Achitecting an Active Classroom: An Integrative Approach Rocky K. C. Chang Department of Computing The Hong Kong Polytechnic University [email protected]

Achitecting an Active Classroom: An Integrative Approach

Rocky K. C. Chang

Department of ComputingThe Hong Kong Polytechnic University

[email protected] January 2004

Rocky K. C. Chang, Department of Computing2

Outline

1. Step 1-2-3: the main processes of building my classroom

2. An integrative approach

3. Lecturing, problem-solving, and peer learning

4. Students’ feedbacks

5. Conclusions and questions


Steps 1-2-3

1. Identify the teaching and learning difficulties

– Subject content– Students’ backgrounds– Others, e.g., lack of motivation

2. Decide on the expected learning outcomes and formulate the teaching strategies and approaches

3. Persist throughout the process


Step 1: Identify the difficulties

• Rapid development in the field (both in scope and depth)

• Abstract concepts

• Lack of hands-on experience

• Many terminologies and acronyms

• Heterogeneity of students’ backgrounds

• Lack of motivation to learn

• Scaling to large class size


Step 2: Expected learning outcomes and strategies

• My expectation: – Major: build a solid foundation on the underlying

principles.– Minor: acquire useful, practical skills.

• Expectations with the difficulties identified– Teaching plan (what to cover and how much)– Assessment schemes– Teaching strategies– Learning strategies

• The most important class (out of all)


The first and the last

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10

20

30

40

50

60

A+ A B+ B C+ C D+ D

First class Last class


Active classroom, if you will

• Thinking: motivate students to think deeply– In-depth treatment of the subject

• Task-focused: engage students in meaningful tasks– Purposeful and thoughtful assessment

components• Teamwork: facilitate peer learning

– Students are my partners in teaching• Transcendence: humbly break the wall of in-

class learning– A lot of learning activities taken place out of

classrooms


Active classroom, if you will

• Interactive classes

• Enquiry-based learning

• Experience-based learning

• Collaborative learning

• Authentic and challenging assessment

• Integration of technology in teaching and learning


Outline







An integrative approach

• The main theses:– It is not enough to just emphasize on some

teaching and learning components.– A thoughtful integration of all components

would greatly enhance the learning outcomes.

• Three types of integration– Teaching and learning activity integration– Peer integration– Teaching and assessment integration


Teaching and learning activity integration

Lectures and self-reading

Analyticalproblem-solving

Experimentalproblem-solving

• The main foundation is still based on lectures and self-reading.

• The problem-solving layer intends to deepen the understanding.– Cover the important details and reinforce the concepts

taught in lectures.– Interact with the concepts through experimentation.


Peer integration



Experimentalproblem-solving Group-

basedlearning

• The best teaching assistants are the students– Students know their learning problems.– Encouragement, support, and stimulation

• Study groups


Teaching and assessment integration

• Teaching and assessment are nonseparable.• Meaning and purposes of assessments?• Imbed assessment in the teaching and

learning activities

Assess-ment



Experimentalproblem-solving Group-

basedlearning


Outline







Lecturing: an art of exposition

• Defining the problems / issues at hand

• Explaining them intuitively

• Making them relevant

• Registering a framework

• Making them interesting

• Interacting with the learners


Problem-solving: a deepening exercise

• Analytical problem-solving – Assignments, but worked together during

tutorials– Open-book mid-term tests and examination

• Experimental problem-solving (semi-open-ended)– Configuring a private computer network– Conducting experiments to verify the

concepts.


A more elaborate setup


Group-based learning and assessment

• Grouping at the beginning of the course

• Each group works on the class project and attend the same tutorial session.

• A two-step assessment of individual contribution to the group project– An overall grade– Possible upward/downward adjustments

based on other group members’ evaluation


Outline







Overall

• I am more interested in Computer Networks after taking this course.

• I have understood the foundational principles of Computer Networking.

• I am interested in taking more advanced courses on Computer Networks.

• Overall, I enjoy taking this course.


Overall

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30

40

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60

70

StronglyAgree

Agree Neutral Disagree StronglyDisagree

More interested Understood Study further Enjoy


Effectiveness of lectures, tutorials, and textbook

• The lectures help me understand the subject materials.

• The tutorial sessions helped me understand the subject materials.

• The textbook helped me understand the subject materials.


Effectiveness of lectures, tutorials, and textbook

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1015202530354045

StronglyAgree


Lectures Tutorials Textbook


Effectiveness of assessments

• The assignments helped me understand the subject materials.

• The class project helped me acquire practical skills in Computer Networking.

• The class project helped me understand the subject materials.

• Overall, the project is worthy of my time and effort.

• The test helped me find out how much I have understood (or have not understood)


Effectiveness of assessments

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10

20

30

40

50

60

StronglyAgree


Assignments Project for practical skillsProjects for understanding Project worthyMid-term tests


Effectiveness of study groups

• My group members are helping each other to understand the subject materials.

• My group members are dedicated in working together on the class project.

• Overall, my study group has helped me study better, in terms of understanding and motivation.


Effectiveness of study groups

0

10

20

30

40

50

60

StronglyAgree


Help understand subject materials Dedication in group projectsOverall helpful


Conclusions and questions

• The integrative approach encourages us to view all T&L components as a whole.– Rethink the purpose of each component.– Formulate a more comprehensive teaching

strategy.

• Does this approach work for other disciplines?

• How much work would be involved in using this approach?

• Does the approach make any difference?

What is an active classroom?

What is an active classroom?

Any one that is architected by a teacher who is actively seeking ways

to improve the learning outcomes

Documents

Achitecting an Active Classroom: An Integrative Approach Rocky K. C. Chang Department of Computing The Hong Kong Polytechnic University [email protected]