Upload
peter-newbury
View
226
Download
0
Embed Size (px)
Citation preview
CIRTL – The College Classroom Meeting 5:
Active Learning
February 25, 2016
Unless otherwise noted, content is licensed under
a Creative Commons Attribution- 3.0 License.
Peter Newbury
Center for Engaged Teaching, UC San Diego
Tom Holme
Department of Chemistry, Iowa State University
collegeclassroom.ucsd.edu
Constructivist theory of learning
Active Learning - collegeclassroom.ucsd.edu 2
Students need to construct their own understanding of the
concepts, where
each student assimilates new material into their own
framework of initial understanding and preconception
each student confronts their (mis)understanding of the
concepts
What the best college teachers do[1]
Active Learning - collegeclassroom.ucsd.edu 3
“More than anything else, the best teachers try to create a
natural critical learning environment: natural
because students encounter skills, habits, attitudes, and
information they are trying to learn embedded in questions
and tasks they find fascinating – authentic tasks that arouse
curiosity and become intrinsically interesting, critical
because students learn to think critically, to reason from
evidence, to examine the quality of their reasoning using a
variety of intellectual standards, to make improvements
while thinking, and to ask probing and insightful questions
about the thinking of other people.”
In natural critical learning environments
Active Learning - collegeclassroom.ucsd.edu 4
“students encounter safe yet challenging conditions in
which they can try, fail, receive feedback, and try again
without facing a summative evaluation.”[1]
try
fail receive
feedback
Active learning increases student performance
in science, engineering and mathematics[2]
Active Learning - collegeclassroom.ucsd.edu 5
Meta-analysis of 225 research studies that explored the
impact of active learning:
Active learning engages students in the process of learning
through activities and/or discussions in class, as opposed to
passively listening to an expert. It emphasizes higher-order
thinking and often involves group work.
(Freeman et al., pp 8413-8414)
Active Learning - collegeclassroom.ucsd.edu 6
What do you feel is the most important finding in
Freeman et al., Bhatia’s Wired post, or Wieman’s commentary?
Use the textbox tool to write on this page.
Active Learning - collegeclassroom.ucsd.edu 7
Researchers compared
assessment scores of
students in active
classes to traditional
classes. This is roughly
how many standard
deviations the average
of the active learning
grades are above the
traditional grades.
Figure 2
Active Learning - collegeclassroom.ucsd.edu 10
Conclusion:
Active learning
increases student
performance
Figure 2
Wieman (2014) [3]
Active Learning - collegeclassroom.ucsd.edu 11
This is like a histogram
showing how many active
classes and how many
traditional classes have
failure rates of 0-10%, 10-
20%...
Figure 1
Active Learning - collegeclassroom.ucsd.edu 12
Conclusion:
Failure rates in
active classes drop
significantly.
Figure 1
Active Learning - collegeclassroom.ucsd.edu 13
Conclusion:
Failure rates in
active classes drop
significantly.
Figure 1
Bigger Conclusion:
Under-represented
minorities and
women make up a
disproportionate
number of students who fail STEM classes. Fewer
failures means enhanced success for URM and women.
Active Learning
Active Learning - collegeclassroom.ucsd.edu 14
student-centered instruction traditional instruction
peer instruction with clickers
think – pair – share (TPS)
demonstrations/artefacts
surveys of opinions
whiteboards
videos
Active Learning - collegeclassroom.ucsd.edu 15
student-centered instruction
Poll
Active Learning - collegeclassroom.ucsd.edu 16
How many of these instructional strategies have you
experienced (as a student or as an instructor)?
peer instruction (clickers) think-pair-share surveys
whiteboards in-class demonstrations videos
A) none of them
B) 1
C) 2-3
D) 4-6
E) another strategy I want to tell the class about
peer instruction with clickers
think – pair – share (TPS)
demonstrations/artefacts
surveys of opinions
whiteboards
videos
Active Learning - collegeclassroom.ucsd.edu 17
student-centered instruction
(Question: Sujatha Raghu from Braincandy via LearningCatalytics)
(Image: CIM9926 by number657 on flickr CC)
Discussion (peer instruction)
Melt chocolate over low heat. Remove the chocolate from
the heat. What will happen to the chocolate?
A) It will condense.
B) It will evaporate.
C) It will freeze.
Active Learning - collegeclassroom.ucsd.edu 18
Chemistry learning outcomes
Active Learning - collegeclassroom.ucsd.edu 19
Students will be able to
name all 6 changes of state
translate back and forth between technical (“melt”) and
plain English (“solid into liquid”)
Chemistry learning outcomes
Active Learning - collegeclassroom.ucsd.edu 20
Students will be able to
name all 6 changes of state
translate back and forth between technical (“melt”) and
plain English (“solid into liquid”)
Imagine… misconception?
Typical Episode of Peer Instruction
Active Learning - collegeclassroom.ucsd.edu 21
1. Instructor poses a conceptually-challenging
multiple-choice question.
2. Students think about question on their own and vote
using clickers, colored ABCD cards, devices,…
3. The instructor asks students to turn to their neighbors
and “convince them you’re right.”
4. After that “peer instruction”, students may vote again.
5. The instructor leads a class-wide discussion concluding
with why the right answer(s) is right and the wrong
answers are wrong.
Next week’s meeting will be
all about peer instruction.
A 50.0 L cylinder of Cl2 with a pressure of 103,401 torr springs a leak.
The following day the pressure is found to be 41,361 torr and the
temperature is 20 oC. How many moles of Cl2 escaped?
1. 85.0
2. 113
3. 170
4. 207
5. 280
Active Learning - collegeclassroom.ucsd.edu 22
A 50.0 L cylinder of Cl2 with a pressure of 103,401 torr springs a leak.
The following day the pressure is found to be 41,361 torr and the
temperature is 20 oC. How many moles of Cl2 escaped?
1 2 3 4 5
4% 5%8%
66%
17%
1. 85.0
2. 113
3. 170
4. 207
5. 280
Active Learning - collegeclassroom.ucsd.edu 23
What was the first step you took in
solving this problem?
1. Converting torr to atmosphere (atm)
2. Calculating molar mass of Cl2
3. Converting temperature into Kelvin
4. Finding initial pressure in atm
5. Finding the change in pressure in torr
6. Looking up the value of R (gas const.)
7. Rearranging PV=nRT to isolate “n”
8. I read the problem and didn’t know where to start
Active Learning - collegeclassroom.ucsd.edu 24
What was the first step you took in
solving this problem?
6%
18%
1%
12%
5%
12%
1%
45% 1. Converting torr to atmosphere (atm)
2. Calculating molar mass of Cl2
3. Converting temperature into Kelvin
4. Finding initial pressure in atm
5. Finding the change in pressure in torr
6. Looking up the value of R (gas const.)
7. Rearranging PV=nRT to isolate “n”
8. I read the problem and didn’t know where to start
Active Learning - collegeclassroom.ucsd.edu 25
Rate your mental effort on this
problem.
1. Very little
2. Little
3. Moderate
4. Much
5. Very much
Active Learning - collegeclassroom.ucsd.edu 26
Rate your mental effort on this
problem.
1 2 3 4 5
5% 11%28%37%19%
1. Very little
2. Little
3. Moderate
4. Much
5. Very much
Active Learning - collegeclassroom.ucsd.edu 27
peer instruction with clickers
think – pair – share (TPS)
demonstrations/artefacts
surveys of opinions
whiteboards
videos
Active Learning - collegeclassroom.ucsd.edu 28
student-centered instruction
Think-Pair-Share (Physics)
Active Learning - collegeclassroom.ucsd.edu 29
If for every action there is
a reaction, how does
anyone win a tug-of-war?
(Image: Universidad Europea de Madrid, CC-BY-NC-ND)
Write down your thoughts.
Then discuss it with your neighbors.
Think – Pair – Share (TPS)
Active Learning - collegeclassroom.ucsd.edu 30
(origin of peer instruction)
1. instructor poses interesting question or thought prompt
2. invites each student to think
[and write thoughts on an index card]
3. instructor asks students to pair with a neighbor to
discuss their thinking
4. instructor moderates class-wide discussion where
students share their thinking with the entire class
(TPS can be source for peer instruction questions next term.)
peer instruction with clickers
think – pair – share (TPS)
demonstrations/artefacts
surveys of opinions
whiteboards
videos
Active Learning - collegeclassroom.ucsd.edu 31
student-centered instruction
In-class demonstrations
Active Learning - collegeclassroom.ucsd.edu 33
1. Instructor (meticulously) sets up the equipment, flicks
a switch, “Taa-daaah!
2. Students
don’t know where to look
don’t know when to look, miss “the moment”
don’t recognize the significance of the event
amongst too many distractions
In-class demonstrations
Active Learning - collegeclassroom.ucsd.edu 34
1. Instructor (meticulously) sets up the equipment, flicks
a switch, “Taa-daaah!
2. Students
don’t know where to look
don’t know when to look, miss “the moment”
don’t recognize the significance of the event
amongst too many distractions
To engage students and focus their attention on the key
event, get students to make a prediction (using
clickers, for example)
Clicker question
Active Learning - collegeclassroom.ucsd.edu 35
A ball is rolling around
the inside of a circular
track. The ball
leaves the track
at point P.
Which path
does the ball
follow?
P
A
B C
E
D
(adapted from Eric Mazur)
Interactive Lecture Demos (ILD) [6]
Active Learning - collegeclassroom.ucsd.edu 36
By making a prediction, each student
cares about the outcome (“Did I get it right?”)
knows when to look (can anticipate phenomenon)
knows where to look (sees phenomenon occur)
gets immediate feedback about his/her understanding
of the concept
is prepared for your explanation
Artefacts
Active Learning - collegeclassroom.ucsd.edu 37
Bring things – real things – to class/section.
Don’t just tell students what
they’re looking at. Ask them
what they notice, what they
think it is.
Artefacts courtesy of Ben Volta
Image: Peter Newbury
“Ask me a question an
archaeologist would ask.”
peer instruction with clickers
think – pair – share (TPS)
demonstrations/artefacts
surveys of opinions
whiteboards
videos
Active Learning - collegeclassroom.ucsd.edu 38
student-centered instruction
What do you see?
Active Learning - collegeclassroom.ucsd.edu 40
A) old lady
B) young woman
Let your students contribute
authentic data.
(For sensitive issues, clickers
can be set to “anonymous.”)
peer instruction with clickers
think – pair – share (TPS)
demonstrations/artefacts
surveys of opinions
whiteboards
videos
Active Learning - collegeclassroom.ucsd.edu 41
student-centered instruction
Example of a white board When students have to draw, even from a template (the basics of a power plant were on the board) and then annotate, you can find out new, important things.
Active Learning - collegeclassroom.ucsd.edu 42
Whiteboards = practice[8,9]
Active Learning - collegeclassroom.ucsd.edu 43
Use whiteboards to give your students practice
analyzing summarizing deriving illustrating
computing drafting brainstorming presenting
Tips:
groups of 3-4 with 1 pen per person
encourage students to show their thinking, not just
the final analysis
train students to listen to each other’s presentations
peer instruction with clickers
think – pair – share (TPS)
demonstrations/artefacts
surveys of opinions
whiteboards
videos
Active Learning - collegeclassroom.ucsd.edu 44
student-centered instruction
Showing video in class
Active Learning - collegeclassroom.ucsd.edu 45
There are times when a video is the perfect resource.
Archimedes’ Principle
In today’s Physics class, we’re
going to study buoyancy and
Archimedes’ Principle.
http://tinyurl.com/TCCdemo
(Paul Hewitt video) (Image: Wikimedia Commons – public domain)
Showing video in class
Active Learning - collegeclassroom.ucsd.edu 46
The students do not
select the video
check it contains key events
anticipate key events
recognize key events
interpret key events
relate key events to
class concepts
Showing video in class
Active Learning - collegeclassroom.ucsd.edu 47
The students do not
select the video
check it contains key events
anticipate key events
recognize key events
interpret key events
relate key events to
class concepts
instructor does this
before class
Showing video in class
Active Learning - collegeclassroom.ucsd.edu 48
The students do not
select the video
check it contains key events
anticipate key events
recognize key events
interpret key events
relate key events to
class concepts
instructor does this
before class
instructor does this unconsciously,
(expert blindness)
Showing video in class
Active Learning - collegeclassroom.ucsd.edu 49
The students do not
select the video
check it contains key events
anticipate key events
recognize key events
interpret key events
relate key events to
class concepts
instructor does this
before class
instructor does this unconsciously,
(expert blindness)
This is what you want to do in class!
Anticipate and recognize are
necessary for rich discussion/analysis.
Videos: implications for instructors
Active Learning - collegeclassroom.ucsd.edu 50
Coach the students how to watch the video like an
expert:
As you watch this video…
watch for when the A starts to B.
count how often the C does D.
watch the needles on the scales as water drains.
Don’t “give away” the key event (Notice the buoyant force
is equal to the weight of the fluid displaced.) That’s what
the follow-up discussion is for. Help the students get
prepared for that discussion.
Q: What’s the goal of these techniques?
Active Learning - collegeclassroom.ucsd.edu 51
A: To give students an opportunity to
successfully practice thinking and
talking in expert-like ways.
Q: What’s the goal of these techniques?
Active Learning - collegeclassroom.ucsd.edu 52
A: To give students an opportunity to
successfully practice thinking and
talking in expert-like ways.
Discussions create opportunities for students to
share their understanding, opinions, ideas
hear other students’ ideas, viewpoints
practice communicating like experts
get timely feedback from peers and instructor
contribute to a new, shared understanding of the concepts
To make discussions useful,
the instructor must
Active Learning - collegeclassroom.ucsd.edu 53
ensure students come to class prepared to contribute to
the discussion
o pre-readings that students want to complete (for marks?)
build into the lesson time/tasks/structure for thinking,
listening, getting feedback from peers and instructor
moderate activity so MANY (EVERY?) students speak
o talking stick, pass the duck, popsicle sticks, pass around an
artefact: ensure not just enthusiastic volunteers talking
o be aware of microaggressions: your unconscious bias to not
select students because of their appearance (especially gender,
race, differently abled) [11]
Is Lecture Dead?
Active Learning - collegeclassroom.ucsd.edu 54
No! There is still a time and place for lecture. You can
lecture (for 10-15 minutes) when the students are
prepared to learn[13]:
active learning has activated the concepts in students’
memories, aroused their curiosity
students have tried, failed, received feedback, tried
again and are waiting for confirmation
students are prepared to recognize and appreciate the
expertise you’re about to share with them
peer instruction with clickers
think – pair – share (TPS)
demonstrations/artefacts
surveys of opinions
whiteboards
videos
Active Learning - collegeclassroom.ucsd.edu 55
To enhance
students learning and
retention, some instruction must
be interactive and student-centered.
That’s how people learn.
References
Active Learning - collegeclassroom.ucsd.edu
57
1. Bain, K. (2004). What the Best College Teachers Do. Cambridge, MA: Harvard University Press
2. Freeman, S., Eddy, S.L. McDonough, M., Smith, M., Okoroafor, N., Jordt,. H. & Wenderoth, M.P. (2014) Active learning increases student
performance in science, engineering, and mathematics. PNAS 111, 23, 8410–8415.
3. Wieman, C. (2014). Large-scale comparison of science teaching methods sends clear message. PNAS 111, 23, 8319–8320.
4. Worthen, M. (2015, October 17). Lecture Me. Really. The New York Times. Retrieved October 26, 2015 from nyti.ms/1jLwbBk.
5. Eyler, J. (October 20, 2015). Active Learning Is Not Our Enemy: A Response to Molly Worthen. Retrieved October 26, 2015 from
josheyler.wordpress.com/2015/10/20/active-learning-is-not-our-enemy-a-response-to-molly-worthen/
6. Get the full story of ILDs at serc.carleton.edu/introgeo/demonstrations/index.html
7. Newbury, P. (23 Aug 2013). You don’t have to wait for the clock to strike to start teaching. Retrieved 3/3/2014 from
ctd.ucsd.edu/2013/08/you-dont-have-to-wait-for-the-clock-to-strike-to-start-teaching/.
8. Noschese, F. The $2 Interactive Whiteboard. Retrieved November 18, 2013, from fnoschese.wordpress.com/2010/08/06/the-2-interactive-
whiteboard/
9. Seddon, S. Biological Whiteboarding - The use of mini whiteboards in my Biology class. Retrieved November 18, 2013 from
totallylearnedas.wordpress.com/2013/11/18/biological-whiteboarding
10. Weimer, M. Effective Ways to Structure Discussion. Retrieved February 2, 2015 from www.facultyfocus.com/articles/teaching-professor-
blog/effective-ways-structure-discussion
11. Wing Sue, D. Microaggressions in Everyday Life. Retrieved June 19, 2015, from https://www.psychologytoday.com/blog/microaggressions-in-
everyday-life/201011/microaggressions-more-just-race
12. Eagan, M. K., Stolzenberg, E. B., Berdan Lozano, J., Aragon, M. C., Suchard, M. R. & Hurtado, S. (2014). Undergraduate teaching faculty:
The 2013–2014 HERI Faculty Survey. Los Angeles: Higher Education Research Institute, UCLA.
http://www.heri.ucla.edu/facPublications.php
13. Schwartz, D. L., & Bransford, J. D.. (1998). A Time for Telling. Cognition and Instruction, 16(4), 475–522. Retrieved from
http://www.jstor.org/stable/3233709