As the CTL’s MAP formative assessment data routinely shows, students frequently have trouble keeping up with the pace of our course lectures. Researchers at Brown University have even found that the single biggest reason why students drop classes is the pace of instruction (Brown University). Adjusting the pace of our instruction can be complicated, but by reflecting on the learning cycles we design, and the lecture strategies we implement, we can find some ways to be more responsive to student learning needs.
Strategies and Examples
Think: Learning Cycles and Active Engagement
Design a cycle of learning that introduces content and builds in time for processing. You might create a cycle that requires students to encounter new ideas (lecture, video, or readings), and then practice engaging with those ideas (through low-stakes assignments, group interaction, or online discussions) in a “Learn, Explore, Do” format. For example, in a statistics course to “Learn” about linear regression, students encounter the topic using things such as guided notes and videos (Stachowiak, 2020). For the “Explore” phase, they visit a specific website, find a linear graph, make a dataset to match it, post their graphs in an online discussion board, and other students apply statistical concepts to the examples. For the “Do” phase, students complete problem sets on their own.
If “cycles” seem too stodgy, think in terms of “pastures.” Pastures are typically discussion periods in which students can engage more actively with course concepts, and with each other, benefiting from peer learning. If you incorporate pastures into your planning, consider using these opportunities to draw attention to more complex questions, and have a clear sense of the deeper understandings you’d like to see developed through this more collaborative form of learning.
Activate Prior Knowledge. Before you introduce a new topic, ask students to guess at what the topic might include. Ask them to review the headings throughout a chapter without reading the text. What is this chapter about? How might it relate to what they already know? This helps them apply their prior knowledge and structures of understanding, which can reduce cognitive load and allow them to process new information more efficiently (Lizarov, 2019).
Slow down and space out more complex material. Spend less time explaining easier concepts (or provide resources for learning outside of class such as videos, handouts, or brief texts), and have students spend more time working actively on harder concepts (Felder & Brent, 2016). Instead of using one slide to explain something complicated, show a process over several slides, images, or, better yet, activities. For example, the slide on the right of mitosis from Wikimedia Commons is full of important information but is overwhelming to process. Instead, divide this into multiple slides that allow you to point out key changes from one phase to the next.
Whoa there! Be careful not to let your slides dictate your pace. When we have a large deck of presentation slides, it’s very tempting to move through them at an even pace, regardless of the difficulty level of the content (Brown University). For complex problems, especially numerical ones, consider using a whiteboard or projected tablet screen so problems unfurl at the pace of human writing and no faster. Or consider using multiple slides for one problem so you can mimic the speed of writing.
Consider adding self-paced learning opportunities using “bite-sized” lectures. Some instructors have eased the pace burden in their classes by moving some lecture content out of class and into small, high-quality videos, resulting in higher student satisfaction without compromising student learning (Tan, et al, 2025).
Implement Strategies That Help Students Focus
Provide clear outcomes for each class. Pacing issues sometimes emerge when students aren’t clear on what will be covered in class. By giving them specific learning outcomes for a class session, you provide them with a broad knowledge structure they can more easily fill in with specific details. This reduces cognitive load, helps them focus on what matters most, and therefore improves their ability to keep up with the flow of learning.
Encourage the use of class session documents that provide an advance structure for notetaking and engagement with learning. Related to the previous suggestion, students often benefit from having a clear structure to follow during class sessions. Some instructors achieve this by providing formula sheets for each class. Others use a related strategy called Guided Notes. Another option is to require students to fill out Lecture Engagement Logs.
Pause to let students clean up their notes. Leverage peer learning by giving students periodic times when you pause instruction, ask them to review their own and their neighbor’s notes. This helps students catch up with notetaking, consult with a peer about the priority of material, get another perspective, and build class community (Harrington and Zakrajsek, 2017).
Seek Feedback
Unsure if your pace is working for your students? Ask them! A few strategies you can use to determine if the pace of your class works for students include:
3-2-1 Exit Slips. This adaptable end-of-class strategy involves asking students to provide 3 things they have learned, 2 things they found interesting, and 1 thing they still have questions about. Pay special attention to the answers to the final question. Do you notice any patterns in your students’ responses? Are they having trouble with topics that you thought would be more easily understood? Do they list topics that came up later in class? If so, you might want to adjust the pace of your content delivery.
Sign up for a MAP. The CTL’s Midsemester Assessment Process (MAP) specifically asks students about the pace of the course, and CTL MAP consultants frequently analyze student response data to provide specific information about pace of instruction.
Poll your students. You can also ask students specific questions about the pace of your instruction using audience responses systems, Canvas, or anonymous Google surveys. Questions might include:
- Which topics would you like to spend more time on?
- What lecture presentation techniques might help you better understand the course material?
- What topics covered in class deserve more attention?
- What topics might benefit from the availability of supplemental resources?
- When are you most engaged in the class? Least?
References
- ADA Coordinator’s Office. (n.d.) Guided notes: Improving the effectiveness of your lectures. The Ohio State University. https://ada.osu.edu/guided-notes
- Brown University Sheriden Center for Teaching & Learning. (n.d.) Inclusive teaching strategies to help students navigate fast-paced courses. https://sheridan.brown.edu/resources/inclusive-anti-racist-teaching/inclusive-teaching/inclusive-teaching-strategies-help
- Christensen Center for Teaching & Learning. (2005). Elements of effective class preparation. Harvard Business School. https://www.hbs.edu/teaching/Documents/Elements-of-Effective-Class-Preparation.pdf
- Harrington, C. and Zakrajsek, T. (2017). Dynamic lecturing: Research-based strategies to enhance lecture effectiveness. Sterling, VA: Stylus.
- K. Patricia Cross Academy. (n.d.). Lecture engagement log. https://kpcrossacademy.ua.edu/techniques/lecture-engagement-log/
- Lizarov, A. (2019, September 10). The role of chunking and cognitive load theory in the post-industrial world. EdLab, Teachers College Columbia University.
- Stachiowiak, B. (2020, July 2). Designing for the uncertain fall [audio podcast]. Teaching in Higher Ed. Retrieved from https://teachinginhighered.com/podcast/designing-for-the-uncertain-fall/
- Tan, X. R., Thiam-Huat Lee, A., Harve, K.S., & Leung, B.P.L. (2025). Bite-sized structured learning: A preferred self-paced approach that enhanced learning of muscle physiology for allied health students. Advances in Physiology Education, 49(1), 96–104. https://doi.org/10.1152/advan.00157.2024
