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Active Learning
Martha Wicker, DirectorCenter for Instructional Development
Clayton State University
Activity 1: Background Knowledge Probe
Question 1: What is your interest/knowledge level of active learning?
A. I have never heard of active learning.
B. I have heard about active learning.
C. I have read about or attended a conference session on active learning.
D. I have participated in a course, workshop, or training session on active learning.
E. I have done independent research and/or presented or published a paper on active learning.
Question 2: What is your implementation level of active learning?
A. I have never used active learning strategies in the classroom.
B. I seldom use active learning strategies in the classroom.
C. I sometimes use active learning strategies in the classroom.
D. I often use active learning strategies in the classroom.
E. I always use active learning strategies in the classroom.
Activity 1: Background Knowledge Probe
Background & Definitions
Constructivism
“Learners construct their own reality or atleast interpret it based upon their perceptionsof experiences, so an individual's knowledge is a function of one's prior experiences, mental structures, and beliefs that are used to interpret objects and events." (Jonasson, 1991)
Leading Theorists: Jean Piaget Seymour Papert Jerome Bruner
Lev Vygotsky John Dewey
Constructivism
Premises:
Learners construct their own meaning
New learning builds on prior knowledge
Social interaction enhances learning
Meaningful learning occurs through “authentic” tasks
(Good and Brophy,1994)
Background and Definitions
“I hear and I forget, I see and I remember, I do and I understand.”
(Confucius)
Background and Definitions
“One must learn by doing the thing,for though you think you know it – you have no certainty until you
try.” (Sophocles, 5th century
B.C.)
Background and Definitions
“All genuine learning is active, notpassive. It is a process of discoveryin which the student is the mainagent, not the teacher.”
(Adler,1982)
Background and Definitions
“Learning is not a spectator sport. Students do not learn much just bysitting in class listening to teachers,memorizing pre-packaged assignments,and spitting out answers. They musttalk about what they are learning, writeabout it, relate it to past experiences,apply it to their daily lives. They mustmake what they learn part ofthemselves.”
(Chickering & Gamson, 1987)
Definition of Active Learning
“In the college classroom, active learning involves students doingthings and thinking about what theyare doing.” (Bonwell & Eison, 1991)
Characteristics ofActive Learning
Passive Learning
Play Movie
Activity 2: Gallery Walk
In your group, make a list of the characteristics of active learning.
Post your list on the wall and walk around the room to view each groups’ list.
Characteristics of Active Learning
Students are involved in more than passive listening.
Students are engaged in activities (e.g., reading, discussing, writing).
There is less emphasis placed on information transmission and greater emphasis placed on developing student skills.
There is greater emphasis placed on the exploration of attitudes and values.
(Bonwell & Eison, 1991)
Characteristics of Active Learning
Student motivation is increased (especially for adult learners).
Students can receive immediate feedback from their instructor.
Students are involved in higher order thinking (analysis, synthesis, evaluation).
(Bonwell & Eison, 1991)
Characteristics of Active Learning
engaged in the learning processencouraged to “own” and construct
knowledgeprovided with real-life connections and
experiencesrequired to think critically and creativelylearning with reference to their different
learning stylesbuilding on their prior
knowledge/experienceevaluated using multiple authentic
assessment strategies
(Biggs, J., 2003)
Examples ofActive Learning
Activity 3: Focused Listing
In your group, make a list of examples of active learning.
Rotate sharing examples on your list with the large group.
Examples of Active Learning
Interactive LecturesGroup ProjectsDebatesSimulationsGamesPresentationsField TripsService LearningDiscussion
PBLCase StudiesResearch PapersLabsCollaborative
LearningConcept MappingAlternative
Assessment
Passive & Active Learning
Receiving Information
& ideas
Experiences•Doing•Observing
Reflection•what & how•alone & group
Passive Learning
Active Learning
(Fink, 2003)
Faculty Role
Teacher Centered students passive teacher decisions emphasis on subject
content only lecture based learning emphasis on content
coverage teacher is content expert extrinsic motivation competitive & individual
learning short-term learning teacher-focused
assessments
Student Centered students active student choices emphasis on integrated
content inquiry based learning emphasis on learning
activities teacher is facilitator intrinsic motivation cooperative learning
lifelong learning student/peer-focused
assessments(Cannon, 2000)
Planning Model
LearningGoals
Feedback &Assessment
Teaching &Learning Activities
Situational Factors
(Fink, 2003)
Activity 4: Think-Pair-Share
Think: Take a moment to think about the examples of active learning and select one you think you could use in the classroom. Answer the following questions: Why did you choose this strategy? What preparation is required by the faculty and
students? How does it change your role as the instructor?
Activity 4: Think-Pair-Share
Pair: Turn to the person next to you and explain your thoughts.
Why did you choose this strategy? What preparation is required by the faculty and
students? How does it change your role as the instructor?
Activity 4: Think-Pair-Share
Share: Report out to your small group.
Why did you choose this strategy? What preparation is required by the faculty and
students? How does it change your role as the instructor?
Benefits & Barriers
Activity 5: Electronic Polling
Question 3: What is the average attention span for students?
A. 10 – 15 minutes
B. 15 – 20 minutes
C. 30 – 45 minutes
D. 50 – 60 minutes
Activity 5: Electronic Polling
Question 4: After 24 hrs, what percent of information is retained by students in a lecture environment?
A. 5 %
B. 10%
C.20%
D.30%
E. 50%
Activity 5: Electronic Polling
Question 5: After 24 hrs, what percent of information is retained by students in an active learning environment?
A. 10%
B. 20%
C.30%
D.50%
E. 75%
0
10
20
30
40
50
60
70
80
90
Per
Cen
t R
eta
ined
Teaching Method
Per Cent of Information Retained After 24 Hrs
Lecture
Reading
AV
Demonstration
Discussion
Practice by Doing
Teaching Others
(Souza, 2000)
Benefits
Activity 6: Pro/Con Grid
In your group, make a list of the pros (benefits) and cons (barriers) of usingactive learning strategies in theclassroom.
Benefits of Active Learning
Students are more engaged in learning.
Students receive immediate feedback from instructor and other students.
Students are more motivated and accept more responsibility for their learning.
Students learn to work collaboratively with others from diverse backgrounds.
Barriers to Active Learning
You cannot cover as much course content as you can with the lecture method.
Designing active learning strategies requires more pre-class preparation.
It is more difficult to implement active learning strategies with large classes.
Most instructors enjoy lecturing and believe that their lectures are effective. (Bonwell, 1991)
Barriers to Active Learning
Active learning strategies often require materials or equipment that may not be readily available.
Students often resist the use of active learning strategies.
Using active learning strategies involves taking risks
(Bonwell, 1991)
Activity 7: Brainstorming
In your group, brainstorm possible solutions to your assigned barrier.
Share your solutions with the large group.
Dimension Low-Risk Strategies High-Risk Strategies
Class Time Required Relatively short Relatively long
Degree of Structure More structured Less structured
Degree of Planning Meticulously planned Spontaneous
Subject Matter Relatively concrete Relatively abstract
Potential for Controversy Less controversial Very controversial
Students’ Prior Knowledge of the Subject Matter
Better informed Less informed
Students’ Prior Knowledge of the Teaching Techniques
Familiar Unfamiliar
Instructor’s Prior Experiencewith the Teaching Technique
Considerable Limited
Pattern of InteractionBetween faculty and
studentsAmong students
(Bonwell, 1991)
Overcoming Risks
(Bonwell, 1991)
Students are Active/Lower Level of RiskStudents are Active/Lower Level of RiskSmall group discussion Guided lectureDemonstrations Self-assessmentsBrainstorming activities In-class writingField trips Library toursQuizzes or tests Lecture with pausesLecture with discussion Feedback lectureSurveys/questionnaires Think-Pair-Share
Brainstorming
Students are Active/Higher Level of RiskStudents are Active/Higher Level of Risk
Role playingSmall group presentations Individual presentationsGuided imagery exerciseUnstructured small group discussionResponsive lecture
Students are Inactive/Lower Level of RiskStudents are Inactive/Lower Level of Risk
Show a film for the entire class periodLecture for the entire class period
Students are Inactive/Higher Level of RiskStudents are Inactive/Higher Level of Risk
Invite a new guest speaker
Overcoming Risks
Implementing Active Learning Strategies
Individual Faculty
Individual Faculty
Select one active learning strategy
Set the stage
Prepare students
Ask for feedback from students & peers
Reflect on the experience
Make modifications, if necessary
(Modified from Felder, 1996)
Implementing Active Learning
Campus-Wide Models
Activity 8: Case Studies
Read the case at your table.
Choose a recorder.
Respond to the question(s) at the end of your case.
Briefly summarize the implementation model to the large group.
Clayton State’s Model
Faculty Development Grants
Purpose
to award funds to faculty for conducting classroom research projects aimed at improving student success in learning;
to provide structured opportunities for faculty to share best practice strategies related to student success;
to disseminate classroom research findings.
Faculty Development Grants
Expectations 1st year:
meet bi-weekly to share classroom experiences and to collect Student Success strategies;
conduct a classroom research project; formally share Student Success Program experiences
with CCSU faculty; present or publish classroom research findings at a
conference or in a journal article. contribute at least six student success strategies to
the online database
Active Learning Database
Faculty Development Grants
Expectations 2nd year:
lead a monthly focus group; participate in peer observations of faculty.
Incentives Stipends
1st year: $1,500; 2nd Year: $1,000 Credit for participation on Summary of Professional
Activity and Promotion and Tenure Evaluation
Focus Groups
Purpose
to provide structured opportunities for faculty to implement the Student Success strategies collected by the grant recipients;
to provide sharing opportunities for 6-10 faculty within each college/school to discuss their classroom experiences;
to facilitate improved teach- ing through peer observation and feedback.
Focus Groups
Expectations meet monthly to learn about Student Success
strategies and to share classroom experiences; develop discipline-specific applications for at least two
Student Success strategies and implement them in the classroom;
participate in journal reflections and peer observations.
Incentives Credit for participation on Summary of Professional Activity and
Promotion and Tenure Evaluation
Activity 9: Fish Bowl
Write down your questions on the index cards provided at each table.
Place your index cards in the fish bowl.
The workshop facilitator will respond to your questions by drawing cards from the fish bowl after break.
Activity 10: Reflective Journal
Complete the Inventory for Good Practice in Undergraduate Education on Active Learning
Devise a plan for implementing active learning strategies in your teaching.
Bibliography
Adler, Mortimer. (1982) The Paideia Proposal: An Educational Manifesto.New York: Collier Books.
Biggs, J. (2003) Teaching for quality learning at university: what the student does. 2nd edn. Buckingham: SRHE and Open University Press.
Bonwell, C.C. & Eison, J.A. (1991). Active Learning: Creating Excitement in the Classroom. ASHE-ERIC Higher Education Report No. 1. Washington, D.C.: School of Education and Human Development, George Washington University.
Cannon, Robert and Newble, David. (2000). A Handbook for Teachers in Universities & Colleges: a guide to improving teaching methods. London: Kogan Page.
Chickering, A., & Gamson, Z. (1987). Seven principles of good practice in undergraduate education. AAHE Bulletin, 39, 3-7.
Bibliography
Richard Felder, We Never Said It Would Be EasyNorth Carolina State University (1995). http://www2.ncsu.edu/unity/lockers/users/f/felder/public/Columns/Noteasy.html
Fink, L. D. (2003). Creating significant learning experiences: An integrated approach to designing college courses. San Francisco: Jossey-Bass.
Good, T., and J. Brophy. (1994). Looking in Classrooms (6th ed.). New York: Harper Collins.
Jonassen, D. H. (1991) Objectivism versus constructivism: do we need a new philosophical paradigm? Educational Technology Research and Development, 39 (3), 5-14.
Souza, "How the Brain Learns", (2000).