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Creating Active Learning in the Classroom

Creating Active Learning in the Classroom

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Objective For everyone to leave today’s session with at least two new ideas for creating more dynamic, interesting, and engaging classes… where our students learn both the content and the skills that they need. Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.

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Page 1: Creating Active Learning in the Classroom

Creating Active Learning in the Classroom

Page 2: Creating Active Learning in the Classroom

Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.

ObjectiveFor everyone to leave today’s session with at least two new ideas for creating more dynamic, interesting, and engaging classes…

where our students learn both the content and the skills that they need.

Page 3: Creating Active Learning in the Classroom

Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.

Agenda• Welcome • Creating Active Learning in the

Classroom: Some Tips for Success– Context Setting– Class Preparation– Class Delivery– Continuous Improvement

• Questions

Page 4: Creating Active Learning in the Classroom

Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.

Active Learning

Developing students knowledge, skills, and abilities by involving them in the learning process.

Creating high impact, interactive, classroom environments that enable, inspire and motivate students to learn.

Page 5: Creating Active Learning in the Classroom

Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.

Four Dimensions of the Teaching Process

Context setting

Class Preparation

Class Delivery

Continuous Improvement

Page 6: Creating Active Learning in the Classroom

Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.

Context Setting

Establishing norms, expectations, and ground rules to create a receptive, candid atmosphere that facilitates

student interaction and engagement

Page 7: Creating Active Learning in the Classroom

Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.

Context SettingAction Steps Benefits Implementation Tips Get to know students

Facilitates peer interaction and collective classroom learning

Use name cards to ensure everyone in class refers to each other by name

Use photos of students to learn

their names as quickly as possible Obtain basic background

information from students such as previous work experience, educational background, MBA area of concentration, and career aspirations

Page 8: Creating Active Learning in the Classroom

Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.

Sample Student Information CardStudent Background Information

MGMT 1000: Fundamentals in Business Name: E-mail:

Address: Phone number:

Previous Educational Experience: (list most recent first)

 Previous Work Experience: (list position, company, major

responsibilities)

Current or Intended Major/Concentration:

Career Aspirations/Goals:

Page 9: Creating Active Learning in the Classroom

Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.

Context Setting, cont’dAction Steps Benefits Implementation Tips Communicate expectations and ground rules

Ensures understanding and maximizes student commitment to collective learning

Explain that the course will be delivered in an interactive way that will call upon students to actively participate in the learning process

Let students know that the

classroom is a safe environment where questions are encouraged, ambiguity is expected, experimentation is welcomed and diversity is valued

Use high impact principles from

the very first class

Page 10: Creating Active Learning in the Classroom

Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.

Context Setting, cont’d

Action Steps Benefits Implementation Tips Assemble appropriate physical environment

Aids class discussion and interaction

Arrange student seating in a horseshoe shape, rectangle or circle

Ensure availability of board space,

white boards and flip charts Obtain in-class space or nearby

space for break-out sessions

Page 11: Creating Active Learning in the Classroom

Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.

Preparing for Class

Developing a plan and a process for both what content is delivered in each

class and for how that content is delivered

Page 12: Creating Active Learning in the Classroom

Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.

Preparing for Class

Action Steps Benefits Implementation Tips Plan an agenda for each class

Ensures everyone stays on track and class objectives are achieved

Determine the main topics that are going to be covered in a given class

Post agenda on board or flip

chart, rather than on a slide, for visibility throughout the duration of the class

Page 13: Creating Active Learning in the Classroom

Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.

Preparing for Class, cont’dAction Steps Benefits Implementation Tips Determine the most effective delivery mode(s) for each agenda item

Ensures the conscious and systematic integration of high impact delivery modes

Consider various high impact delivery modes

Consider the content that needs to

be delivered Select which delivery modes will

be most effective for each agenda item in order to meet learning objectives and maximize impact

Visualize and plan the details of

how each delivery mode will “come to life” in the class

Page 14: Creating Active Learning in the Classroom

Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.

Types of Delivery Modes

Chat with someone next to you.

Take 10 minutes to come up with a list of at least 5 different delivery modes.

Discuss tips for success including when and how you have used them in your classes.

Page 15: Creating Active Learning in the Classroom

Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.

“It’s not the strongest of the species that survives nor the most intelligent  but the one most responsive to change.”

-Charles Darwin

Page 16: Creating Active Learning in the Classroom

Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.

Preparing for Class, cont’d Action Steps Benefits Implementation Tips

Allocate timing

Enables effective pacing of class and prevents rushing through topics

Estimate time required for each agenda item and associated delivery mode

Assess the overall flow, balance

and rhythm of the class

Page 17: Creating Active Learning in the Classroom

Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.

Preparing for Class, cont’dAction Steps Benefits Implementation Tips Plan visual aids Makes class content

easy to follow

Determine which visual aids are most effective for each agenda item

Determine the most effective way

to lay out information on slides, boards and overheads

Ensure that the appropriate

technological support is available and booked

Page 18: Creating Active Learning in the Classroom

Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.

Sample Process MapTime Content Delivery Mode Visual Aids 2:00-2:05 SETTLING IN 5 min. Announcements, Administrative

Items

2:05-2:20 INTRODUCTION 5 min. Review Agenda for Today’s Class Lecture Flipchart 10 min. Current Events: Examples from the

Business Press Interactive Lecture

Slides: 1, 2

2:20-3:05 APPLICATION 10 min. 15 min. 20 min.

Introduction to Mini-Case Analysis of Mini-Case Share Analysis of Mini-Case

Lecture Have students work in pairs Solicit ideas from various pairs

Record ideas on flipchart

3:05-3:45 THEORETICAL BACKGROUND

10 min. 15 min. 15 min.

Introduction to Theory and Framework: Why It's Important Definitions Examples Tying Theory Back to the Mini-Case

Lecture Interactive Ask the students how the theories and concepts tie back to the Mini-Case

Slides: 3,4 Refer to readings Slides: 5,6, 7

3:45-3:55 WRAP-UP

Page 19: Creating Active Learning in the Classroom

Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.

Preparing for Class, cont’d

Action Steps Benefits Implementation Tips

Provide guiding questions for each class

Focuses student thinking while they read and draws connections between readings and class discussion

Include 3-5 guiding questions on the syllabus for each class

Hand out questions at the end of

each class for the next class if guiding questions have not been included in the syllabus

Page 20: Creating Active Learning in the Classroom

Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.

Class Delivery

Facilitating a specific classroom session in an engaging manner that

involves students in the learning process

Page 21: Creating Active Learning in the Classroom

Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.

Scenario

Every time you ask a question in class, the same small group of students answer and dominate the “airwaves”.

What can you do to change this classroom dynamic?

Page 22: Creating Active Learning in the Classroom

Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.

Scenario

There are several key takeaways from a specific class that you want students to leave with.

How do you emphasize the importance of these points and ensure students leave your class understanding their significance?

Page 23: Creating Active Learning in the Classroom

Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.

Class Delivery

Action Steps Benefits Implementation Tips Leverage students’ experiences and inputs

Broadens sources of learning in the classroom and increases the relevance of course materials

Have students share their work experiences during in-class discussions

Provide opportunities for students

to use their own work experiences in assignments

Ask students for specific

questions, learning objectives or input on topics

Encourage students with

significant expertise on a specific topic to lead a portion of a class

Page 24: Creating Active Learning in the Classroom

Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.

Class Delivery, cont’dAction Steps Benefits Implementation Tips Manage student participation effectively

Maximizes student involvement and engagement in the learning process

Give students sufficient time to articulate their thoughts, without interrupting them

Provide opportunity for wide participation by ensuring that particular students do not dominate “air time”

Encourage students to respond to each other, instead of responding to each question yourself, by using phrases such as: "Does everyone understand what Chris means?"

(Let Chris do the clarifying) "Let's think about the strengths and weaknesses

of that approach" "Pat, what do you think of what Chris just

said?" (Let Chris respond back) "How does that relate to topic X from earlier

this class? From last class?" "Anyone want to hop in the discussion here?"

Page 25: Creating Active Learning in the Classroom

Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.

Class Delivery, cont’dAction Steps Benefits Implementation Tips Use gestures, movement and voice modulation during class

Adds interest to the class and increases the effectiveness of communication

Move up the sides of the room and around the back, avoiding the temptation to stay only in the front of the room

Move away from a student who is

speaking to increase student volume Move close to cut student chit chat Use hand motions to communicate (e.g.

nod head to encourage student to continue, time out sign to calm a heated discussion)

Raise and lower voice for impact or

effect

Page 26: Creating Active Learning in the Classroom

Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.

Class Delivery, cont’dAction Steps Benefits Implementation Tips Recognize that different students may have different comfort levels with active participation

Minimizes discomfort while still ensuring that all students develop skills, confidence and comfort level with public speaking

Work with the quieter students outside of the class and set up "comfort zones" for in-class participation by: Giving advanced notice on a question to

respond to in class Having them participate more fully in

small group discussions, perhaps presenting the group’s views

Encouraging them to bring relevant newspaper and journal articles to class that can be used to start discussion

Be careful about cold-calling students since this tactic may alienate or intimidate students rather than invite their participation

Page 27: Creating Active Learning in the Classroom

Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.

Class Delivery, cont’dAction Steps Benefits Implementation Tips End every class with a wrap-up

Emphasizes key learnings

Highlight what was talked about and why it was important

Address any lingering questions

or concerns about the class Communicate important

“takeaways” Explain how a particular class

fits under the overall umbrella of the course and how it ties to previous and upcoming classes

Page 28: Creating Active Learning in the Classroom

Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.

Continuous Improvement

Obtaining non-verbal, verbal and written feedback from students either

on the fly or in a systematic way to improve future classes and the

course as a whole

Page 29: Creating Active Learning in the Classroom

Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.

Continuous Improvement

Action Steps Benefits Implementation Tips Seek verbal feedback during each class

Monitors student learning and allows for in-class adjustment of approach and pace

Calibrate how things are going with questions such as:

“Any questions, thoughts, comments?”

“Is everyone with me?” “Everybody ready to move

on?” “Are we moving too fast?”

Page 30: Creating Active Learning in the Classroom

Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.

Continuous Improvement, cont’dAction Steps Benefits Implementation Tips Obtain written, anonymous feedback on content and delivery

Provides input and gives ideas for improvement of future classes

Determine whether you want qualitative or quantitative feedback

Obtain class-specific feedback with questions such as the following: What part of class was most valuable to you and why? What part of class was most unclear to you and why?

Obtain feedback on class delivery with questions such as the following: Are you finding class interesting and engaging? Why? What ideas do you have for making class more

interesting and engaging for you?

Obtain feedback on the overall course thus far with questions such as the following: What’s going well in this course? What ideas do you have for improvement?

Develop a summary of results based on analysis of responses

Follow up with students about the feedback obtained and communicate what will be changed as a result.

Page 31: Creating Active Learning in the Classroom

Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.

Sample One-Minute Memo

Fundamental Business Principles – MGMT 1020Course Feedback

October, 200X

1. What is going well in this course? (Topics, Content, Teaching Style, etc.)

2. What ideas do you have for improvement?Be as bold, creative and explicit as possible.

3. Other comments:

Page 32: Creating Active Learning in the Classroom

Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.

One-Minute Memo: Analysis and Action

What’s Going Well?

Ideas for Improvement?

Action Steps

Classroom Dynamics

Clear, crisp presentation

Class discussions

encouraged and facilitated well

Dynamic and

warm environment

Case discussions seem to follow the same format every week

Inject debate, role plays, class splits, breakouts, pertinent movie clips into case discussions

Content Relevance

Design and Layout of the Course

Prof’s Style

Projects

Other

Page 33: Creating Active Learning in the Classroom

Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.

Other Examples of FeedbackSample Class-by-Class Feedback Questionnaire

Class Feedback

MGMT 2000

Class Title: ______________________________________________ 1. One key take-away from today’s class is:

2. Best part of today's class or biggest aha!:

3. Weakest part of class to improve or omit:

4. Other thoughts about today’s class:

Page 34: Creating Active Learning in the Classroom

Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.

Other Examples of Feedback, cont’dSample Open-Ended Questionnaire

Midterm FeedbackMGMT 2000

Please take a few minutes to give me some feedback on this course to help me better plan our remaining classes. Do not hesitate to be critical; and please offer suggestions that you feel might improve the course.

1. Have you found the course to be well organized?  

2. Are you finding the course interesting? Is it meeting your learning objectives? 

3. Have you found the readings valuable? Are you doing the readings regularly? Do you find that the readings provide good background and preparation for class discussion?

4. Are the written assignments helpful?

5. Do you feel you have adequate opportunity to contribute to class discussion?

6. What ideas for improvement do you have? 

7. Other comments?

Page 35: Creating Active Learning in the Classroom

Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.

Continuous Improvement, cont’dAction Steps Benefits Implementation Tips Ensure comprehensive end of term feedback

Provides input and gives ideas for improvement to future iterations of the course

Ensure that students are given an opportunity to suggest specific ideas for course improvement, both quantitatively and qualitatively

Obtain feedback on:

Overall course content Relative assessments of each

class of the course Delivery Evaluation methods used