Transcript Cooperative learning - Innovative Educators

How To Improve Student Success By
Creating An Active Learning Environment
Debra Dunlap Runshe
Instructional Development Specialist
University Information Technology Services - Learning Technologies
Indiana University – Purdue University Indianapolis
Webinar Objectives
By the end of this webinar, participants will:
• articulate a rationale for using active learning in
the classroom
• describe instructional methods that encourage
active learning
• identify techniques that can be incorporated into
their classes to create an active learning
environment
• improve student retention and success
K–W-L
What do you
know about
active learning?
What would
What have you
you like to
learned about
know about
active learning?
active learning?
What is Active Learning?
Active Learning
CATs
simple
Short, low-risk
complex
Longer duration, higher-risk
(Bonwell & Sutherland, 1996)
Already doing it?
•
•
•
•
•
Writing exercises
Student presentations
Computer exercises
Labs
Tests
Why Active Learning?
Why Active Learning?
Research has shown that knowledge retention can
be significantly increased by creating a welcoming
environment and incorporating active learning
strategies into your teaching.
Bloom’s Taxonomy
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
(Bloom, 1956)
Seven Principles for Good Practice
1. Encourages contact between faculty and
students.
2. Develops reciprocity and cooperation among
students.
3. Uses active learning techniques.
4. Gives prompt feedback.
5. Emphasizes time on task.
6. Communicates high expectations.
7. Respects diverse talents and ways of learning.
(Chickering & Gamson, 1987)
Passive vs. Active Learning
• Students learn both passively and actively.
• Passive learning takes place when students
take on the role of “receptacles of knowledge”;
that is, they do not directly participate in the
learning process.
• Active learning is more likely to take place when
students are doing something besides listening.
(Ryans & Martin, 1989)
Retention of Information
After 24 hours, what percent of information is
retained by students in a lecture environment?
a) 5%
b) 10%
c) 20%
d) 40%
e) 50%
Passive vs. Active Learning
90
80
70
60
50
40
30
20
10
0
Lecture
Reading
Audio-Visual
Demonstration
Discussion
Practice by Doing
Teaching Others
Teaching Method
(Sousa, 2001)
Why Active Learning?
More Evidence on Impact:
Interactive engagement methods lead to
improved test performance
Collaborative learning methods enhance/improve
academic achievement, student attitudes, and
retention
Problem-based learning develops positive student
attitudes, interpersonal skills, problem solving and
lifelong learning skills, knowledge retention
Cooperative learning methods enhance student
achievement, interpersonal skills, self-esteem
(Prince, 2004)
Are there cons?
Start Right Away!
Use an active learning technique on the first day of
class – it sets an expectation of participation form
the very beginning of the semester.
Start with an activity that is quick and easy. This
will help students acclimate to your teaching style
as well as help them learn how to participate in
collaborative learning.
Start Right Away!
Find someone who___???
Start Right Away!
Two ways to actively engage your students
through the use of technology:
• Chat Sessions
• Discussion Forums
At the beginning of the semester:
• Assess student technology experience and
access to the environment.
• Include a demonstration of the online
environment.
• Establish ground rules for online interactions.
Start Right Away!
Where do I start?
• Include your students
in the learning process.
• Punctuate your
lectures.
• Deliver a series of
smaller lectures in
place of one long
lecture.
• Insert active learning
techniques.
Easy to Implement Techniques
Classroom Assessment Techniques (CATs) simple,
ungraded activities that can:
• provide feedback about how your students are
doing
• help your students monitor their own learning
• focus your students attention on course content
through reflection, writing, and speaking
• allow you to punctuate your lecture with
learning activities
Examples of Low-Preparation CATs
•
•
•
•
•
•
Background Knowledge Probe
Punctuated Lectures
Minute Paper
The Muddiest Point
Think – Pair – Share
Complete a Sentence Starter
(Angelo & Cross, 1993)
Purpose of a Background Knowledge Probe
For students, it highlights key information to
be studied, offering a preview of material to
come and/or a review of prior knowledge.
For teachers, it helps determine the best
starting point and the most appropriate level
for a lesson.
For both, it can be used for either pre- or
post-lesson assessment of learning.
Examples of Background Knowledge Probe
• Pro-Con Grid
• Survey/inventory
• Place yourself along
the continuum.
• “Signs up”
Background Knowledge Probe
How familiar are you with Angelo and Cross’s
Classroom Assessment Techniques: A Handbook
for College Teachers?
What assessment techniques, if applicable, do you
routinely use in your classes?
Pro-Con Grid
Develop a list of what you think would be pros and
cons of using active learning techniques and of
lecturing.
We will then come back together and share what
some of those pros and cons are.
Pro-Con Grid
Pros
Active
Learning
Strategies
Lecturing
Cons
Online Background Knowledge Probe
Large Lecture Techniques
• Pause 3 times for two
minutes each during a
lecture to allow students
to consolidate, share, and
compare notes.
• Assign short, ungraded
written exercises followed
by class discussion.
Give two mini-lectures
separated by a small
group study session built
around a study guide.
Focus Question
Think
While active learning has the potential to
revolutionize instruction, there are many reasons
why it doesn’t take place. What are barriers to
active learning in the classroom?
Focus Question
Think into the future
As students leave the university, what are the
skills, strategies, concepts, aptitudes, and personal
qualities that they will need to be a productive and
successful citizen in the coming years?
Focused Listing
Purpose: To help determine what learners recall about a
specific topic, including concepts they associate with a
central point.
When to use this?
Before, during or after a lesson.
Steps:
1. Students write key word at the top of a page.
For 2–3 minutes, jot down related terms important
to the understanding of that topic.
2. Pair up with peer, sharing lists and explanations of
why concepts were included. This will build their
knowledge base and clarify their understanding of the
topic.
One Minute Paper
What technique do you think you will implement in
your next course?
Specifically,
where do you
see its use?
Complete a Sentence Starter
Angelo and Cross’s “Minute Paper”, where
students typically respond
to two questions, is the
best-known and most
widely-used CAT
because...
Muddiest Point
What about incorporating
active learning and
classroom assessment
techniques into your
classroom is still
confusing to you?
Memory Matrix
Course Objective
To develop flexible strategies
for generating, revising,
editing and proofreading
To write and to read with an
awareness of purpose
appropriate to the needs of
the audience
To narrow the focus of an
essay, using a thesis
statement appropriately
Beginning
of
semester
routine
End of
semester
routine
Specific
evidence
of growth
Defining Features Matrix
What are the differences between formative
evaluation and summative evaluation?
Formative
Summative
Defining Features Matrix
What are the differences between formative
evaluation and summative evaluation?
Formative
Summative
• Developmental
• Non-graded
• Anonymous
• Occurs more frequently
•Formal
•Graded evaluations
(quizzes, exams, papers)
•Occurs at course
transitions
•Often too late for
students
Concept Maps
• Brainstorm terms and short phrases related to the
topic.
• Create a shape for your central topic.
• Create levels of association with shapes and
lines.
• Insert logical connectives on the lines connecting
the concepts (such as includes, excludes,
causes, results in, predicts, contradicts,
supports).
Concept Maps
Central
Theme
Subtopic
Detail
Subtopic
Subtopic
Concept Maps
Branches of
the
Government
Legislative
Senate
Congress
Executive
Judicial
House of
Representatives
Supreme
Court
President
Vice
President
Cooperative Learning
Basic components include:
• positive interdependence,
• individual and group accountability,
• promotive interaction,
• appropriate use of
social skills, and
• group processing.
(Johnson & Johnson, 2003)
Cooperative Learning Activities
• Learning new content
• Checking homework
• Test preparation and review
• Presentations and projects
• Labs and experiments
• Peer review
(Johnson & Johnson, 2003)
Wiki
Benefits of eLearning
• Low participants and shy students
sometimes open up.
• There are minimal off-task behaviors.
• Delayed collaboration is more extensive and rich
than real time; real time is more immediate and
personal.
• Students can generate tons of information or
case situations on the Web.
(Bonk & King, 1998)
Benefits of eLearning
• Minimal student disruptions
and dominance.
• Students are excited to
publish work.
• Many forms of online advice
are available. Practitioner,
expert, instructor, and student
online feedback are all
valuable and important.
(Bonk & King, 1998)
Benefits of eLearning
• With the permanence of the postings, one can
print out discussions and perform retrospective
analysis and other reflection activities.
• Discussion extends across the semester and
creates opportunities to share perspectives
beyond your classroom.
• Elearning encourages instructors to coach and
guide learning.
(Bonk & King, 1998)
Chat Room Activities
• Debate
• Guest Speaker
• Office Hours
Discussion Forum Activities
• Peer Review of Projects
• Scavenger Hunt
• Electronic Séance
• Jigsaw
PBL or PBL
Problem-Based Learning - a specific problem is
specified by the course instructor. Students work
individually or in teams over a period of time to
develop solutions to this problem.
Resource: http://www.udel.edu/inst/
Project-Based Learning - students have a great
deal of control of the project they will work on and
what they will do in the project. The project may or
may not address a specific problem.
Resource: http://www.bie.org/
How do I choose?
How do I Choose?
What do I want
my students to
know?
Objectives
What do I want
my students to
be able to do?
How will I assess
my students?
Activities
Assessments
How do I choose?
Course Objectives
Acquisition of knowledge
Acquisition of skills / attitudes
Personal Style
Limited interaction
Extensive interaction
Less control
More control
Student Experience
Inexperienced
Experienced
(Bonwell & Sutherland, 1996)
How do I choose?
Students are Active/Lower
Level of Risk
Demonstrations
Self-assessments
Brainstorming activities
Quizzes or tests
Lecture with pauses or discussion
Surveys/questionnaires
Students are Inactive/Lower
Level of Risk
Show a film for the entire class period.
Lecture for the entire class period.
Students are Active/Higher
Level of Risk
Role playing
Small group presentations
Individual presentations
Guided imagery exercise
Unstructured small group discussion
Responsive lecture
Students are Inactive/Higher
Level of Risk
Invite a guest speaker.
What do you think?
What techniques are suitable for your class?
What techniques are you already using?
Write down an area of your
course you believe is
appropriate for active
learning and the technique
you would use.
Plan, Plan, Plan
• Create your learning goals and objectives for the
session activity is to take place as well as the course.
• Plan the activity.
• Articulate your goals and objectives to your students
in verbal and written instructions.
• Debrief after the activity. What did they learn? What
about the process?
• Assess the activity.
• Refine the objectives, activity, and assessment for
next time.
Words of Wisdom
When I hear, I forget.
When I hear and see, I remember a little.
When I hear, see, and ask questions about it or
discuss it, I begin to understand.
When I hear, see, discuss, and do, I acquire
knowledge and skill.
(Silberman, 1996)
Final thoughts...
Resources...
Resources
Publications
Angelo, T. A. & Cross, K. P. (1993). Classroom assessment techniques:
A handbook for college teachers. San Francisco: Jossey-Bass.
Bean, J. C. (1996). Engaging ideas: The professor's guide to
integrating writing, critical thinking, and active learning in the
classroom. San Francisco: Jossey-Bass.
Bligh, D. A. (2000). What's the use of lectures? San Francisco: JosseyBass.
Bonk, C.J. & Zhang, K. (2008). Empowering online learning: 100+
activities for reading, reflecting, displaying, & doing. San Francisco,
CA: Jossey-Bass.
Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating
excitement in the classroom. ASHE-ERIC Higher Education Report,
no. 1. Washington, D.C.: The George Washington University, School
of Education and Human Development.
Resources
Publications
Bransford, J. D., Brown, A. L., Cocking., R. R. (Eds.). (2000). How
people learn: Brian, mind, experience, and school. Washington, DC:
National Academy Press.
Chickering, A. W., and Gamson, Z. F. (1987). Seven principles for good
practice in undergraduate education. AAHE Bulletin 39(7): 3-7.
Chickering, A., & Erhmann, S. (1996, October). Implementing the
seven principles: Technology as lever. AAHE Bulletin, October.
Retrieved from http://www.tltgroup.org/programs/seven.html
Davis, B. G. (2009). Tools for teaching (2nd ed.). San Francisco:
Jossey-Bass.
Diamond, R. M. (2008). Designing & assessing sources & curricula: A
practical guide (3rd ed.). San Francisco: Jossey-Bass.
Resources
Publications
Finkel, D. L. (2000). Teaching with your mouth shut. Portsmouth, NH:
Boynton/Cook Publishers.
Halpern, D. F. & Hakel, M. D. (2003). Applying the science of learning.
Change. (July/August). 37-41.
Hatfield, S. R. editor; with David G. Brown ... [et al.]; and special
sections by Martin Nemko, contributing editor. (1995). The seven
principles in action: improving undergraduate education. Bolton, MA:
Anker Publishing.
Johnson, D. W. & Johnson, R. T. (1994). Learning together and alone:
Cooperative, competitive, and individualistic learning (4th ed.).
Needham Heights, MA: Allyn and Bacon.
Johnson, D. W. & Johnson, R. T. (2003). Joining together: Group theory
and group skills. (8th ed.). Boston, MA: Allyn and Bacon.
Resources
Publications
Johnson, D. W. & Johnson, R. T. (2004). Assessing student in groups:
Promoting group responsibility and individual accountability.
Thousand Oaks, CA: Corwin Press.
Kuh, G. D., Pace, C. R. & Vesper, N. (1997). The development of
process indicators to estimate student gains associated with good
practices in undergraduate education. Research in Higher Education
38(4):435-454.
MacGregor, J. (2000). Strategies for energizing large classes: From
small groups to learning communities. San Francisco: Jossey-Bass.
Meyers, C. & Jones, T. B. (1993). Promoting active learning: Strategies
for the college classroom. San Francisco: Jossey-Bass.
Millis, B. J., & Cottrell, P. G. (1998). Cooperative learning for higher
education faculty. Phoenix, AZ: Oryx Press.
Resources
Publications
Pascarella, E. T., & Terenzini, P. T. (1998). Studying college students
in the 21st century: Meeting new challenges. The Review of Higher
Education, 21(2),151-165.
Shank, P. (Ed.). (2007). The online learning idea book: 95 proven way
to enhance technology-based and blended learning. San Francisco,
CA: Pfeiffer.
Silberman, M. L. (1996). Active learning: 101 strategies to teach any
subject. Boston: Allyn & Bacon.
Sousa, D. A. (2001). How the brain learns: A classroom teacher's guide
(2nd ed.). Thousand Oaks, CA: Corwin Press.
Svinicki, M. D. (2004). Learning and motivation in the postsecondary
classroom. Bolton, MA: Anker Pub. Co.
Resources
Problem-Based Learning Resources
Illinois Mathematics and Science Academy Center for Problem-Based
Learning
http://www2.imsa.edu/programs/pbl/cpbl.html
Maricopa Center for Teaching and Learning
http://www.mcli.dist.maricopa.edu/pbl/
Samford University
http://www.samford.edu/ctls/archives.aspx?id=2147484112
Problem-Based Learning at McMaster University
http://chemeng.mcmaster.ca/pbl/pbl.htm
University of Delaware
http://www.udel.edu/inst/
Resources
Project-Based Learning Resources
Buck Institute for Education: Project-Based Learning
http://www.bie.org/
National Academy Foundation
http://naf.org/files/PBL_Guide.pdf
University of Indianapolis Center of Excellence in Leadership of
Learning (CELL)
http://cell.uindy.edu/PBL/pblresources.php
Resources
Case Study Teaching Resources
National Center for Case Study Teaching in Science
http://ublib.buffalo.edu/libraries/projects/cases/case.html
Virginia Tech Case Study Site
http://www.edtech.vt.edu/edtech/id/models/casebased.html
Harvard University Case Site for Business
http://www.hbs.edu/case/index.html
Penn State University Case Site
http://tlt.its.psu.edu/suggestions/cases/
Institute for Case Development
http://www.wested.org/icd/welcome.html
Thank You for Your Participation!
Debra Dunlap Runshe, Instructional Development Specialist
University Information Technology Services – Learning Technologies
Indiana University-Purdue University Indianapolis
Information Technology and Communications Complex (IT 342H)
535 West Michigan Street, Indianapolis, IN 46202
Phone: 317-278-0589
Email: [email protected]