Active Learning - Bilkent University
Download
Report
Transcript Active Learning - Bilkent University
Active Learning
Engaging and motivating students
A workshop developed for
Bilkent University by
Gordon Suddaby
Gordon Suddaby - [email protected]
From the Seven Principles for Good Practice in Undergraduate
Education by Arthur W. Chickering and Zelda F. Gamson
3. Good Practice Encourages Active Learning
Learning is not a spectator sport. Students do not learn
much just sitting in classes listening to teachers,
memorizing pre-packaged assignments, and spitting out
answers.They must talk about what they are learning,
write about it, relate it to past experiences, and apply it
to their daily lives.They must make what they learn
part of themselves.
Gordon Suddaby - [email protected]
It’s what the student does!
Biggs and Tang, (2007) chap. 2
Chickering and Gamson’s principle 3 aligns with Biggs and Tang’s
view that we need to be teaching according to how students
learn.
(Seven Principles for Good Practice in Undergraduate Education. AAHE
Bulletin March 1987).
This aligns with Wittrock’s research which said that activity was
better than inactivity
(Handbook of research on teaching, M.C.Wittrock - 1986 )
It is also about engagement; High quality teaching implies
recognising that students must be engaged with the content of learning
tasks in a way that is likely to enable them to reach understanding...
Ramsden, 2003 cited in Bryson and Hand, 2007
Gordon Suddaby - [email protected]
Activity 12: Engaging students actively
Briefly outline a strategy/activity that you use
and find successful in engaging students in your
class
Be prepared to discuss this and to explain why you
believe it is successful
Gordon Suddaby - [email protected]
Remember!
When you have a class of students sitting on their chairs
looking at you, you can be sure of two things!
Gordon Suddaby - [email protected]
Remember!
When you have a class of students sitting on their chairs
looking at you, you can be sure of two things!
1: They are sitting on their chairs
Gordon Suddaby - [email protected]
Remember!
When you have a class of students sitting on their chairs
looking at you you can be sure of two things!
1: They are sitting on their chairs
AND
2: They are looking at you!!!
Gordon Suddaby - [email protected]
...And also most people learn...
10% of what they read
20% of what they hear
30% of what they see
50% of what they see and hear
70% of what they talk over with others
80% of what they do and use in real life
90% of what they teach to someone else
Biggs, 1999 attributed to Glaser.
Gordon Suddaby - [email protected]
What is active learning and does it
help?
Definition
Active learning is generally defined as any instructional method that
engages students in the learning process. (It includes Cooperative
Learning, Collaborative learning and Problem based learning).
(Prince, 2004)
There are two core aspects to using active learning
approaches:
Using it in traditional lecture classes to maintain interest and
attention
And
2. To promote student engagement with the material
1.
Gordon Suddaby - [email protected]
What are the effects of activity on
learning?
It:
Enhances attention and concentration
Heightens preparedness
Enhances performance
Increases alertness (through increased adrenaline)
Enhances retention
Increases motivation
Enhances engagement
Gordon Suddaby - [email protected]
Caveats!
But:
It is important to realise that the actual activity influences the
learning
So:
Ensure that the activity is seen as relevant and contributing to
the learning process e.g. By encouraging students to think
about what they are learning
Gordon Suddaby - [email protected]
What sort of activities might be used?
Physical actions
Cooperative activities
Collaborative activities
Problem-based approaches
Gordon Suddaby - [email protected]
Types of Activities
Teacher -directed
Peer-directed
Self-directed
Gordon Suddaby - [email protected]
Teacher directed activities are best
where...
in-depth work is required
the teacher is the expert
the focus is prioritised content
knowledge needs to be imparted, explained, clarified
feedback is needed
understanding can be deepened through teacher-student
interaction
Gordon Suddaby - [email protected]
Types of Teacher-directed activities
Lectures and class teaching
Tutorials
Laboratories
Studios
Class presentations
Concept mapping
Questioning
Seminars
Think-aloud modelling
Brainstorming
Pyramiding
...
Gordon Suddaby - [email protected]
Peer directed activities are best for...
elaborating and broadening
enabling judgments about standards to be made
increasing understanding
providing different perspectives
encouraging insights
enhancing motivation
increasing self-concept
...
(Peer Directed activities are often set up by teachers);
Gordon Suddaby - [email protected]
Types of Peer directed activities
Syndicate groups
Buzz groups
Jigsaw
Problem solving groups
Learning partners
Reciprocal questioning
Postbox groups
Project teams
‘Snowballs’
...
Gordon Suddaby - [email protected]
Self Directed activities are best for...
encouraging autonomy
enhancing learning
seeking new information
utilising information
evaluating importance of information
solving non-text type problems
developing reflection
focusing on self-improvement
...
Gordon Suddaby - [email protected]
Types of self-directed activities
Note keeping
Note taking and making
Strategic and additional reading
Writing within the discipline
Using concept maps
SQ3R (survey, question, read, reflect, review)
Revision
B.I.G (Beyond information given)
W.I.G.(without information given)
All study skills
...
Self Directed activities involve independent learning and study – a key objective of
higher education requiring motivation, relevance and study skills
Gordon Suddaby - [email protected]
Encouraging and enhancing selfdirected activity by...
Embedding time management advice and practices into
your programme
Embedding study skills strategies into your teaching
Embedding a range of other useful strategies
Encouraging and acknowledge (value) reflection
Gordon Suddaby - [email protected]
Further motivational and active
strategies -1
Building on the known.
Review and link work
Use familiar examples as illustrations
Use and explain parallels
Use cross reference
Curriculum design (incorporating real-world
examples)
Gordon Suddaby - [email protected]
Further motivational and active
strategies - 2
Maximising structure;
Avoid content overload
Avoid rambling
Provide ‘advance organisers’
Involve ‘attention grabbers’
Avoid over-simplification
Incorporate reflective experiences
Ensure materials are linked
Make the material accessible
Provide students with ‘clues’
Avoids ‘spoon feeding’
Avoid giant ‘intellectual leaps’
Gordon Suddaby - [email protected]
Further motivational and active
strategies - 3
Use error constructively
Involves formative assessment
Support a climate where its ok to make mistakes
Encourages risk taking
Enables misconception to be identified and
correctedUse discussion and debate
Subtle questioning
...
Gordon Suddaby - [email protected]
Twelve Active Learning Strategies
Opening question
Introductory ‘Think-Pair-Share’
Focused listing
Brainstorm
Questions?
“The blank slide!”
Think-pair-share
Note check
Question and answer pairs
Two minute paper
‘One last question...’
One final question
Reference: University of Minnesota Centre for Teaching and Learning
Gordon Suddaby - [email protected]
Using powerpoint actively
“If the only tool you have is a hammer, then every problem looks
like a nail!”
List the strengths and weaknesses of this tool
Advantages of powerpoint.
Gordon Suddaby - [email protected]
Disadvantages of powerpoint
Using powerpoint actively 1
Gaining attention
A dramatic image
A blank slide
A video clip
Add music
Provide a roadmap of the session
List objectives
Review progress so far
Display an ‘opening question’
Display an initial activity
Gordon Suddaby - [email protected]
Teaching that promotes learning...
Focuses on;
Allowing students to make choices
Encourages students to develop reflection and
self-evaluation capability
Offering a variety of experiences
Providing a realistic and feasible workload
Giving prompt and effective feedback
Gordon Suddaby - [email protected]