study learned and retained lecture information better when the density of new material was low. The implication is that the amount of new information that students can learn in a given time is limited and that we defeat our purposes when we exceed that limit. The rest of class time should be devoted to material or activities designed to reinforce the material in students' minds. Instructional behaviors for clearer presentations in the classroom. It is imperative that teachers provide lectures that are as clear as possible so that students can make sense of what is being presented.
Understanding allows students to retain, recall and apply material in other circumstances.
Failure to understand often leads students to incorrectly interpret material or, in frustration, to ignore what has been said. In the past, many instructors believed that comprehension was entirely the students' responsibility. As we become more knowledgeable about cognitive research, however, it is apparent that much of that burden is the responsibility of the instructor as well. Chilcoat's synthesis of the research suggests the following. Provide a preview of information prior to an explanation.