Simple Techniques to Achieve Active Learning

Simple Techniques to Achieve Active Learning

Marc Boots-EbenfieldCenter for Teaching InnovationMH115x6718

Marc Boots-EbenfieldCenter for Teaching InnovationMH115x6718

Active LearningActive Learning

The term "Active Learning" covers a wide range of teaching techniques- punctuated lectures, collaborative learning, problem-based learning, inquiry, etc. We will start by exploring our own values as teachers, discuss a couple of scenarios that could be aided by various active learning techniques, and brainstorm ideas to assist in situations that you prose. References and sources for exploring Active Learning will be provided.

The term "Active Learning" covers a wide range of teaching techniques- punctuated lectures, collaborative learning, problem-based learning, inquiry, etc. We will start by exploring our own values as teachers, discuss a couple of scenarios that could be aided by various active learning techniques, and brainstorm ideas to assist in situations that you prose. References and sources for exploring Active Learning will be provided.

What is Active LearningWhat is Active Learning

Engaged interaction- with subject, instructor, peers & learning process

Student cognitively aware of process of learning: Active listening, active reading, active

writing, active studying Instructor provides guided

opportunities for active performing

Engaged interaction- with subject, instructor, peers & learning process

Student cognitively aware of process of learning: Active listening, active reading, active

writing, active studying Instructor provides guided

opportunities for active performing

Gaining AttentionGaining Attention

The following types of activities serve the teacher and the students by…

Engaging studentsMaking students think about their

relationship to a subjectPointing out information gapsPriming students for learningGiving an indication of what unit/course is

aboutDiscovering misconceptions

The following types of activities serve the teacher and the students by…

Engaging studentsMaking students think about their

relationship to a subjectPointing out information gapsPriming students for learningGiving an indication of what unit/course is

aboutDiscovering misconceptions

Engaged Learning= ?Engaged Learning= ?

Engaged learning = (motivation) x (active learning)

Brophy: Motivation is acquired competence developed through cumulative experience Why are students demotivated? How

can we break it?

Engaged learning = (motivation) x (active learning)

Brophy: Motivation is acquired competence developed through cumulative experience Why are students demotivated? How

can we break it?

RiskRisk

Risk- students moving from dualist model of right and wrong to relative model- Challenges ideas of self and model of

how world works Relativistic model is unsafe. Grey.

Uncertainty You might fail, demonstrate poor

understanding

Risk- students moving from dualist model of right and wrong to relative model- Challenges ideas of self and model of

how world works Relativistic model is unsafe. Grey.

Uncertainty You might fail, demonstrate poor

understanding

RiskRisk

Engaged learning is about taking risks 4 types of students…(Covington…

motivational analysis)1. Deep Learners (success oriented) learn for

learning’s sake2. Over-Strivers- successful, not very confident

and always questioning their grades, anxious they will be exposed

3. Failure Avoiders- avoid tasks that are too challenging in order to avoid failure and questioning self worth

4. Failure Accepting- resigned to failure, disengaged

Engaged learning is about taking risks 4 types of students…(Covington…

motivational analysis)1. Deep Learners (success oriented) learn for

learning’s sake2. Over-Strivers- successful, not very confident

and always questioning their grades, anxious they will be exposed

3. Failure Avoiders- avoid tasks that are too challenging in order to avoid failure and questioning self worth

4. Failure Accepting- resigned to failure, disengaged

MotivationMotivation

enjoy it, value it, and believe you can succeed. When students don’t succeed or

feel they cannot, they would prefer to question and have others question their effort rather than their ability.

enjoy it, value it, and believe you can succeed. When students don’t succeed or

feel they cannot, they would prefer to question and have others question their effort rather than their ability.

Achieving FlowAchieving Flow

Wlodkowski- motivation Helping students achieve flow-

engagement. 1. goals are clear and compatible2. feedback is immediate and continuous

and relevant3. the challenge balances skills, knowledge

with stretching current capabilities – somewhere between “been there, done that and “dazed and confused”

Wlodkowski- motivation Helping students achieve flow-

engagement. 1. goals are clear and compatible2. feedback is immediate and continuous

and relevant3. the challenge balances skills, knowledge

with stretching current capabilities – somewhere between “been there, done that and “dazed and confused”

Your focusYour focus

I would like to better understand… What is going on in my students’

heads in class What my students are doing out of

class(In terms of studying…)

What skills and knowledge my students bring to the class

I would like to better understand… What is going on in my students’

heads in class What my students are doing out of

class(In terms of studying…)

What skills and knowledge my students bring to the class

Student QuestionsStudent Questions

What am I supposed to be learning?

Do I understand the material? How can I learn this stuff? What grade am I getting in this

course?

What am I supposed to be learning?

Do I understand the material? How can I learn this stuff? What grade am I getting in this

course?

Attitude InventoryAttitude InventoryThe word “assessment” is used to describe many types of activities. This anonymous survey will give me a sense of how people in this class view “assessments.” It may be that we are thinking of very different things when we use the word. Your answers are anonymous and wil only be used to help shape the instruction in this workshop. They will be destroyed immediately after the workshop. Choose the answer that best fits your first reaction to the question.

SD=strongly disagree, D=disagree, N=neutral, A=agree, SA=strongly agree

SD D N A SA When I think of assessments I think of tests of knowledge My students don’t know what I want from them Students today don’t have the same drive for learning that students did 10 years ago

Assessments let you know what students have learned I wish I knew what was going through my students’ heads during class

Assessments let you know how to teach Students today do not learn well from traditional teaching methods

Students are responsible for structuring their own learning Assessments let you know what you need to teach Everything that students produce is a form of assessment Testing takes too much time, otherwise I would use formative assessments more often

Concept TestConcept Test

1. As seen from your current location, when will an upright flagpole cast no shadow because the Sun is directly above the flagpole?

A. Every day at noon.B. Only on the first day of summer.C. Only on the first day of winter.D. On both the first days of spring and fall.E. Never from your current location.

1. As seen from your current location, when will an upright flagpole cast no shadow because the Sun is directly above the flagpole?

A. Every day at noon.B. Only on the first day of summer.C. Only on the first day of winter.D. On both the first days of spring and fall.E. Never from your current location.

What makes CATs Different

What makes CATs Different

Anonymous No judgment Focused (snapshot of engagement of class) Process oriented (formative) Shared among everyone

results evaluation

Make the teaching process transparent Make learning process transparent

Anonymous No judgment Focused (snapshot of engagement of class) Process oriented (formative) Shared among everyone

results evaluation

Make the teaching process transparent Make learning process transparent

Road signs that help guide you to your destination

Knowledge, Recall, Understanding

Knowledge, Recall, Understanding

Muddiest Point“What was the muddiest point in…”

1 minute paper“What was the most important thing you learned in class, What important question remains unanswered?”

Background knowledge probeList, familiarity, identify,

1 Sentence summary Who does what to whom when where and why?

Muddiest Point“What was the muddiest point in…”

1 minute paper“What was the most important thing you learned in class, What important question remains unanswered?”

Background knowledge probeList, familiarity, identify,

1 Sentence summary Who does what to whom when where and why?

Reaction to InstructionReaction to Instruction

Chain notesImmediately before this reached you, what were you thinking about?

Punctuated Lectures Did you get distracted? Reaction How were you recording new information? How were you connecting new & old info? What will come next in the lecture & why?

Punctuated reading

Chain notesImmediately before this reached you, what were you thinking about?

Punctuated Lectures Did you get distracted? Reaction How were you recording new information? How were you connecting new & old info? What will come next in the lecture & why?

Punctuated reading

Learner Self-AwarenessLearner Self-Awareness

Opinion Polls Native Americans who stay on the reservation

are better off than those who leave. Strongly disagree, disagree, neutral, agree, strongly agree

January’s unusually warm weather is due to global warming

Self-Confidence SurveyI know how to put my course into WebCTvery confident, confident, neutral ,unconfident, very unconfident

Opinion Polls Native Americans who stay on the reservation

are better off than those who leave. Strongly disagree, disagree, neutral, agree, strongly agree

January’s unusually warm weather is due to global warming

Self-Confidence SurveyI know how to put my course into WebCTvery confident, confident, neutral ,unconfident, very unconfident

Process- In classProcess- In class Group Instructional Feedback- answer 3

questions in small groups. Specific things your instructor does that

really help you, specific things that make it more difficult, 1 or 2 practical changes Someone else administer this

Group Instructional Feedback- answer 3 questions in small groups. Specific things your instructor does that

really help you, specific things that make it more difficult, 1 or 2 practical changes Someone else administer this

Process- Out of ClassProcess- Out of Class

Time Logs- What did you do, when, how long, where Create a log sheet Try it out yourself as you prepare for class Decide how many days CONS- students overestimate

Process analysis- describe the steps you took to [study, write, research] write the questions you have after reading each section of the textbook.

Time Logs- What did you do, when, how long, where Create a log sheet Try it out yourself as you prepare for class Decide how many days CONS- students overestimate

Process analysis- describe the steps you took to [study, write, research] write the questions you have after reading each section of the textbook.

Process- Out of ClassProcess- Out of Class

Dual entry journals solve the problem/tell me why you solved it

this way One side notes from text, one side reactions

to it

Teacher designed feedback form combine a variety of techniques, your own evaluation

Dual entry journals solve the problem/tell me why you solved it

this way One side notes from text, one side reactions

to it

Teacher designed feedback form combine a variety of techniques, your own evaluation

GeneralGeneral

RSQC2 Recall, summarize, question, connect,

comment Recall and list the most important ideas

from.. reading/class Write a sentence summarizing the ideas Write one question about the material Make one connection between the new

material and something else done in class Comment on how confident they had felt

[doing homework, understanding..]

RSQC2 Recall, summarize, question, connect,

comment Recall and list the most important ideas

from.. reading/class Write a sentence summarizing the ideas Write one question about the material Make one connection between the new

material and something else done in class Comment on how confident they had felt

[doing homework, understanding..]

Implementing CATsImplementing CATs

Start Small Easy CAT Class that is going well

Pick a CAT that clearly fits your goals Tell students trying something new Give clear directions Allow a little extra time Close the loop

Start Small Easy CAT Class that is going well

Pick a CAT that clearly fits your goals Tell students trying something new Give clear directions Allow a little extra time Close the loop

Your activities?Your activities?

Assessments=?Assessments=?On a note card write out:

1. One CAT that you will use2. The class you will use it in3. What you hope to get out of using

the CAT

On a note card write out:

1. One CAT that you will use2. The class you will use it in3. What you hope to get out of using

the CAT

ReferencesReferences

Angelo, T. & Cross, P. (1993) Classroom Assessment Techniques. A handbook for college teachers. San Francisco: Jossey-Bass.

Bloomhttp://www.nwlink.com/~donclark/hrd/bloom.html

CATS http://www.wcer.wisc.edu/archive/cl1/flag/cat/catframe.asp

CATS Marc's Flash Module (Requires Flash Player)

Angelo, T. & Cross, P. (1993) Classroom Assessment Techniques. A handbook for college teachers. San Francisco: Jossey-Bass.

Bloomhttp://www.nwlink.com/~donclark/hrd/bloom.html

CATS http://www.wcer.wisc.edu/archive/cl1/flag/cat/catframe.asp

CATS Marc's Flash Module (Requires Flash Player)