Transcript The interactive classroom: Using active strategies

THE INTERACTIVE
CLASSROOM: USING
ACTIVE STRATEGIES
Michelle M. Byrne PhD, RN, CNOR, CNE
Professor of Nursing
University of West Georgia
Sue E. Bingham PhD, RN, CNE
Professor of Nursing
Clayton State University
Introductions
WELCOME!!!!
• Describe fundamental concepts used to engage students
• Differentiate student centered and teacher centered
activities
• Participate in active learning strategies
• Integrate classroom assessment techniques in your
teaching practices.
National Initiatives
“The explosion of knowledge and decisionscience technology also is changing the way
health professionals access, process, and
use information. No longer is rote
memorization and option.”
The Future of Nursing: Leading Change, Advancing Health
(Institute of Medicine, 2011)
National Initiatives
“Teachers must change their assumptions
about teaching and their approach to fostering
student learning in four ways…”
1.
2.
3.
4.
Shift from decontextualized knowledge to teaching
salience, situated cognition, and action
Shift from separation of classroom and clinical
education to integration of classroom and clinical
teaching
Shift to an emphasis on multiple ways of thinking which
include critical thinking
Shift from socialization and role taking to role formation
The Carnegie Foundation for the Advancement of Teaching:
Educating Nurses: A Call for Radical Transformation (2010)
Benner, P., Sutphen, M., Leonard, V. & Day, L.
Cognitive psychology (2014)
Reflective 3 minute paper
• Please write down how you learn best.. Think of past
experiences in nursing of learning something difficult
• Cognitive, Affective, Psychomotor
Pair-Share
• Talk to a neighbor… are there similarities or differences to
how you learn the best….
Constructivism
Building
Growing
Constructivism Assumptions
• Learning is an active search for meaning
• Meaning requires understanding wholes as
well as parts
• Students use past experiences to perceive
the world
• Purpose of learning is for individuals to
construct their own meaning not memorize
• Knowledge is created
Brandon & All (2010)
Myths/Illusions of Learning
• Reading, reading, and re-reading
• Overconfidence
• Intelligence is fixed
• Memory is infallible
• Learning styles are fixed and
predictive
Claims made in Make it Stick
• Learning is deeper and has increased durability when
•
•
•
•
students struggle.
We are poor judges of when we are learning… struggles
are part of the process.
Re-reading is not a productive strategy.
Retrieval practice is more effective than re-reading.
Spacing out practice (interleave) leads to increased
learning.
More claims…
• You do not need to learn in your preferred learning style. ..
“Go wide”
• Extracting underlying principles and rules will lead to more
learning…
• All new learning requires prior knowledge.
• Learning = brain changing and adapting
How learning occurs
• Encoding
• Consolidation
• Retrieval
Re-reading
• Time-consuming
• Does not lead to durable memory
• Leads to self-deception… increased familiarity can lead to
false sense of mastery.
To learn= retrieve
• Repeated retrieval… embeds knowledge
• Brain reacts before the mind thinks…
• Space out retrieval… allowing some time to forget..
Leads to stronger long-term retention.
• Effortful and repeated
Reflection… (a form of retrieval)
• What happened? (description)
• What did I do? (or not do)
• What was the outcome?
• What would I do differently in the future?
Reflection…… what is that?
What is reflective learning?
Reflection
Critical
Thinking
Active
Learning
Critical
Reflection
Emotional
Intelligence
Theoretical Underpinnings
• Theory of Knowing – John Dewey
• Experiential Learning – David Kolb
Zabrowski & Slaski –
Theory of Self-Awareness
Incorporating Reflective Learning in Nursing
Analyze &
Reframe
Experience
• Three Loop Approach
Identify
Reasons
Question
Underlying
Frameworks
• (Aronson, 2010)
How To Incorporate Reflective Learning In
Nursing Education
1. Define reflection
2. Decide on learning goals for reflective exercise
3. Choose an appropriate instructional method
(structured vs. unstructured)
4. Make a plan for ethical or emotional dilemmas
5. Create a conducive learning environment
6. Provide feedback and follow-up
(Aronson, L., 2010)
Critical incident technique (Brookfield, 2006)
• At what moment in class were you most
engaged?
• At what moment were you most distanced?
• What action by anyone in the room this
week did you find most affirming or helpful?
• What action did you find most confusing or
intimidating?
• What surprised you most about the class
this week?
Learning journals (Brookfield, 2006)
• Integrates the
• He uses a Critical
emotional aspects of
Incident Technique…
learning…
• What were my greatest • Provides feedback to
emotional moments in
teacher as well as
my learning?
promote reflective
• What do I feel
learning…
proudest of?
• What was I most
dissatisfied with?
Some Methods of Reflection
• Journaling
• Group Discussion
• Critical Incident Analysis
• Learning Diaries
• Photo Journals
• Critical Reflection Blogs
• Audio or video Journals
Summary: Mastery of Content
• The possession of ready knowledge and
conceptual understanding of how to use it
• Concept based curricula
• Active student learning/engagement
What does student engagement
mean?
• “Engaged students really care about what they’re learning;
they want to learn.”
• “When students are engaged, they exceed expectations
and go beyond what is required.”
• “The words that describe student engagement to me are
passion and excitement.”
Barkley, 2010
Promoting Synergy between
Motivation and Active Learning
• Creating a sense of
classroom community
• Helping students work at
their optimal level of
challenge
• Teaching so that
students learn holistically
Fostering Motivation
• Expect engagement
• Attend to students’
• Develop & display
basic needs so that
they can focus on
higher-level needs
required for learning
• Promote student
autonomy
• Teach things worth
learning
• Integrate goals,
activities, and
assessment
qualities of engaging
teachers
• Use behaviorist-based
strategies to reward
learning rather than
behavior
• Use praise & criticism
effectively
Motivation
• Craft engaging learning
tasks
• Incorporate competition
appropriately
• Expect students to
succeed
• Help students expect to
succeed
• Try to rebuild the
confidence of
discouraged and
disengaged students
Student Engagement Techniques
Category I – techniques to engage students in
learning course-related knowledge
• Knowledge, skills, recall, and understanding
• Analysis and critical thinking
• Synthesis and creative thinking
• Problem solving
• Application and performance
Category II – developing attitudes,
values, and self-awareness as
learners
• Attitudes and values
• Self-awareness as learner
• Learning and study skills
Research Game
Role Play
Active concept mapping
• On your sticky pad.. Identify as many barriers as you can to
implementing active teaching/learning strategies.
Case Studies
CLASSROOM
ASSESSMENT
TECHNIQUES (CAT)
Characteristics of CAT
• Learner centered
• Teacher directed
• Mutually beneficial
• Formative
• Context specific
• Ongoing
• Quick
• Foundational for respect and trust
(Angelo & Cross, 1993)
Teaching/Learning
Bloom’s taxonomy
Memory Matrix
Perioperative Pre-Op
Informed
Consent
Time Out
Aldrete Scale
Surgical
counts
Latex allergy
screen
Intra-op
Post Op
Minute Paper
Muddiest Point
Paraphrasing
• In 2-3 sentences, paraphrase what you have learned
about the advantages of providing hospice home care
over hospital care to a lucid, dying patient.
• In 2-3 sentences, share how you would tell a 13 year
old sexually active teen her pregnancy test was
positive.
Opinion Polls
•Clicker
•Raise hands
•Red-Yellow-Green cards
•Cell phone polls
Key concepts for teaching excellence
(Bain, 2004)
• Knowledge is constructed not received.
• Mental Models change slowly
• Questions are crucial
• Caring is crucial
Good Teachers:
• Really want to be good
• Try to give students
teachers.
• Take risks
• Have positive attitudes
• Never have enough
time.
• Think of teaching as a
form of parenting.
confidence.
• Try to keep themselves
and students off
balance.
• Try to motivate students.
• Listen to their students
Good teachers:
• Accessible
• Enthusiastic
• Available
• Energetic
• Approachable
• Excited
Confidence in the Classroom
• Be confident
• Use active learning
strategies regularly
• Love what you do
• Don’t be a perfectionist
• Be outcome oriented
• Authentic
• Teach less-facilitate
• Embrace feedback
• Enthusiasm & energy