The Pause That Does More Than Just Refresh

How to implement a simple technique that can be used in any classroom or at home, and has proven able to turn a 'C' student into an 'A'—with minimal time and cost (Part 2)

Taking short constructive breaks while reading a textbook—to jot down questions, for example—every 15 minutes or so amplifies learning and retention. Jacob Lund/Shutterstock

Last week, in part one, we looked at the simple technique of adding pauses to one’s direct instruction, and saw what a powerful effect it can have. By allowing students a break, time to process and space to reflect, their achievement is boosted and learning becomes a more pleasant endeavor.

It turns out the method is incredibly simple to use and prep for, making it a win-win for both educators and students alike. Here are several strategies and options to help you get the most out of it.

What the Researchers Did

What was done in the study by Ruhl and company, described in the last piece, was to pause for just 2 minutes every 15 to 18 minutes of class. (The context of their study was lecturing in a college course.)

During the short pause, what instructors did was have students “pair and share” their notes with a partner or neighbors, but with the important caveat that they actively compared what one another had written down. And if any discrepancies were found, students were to discuss them, ask for clarification, or jot down whatever it was that was missed.

As described last time, this approach leads students not just to think actively about their comprehension of the material, but also to develop self-awareness—an important “meta-cognitive” skill.

Another approach was used in a study authored by Rowe (published in 1980) that had students clarify their thinking aloud to partners about what was just taught. In this scenario, students might be asked to summarize key points of what was just taught or quiz one another verbally.

(I personally prefer the former approach, as the end product is not just mental clarity but also more complete and accurate notes—an added long-term benefit.)

When facilitating either type of activity, I’ve found that it’s important to communicate your expectations for the task very explicitly up front if you want students to use the time well and stay on task. I also remind students that whatever the activity, it’s fine for them to look at their notes and amend them as they go—as the whole point is to review, digest, and arrive at greater clarity. It’s not a test!

Other Variations

1. Role Playing. I’ve found that a particularly productive twist on the above is to have students do a short role-play as a break. For example, when teaching about a work of art, I might have students form into groups and pretend they’re at a museum and that they’ve just come upon the object studied (which I’ll project on the screen), and now one of the individuals must “be the docent.” He or she is tasked with explaining it to the inquiring tour group (played by the other students), who must not only listen, but also pose a question or two. (Again, all of them being allowed—and encouraged—to reference their notes, if helpful).

Students often get very creative (and sometimes theatrical!) in their roles, and quickly internalize the material on a deeper level. Not only the “docent,” but also the “visitors” must carefully think through and reflect upon the material.

(I sometimes like to nudge them, if the docent is a particularly strong student, to “not let him/her off easy!”—which makes for an added challenge and perhaps higher-order thinking.)

It’s often an energizing tonic in what might be a PowerPoint-dimmed room—and boosts learning demonstrably, as I can often see when I switch back to a whole-class format and call on one or two volunteers to tell us something interesting—or perhaps unexpected—they learned at the “museum.”

2. Multiple Choice or Problem Solving. Another variation is to present some kind of question or prompt that requires students to not only recall what was just taught, but better yet, apply it.

To continue the art example above, I might present a new work, not yet studied, and ask students to categorize it as either Hellenic or Hellenistic (if studying classical Greek art), and tell why or how they arrived at their decision. This way, they must make their thinking explicit.

I might then have students write their answer on an index card or mini-white board (provided at the start of class or before the activity), which they all hold up on the count of three, after being allowed time to respond. This gives me, as an instructor, a quick gauge of where students are at, and alerts me to the possibility (hopefully small!) that something was inadequately clear and needs to be retaught or sorted out. I’ll typically call on one or two students to share with the class their reasoning, and perhaps invite others to build upon it, or deepen it, for the benefit of all. (I might also nudge students to add to their notes if and when they hear new insights or anything they missed.)

Other Applications

I believe the science of attention and learning that drives these activities can be applied to other things as well, including on the home front.

For example, if a student is reading a textbook as homework, his or her learning and retention could be amplified by taking “active” brain breaks like the above every 15 minutes or so. If studying solo, this could take the form of rereading notes, jotting down any questions that linger or points of confusion, or going back over one’s own notes and annotating them to mark the key point, supporting evidence, and so on—as one would when marking up a passage of text.

Or if the student was simply annotating the textbook while reading the previous 15 minutes, this would be an ideal time to peel away from the text and put those marked-up parts down on paper—achieving the same effect as above. It’s a nice shift for the brain, and a different kind of processing.

Another approach might be to quiz oneself on one’s notes or what was just read, or ask a parent to do so.

This could also be done to great effect when watching a documentary. I often do active pauses in class when viewing these. When assessing their learning afterward, I find it has a dramatic impact.

Whatever the approach, you’ll want to ensure the break time doesn’t extend too long and that you announce—and enforce—a specified length. This helps ensure focus.

You’ll also want to be sure to circulate around the room (if in a classroom setting) and show your interest, such as by weighing in on any debates that pop up, throwing in a question or two, or complimenting someone on a keen insight. Show that you care, and they will, too.

With a little time and practice, you’ll be able to transition into these breaks quickly and smoothly, and you'll see from the smiles on students’ faces how much they’re getting from them.