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Incorporating Active Learning into Your
ClassroomTony Sindelar & Victoria Wallace
Instructional Designers, Office of the ProvostMGH IHP
Goals
1) Develop an understanding of the value and intent of active learning
2) Explore a range of active learning strategies
3) Consider how you would incorporate Active Learning into your own courses.
Agenda
1:00-1:50 Basic Active Learning Strategies and Techniques
2:00-2:50 Team Based Learning
3:00-4:00 Overcoming Challenges in adopting Active Learning
For a minute or two, think of a lecture that has
always stayed with youShare that idea with the people at your table
Adapted from Mary Zedeck's presentation on "Create an active classroom through technology" May 25, 2010 Seton Hall University
Now, think of a learning experience you had that was not a lecture, that you have always recalled. Why has it
stayed with you?Share that idea with the people at your table
Adapted from Mary Zedeck's presentation on "Create an active classroom through technology" May 25, 2010 Seton Hall University
Learning is not a spectator sport. Students do not learn much just by sitting in class listening to teachers, memorizing prepackaged assignments, and spitting out answers. They must talk about what they are learning, write about it, relate it to past experiences, apply it to their daily lives. They must make what they learn part of themselves.
Chickering, A & Gamson, Z. F. (March 1987) Seven principles for good practice. AAHE Bulletin 39: 3-7.
Examples of Active Learning Activities
Read 7-8 and discuss which could be the most applicable/useful in your teaching.
http://www1.umn.edu/ohr/teachlearn/tutorials/active/strategies/index.html
Components of Team-Based Learning
Team Formation
Assessments (Readiness Assurance Tests)
Team Activity or Project
Peer Evaluation
Team-Based Learning as described by Larry Michaelsen (2002).Further reading: The Essential Elements of Team-Based Learning http://medsci.indiana.edu/c602web/tbl/reading/michaelsen.pdf
Marshmallow Tower Challenge
Your task: Using the materials provided, build the tallest freestanding structure that can support a single marshmallow.*
Materials: 20 pieces of spaghetti, string, masking tape, and a single marshmallow.
You have 18 minutes!
*Use a much or as little of your materials as needed. You can't use the bag. You can't alter the marshmallow. The marshmallow has to be at the top. The structure has to be freestanding.
Some Challenges
Student resistance to active learning
Student complaints about active learning
Classroom under control during active learning
Managing class time and content
Students having difficulty working together
Ensuring peer reviews are taken seriously
University of MinnesotaCenter for Teaching and Learning
Challenge #1: Student ResistanceNew experience
Uncomfortable, resentful, resistant
Resistance might be seen as challenge to authority
Activity One
University of MinnesotaCenter for Teaching and Learning
http://www1.umn.edu/ohr/teachlearn/tutorials/active/scene1/index.html
See handout for Activity related to videos
Observations from VideosNew concept and format to the students
Roles have changed
Outside the comfort zone
Clearly explain WHY using active learning
Confidence and positive attitude
Overcome Student Resistance● Set expectations early in the term.
● Use active learning frequently and commit.
● Give clear instructions.
● Explain benefits and why you're using active learning
● Commit to using active learning.
● Manually break students into groups.
● Start small and simple. Use low-impact strategies
Challenge #2: Student ComplaintsStudent and instructor roles shift
Why pay to teach myself?
Teacher has lack of knowledge
Why learn from other students when expert is in the room?
Activity Two
University of MinnesotaCenter for Teaching and Learning
http://www1.umn.edu/ohr/teachlearn/tutorials/active/scene2/index.html
See handout for Activity related to videos
Observations from VideosNew role
Don't wait or ignore complaints
Use as a ‘teachable moment’
Explain why you have chosen active learning
Overcome Student Complaints
● Address student complaints immediately, confidently.
● Keep your comments positive.
● Explain why you're using active learning.
● Highlight what students have to gain.
● View complaints as "teachable moments" that offer
students opportunities to reflect on how they learn and
how to improve those learning skills.
Challenge #3: Keeping Control Students are the primary focus not the the instructor
Instructor’s role becomes mentor, facilitator
Loss of instructor control over the class
Chaotic classrooms
Students who stray off task
Activity Three
University of MinnesotaCenter for Teaching and Learning
http://www1.umn.edu/ohr/teachlearn/tutorials/active/scene3/index.html
See handout for Activity related to videos
Observations from VideosTold students to ‘pair up’ before she finished directions
Could not make herself heard
Clearly articulate purpose,procedure, time limits, etc .
Overcome a Chaotic Classroom
● No need to devote your entire session to active learning. ● Keep it short and simple at first. ● Use low impact strategies. ● Activities must be well planned and executed.● Communicate goal, the outcomes, procedures, time limit.● Use strategies to keep control ; ringing a bell or flashing
the lights.
Activity Four
University of MinnesotaCenter for Teaching and Learning
http://www1.umn.edu/ohr/teachlearn/tutorials/active/scene4/index.html
See handout for Activity related to videos
Observations from Videos● Not adequately addressing current material or questions
● Show sensitivity to the mood of the class
● Present alternatives for addressing remaining content
● Create support structures
Overcome time constraints● Consider your learning objectives carefully.
● Prioritize content
● What students complete outside of class?
● Try one or two low stakes activities during lectures.
● Use classroom assessment techniques (CATs) to
assess learning and make adjustments.
● Avoid racing through material to "finish it all" by the end
of the period.
● Just because you say it, doesn't mean they learn it.
Keys to Success● Be creative! Invent new strategies and adapt existing. ● Start small and be brief.● Plan it, try it, collect feedback, revise it and try it again.● Start from the first day of class and stick with it. ● Be explicit with students.● Vary student seating arrangements to increase their
chances to work with different people. ● Develop a signal for students to stop talking.● Randomly call on pairs to share.● Collaborate with colleagues.● Do not give up! Continue learning through workshops,
reading, sharing, and practice. University of MinnesotaCenter for Teaching and Learning