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Active LearningA Systematic Approach
P.S.Kabaly
Lecturer-Business Studies
Al Musanaa College of Technology
04/12/2023 2
A mediocre Teacher tells
A good teacher explains
An excellent teacher demonstrates
The great teacher Inspires
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Rationale
Contemporary topic in Higher Education Relevant for all Academic departments
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Objectives
To revisit Active learning To reinforce Active learning To initiate discussion on Active learning for
mutual benefit
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Structure of this presentation
Purpose of Learning What is Active Learning? Why Active Learning? Understanding the Teaching (Facilitating)
Process Integrating Active Learning in the Teaching
(Facilitating) Process Concerns about Active learning Discussion
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Purpose of Learning
Is to change one’s knowledge,Skills and attitude,so that they can transfer the learning that they have acquired to the broader world.
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What is Active Learning?
“Anything that involves students in doing and thinking about what they are doing”
Bonwell&Eison-1991
“ It Involves providing opportunities for students to meaningfully talk and Listen, read and reflect on the content, ideas, issues and concerns of an academic subject”
Meyers&Jones-1993
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What is Active Learning?
Active Learning is “The process of making students the center of their learning”
Warren-1997
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Why Active Learning?
“Active Learning is linked to higher student motivation” Garcia&Pontrich 1996;
Stipek et all 1998 “better learning has resulted through well
designed practice of theories associated with active learning” Johnson&Johnson1993,Young 1997
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Why Active Learning?
Well designed active learning is an effective way of student learning(Biggs,2003;Ramsden,2003)
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Why Active Learning?
“I hear I forget; I See I remember; I do I understand” Chinese proverb
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Distinct dimensions of Teaching(Facilitating) Process
Context Setting Class Preparation Class delivery Continuous Improvement
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Distinct dimensions of Teaching(Facilitating) Process
Context setting : refers to establishing a receptive, candid atmosphere for learning that facilitates student interaction and engagement.
Class preparation : refers to the thought,planning,and creativity on both content and process that is essential for class delivery
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Distinct dimensions of Teaching(Facilitating) Process
Class Delivery: refers to the actual facilitation of a specific classroom session.
Continuous improvement: refers to the process of obtaining feedback from students and adjusting class planning and class delivery accordingly
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Context SettingAction steps Benefits Implementation tips
Get to know students Facilitates peer interaction
Use Name cards
Communicate expectations and ground rules
Ensuring student understanding and commitment
Explain to them that the course will be delivered interactively and their active participation is valued
Assembling physical environment
Helps class discussion and interaction
Student seating and other facilities
Communicate the objectives, outcomes and action plan
Helps the student by giving direction and what to expect
Handing over the Delivery plan and assessment plan
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Class PreparationAction steps Benefits Implementation tips
Planning an agenda for each class
Stays on track with objectives and outcomes to be acheived
Determining the main topics and post it on the board permanently during the session.
Determining the most effective delivery mode(s) for each agenda.
High impact delivery Select the delivery mode which can maximize the impact.
Allocation of timing Enables effective pacing of the class
Estimation of time requirements
Planning visual aids Making the content easy to follow
Determining the appropriate visual aid
Guiding questions for each class
Focuses the student thinking
Asking the students to prepare a set of questions for the next class
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Class Delivery
Action steps Benefits Implementation tips
Leverage student’s experiences and inputs
Broadens the sources of learning and makes the content more relevant
Asking students some leading questions, encourage students to share their experiences.
Managing students participation effectively
Maximizes student involvement
Encourage students to respond to each other, asking them to bring relevant materials for class discussion.
End the class with wrap-up
Emphasizes key learning
Asking students to prepare “one-Minute papers”
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Continuous ImprovementAction steps Benefits Implementation tips
Seeking verbal feedback during each session
Helps in adjusting delivery
Simple questions
Written, anonymous feedback on content and delivery ( Mid-term )
Provides ideas for improvement and adjustment
Preparing a feedback back form and administering it.
Comprehensive end-term feedback.
Provides input for future modifications.
Comprehensive feedback on content, delivery, evaluation.
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Some Useful Techniques for effective Class delivery
Student presentations Cases Role Plays Debates Videos Team Assignment Guest Speakers Current events and stories Lecture Brainstorming
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Some Innovative Techniques for effective class delivery
Student documentation of Course Participation
Game shows (Who want’s to be a Millionairre?)
Drama as a delivery tool ( Public Speaking and Job Search Techniques,OB..,)
Team teaching Problem based learning Student-Teacher Joint Research
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Traditional Vs Modern Teaching Paradigms
Passive( Traditional) Active (Modern)
Knowledge transferred from faculty to students
jointly constructed
Students Passive containers Active Constructors
Faculty Role Classify and Sort Develop competencies and talents
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Traditional Vs New Teaching Paradigms
Passive( Traditional) Active (New)
Relationship Impersonal Personal
Learning Activity
Competitive and Individualistic
Mixture of Individual and Co-operative
Assumptions Any expert can teach Requires considerable training
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Concern:Lecture is the only way to cover the mandatory content of my course
Students are not attentive to what is being said in a lecture 40% of the time
Students retain 70% of the information in the first ten minutes of a lecture, but only 20% in the last ten minutes
4 months after taking an introductory course , students knows only 8% more than than the students who had never taken the course
Meyers & Jones 1993
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Ways to introduce “Active learning” in Lecture sessions
Start the lecture with “questions” Students can be provided with a set of questions
as well as instructions to look for answers within the lecture.
Short Lectures ( 12-18 minutes) Pause periodically and have students clarify their
notes with a partner Students can be asked throughout the lecture to
make connections between current material and course materials covered previously.
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Ways to introduce “Active learning” in Lecture sessions
Think-pair sharing Knowledge pooling Debates One-minute paper Student generated exam questions Student led review sessions Reading Quizzes Students can be asked to note down
questions,which can be used as a starter for the following session.
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Concern : Active learning can only work in smaller classes.
Many of the methods/techniques can be tailored to large classes.
Kolinsky(1998)
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Concern : If the class is discussion based and participatory,it goes off-track and hard to manage.
Initially one may feel uncomfortable ,but with planned participation ,overall direction can be kept on track
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Concern: Creating active learning environment takes too much effort,planning and preparation.
Benefits are worth the effort It makes classes more meaningful. Reduce time on doubts clearing Students appreciation
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Concern : Creating active learning is an art that cannot be easily learnt
Following the action steps and implementation tips,this becomes easy.
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Concluding Remarks
Even if it is not possible to use a wide range of active learning activities,introducing few can have significant impact.
There is nothing more satisfying for us as educators to know that our students are excited about the course and their expectations are met.
Facilitating active learning environment will make that happen
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Selected References
Creating active learning in the classroom: A Systematic approach
Auster & Wylie ,Journal of Management Education(2006).
Active learning facilitated by using a game show format
Sarason & Banbury, Journal of Management Education(2004).
