Many strategies exist to help you better balancing learning materials and exercises.

But first, always keep in mind the results of H Roediger et al. experience in 2008. They tried to find the optimal ratio between learning material deliverance and exercises. 3 tests were conducted on students :

Deliverance of 4 learning material units with 4 exercises
Deliverance of 6 learning material units with 2 exercises
Deliverance of 8 learning material units with 0 exercises

After examination of results, it was proved that the more exercises the better!

So let’s now start with the various methods you can implement :

The 10-2 method : For every 10 minutes of content delivery, propose a 2 minutes exercise for learners to discuss, reflect or apply what was learnt.

The segmentation method : Each learning objective is divided into smaller objectives, which represent manageable chunks of content. For each chunk of content, the trainer provides one or more exercises to ensure its good understanding and retention.

The flipped classroom method : Learners are provided in advance with the learning materials and time in class is dedicated to exercises on the learned materials

The interleaved learning method : New learning content is introduced and followed with exercises on the new content and on previously learned associated content.

The Merrill M. D method: Different types of exercises need to be applied to different part of the course :

Reinforcement exercises : after introducing new concepts
Bridging exercises : to connect ideas or concepts, or reflective activities allowing the learners to reflect on what was learned and how it will connect with upcoming subject
Engagement exercises: interactive activities to break-up long sessions and maintain energy level & engagement. It can also be movement breaks
Practical exercises : to apply and practice what was learnt
Review exercises : to review and consolidate learning
Assessment exercises, whether formative or summative