Transcript English-medium courses at the University of Oulu

Supporting the students in the
task of learning (in non-lecture formats)
A. Determine a student’s
prior knowledge
the
essential tasks
of teaching
B. Promote learning
C. Carry out
activity
continuous evaluation
translated and adapted from a
presentation by Asko Karjalainen
Activating the students…
 Active learning means that
 students conceptualise and produce knowledge
 there is an emphasis on the development of skills rather than the
transfer of knowledge
 thought is stimulated through analysis, evauation and the
construction of a holistic view
 students participate in the teaching (reading, discussion, writing)
 students are encouraged to monitor their own thoughts, values
and attitudes
 Activation can take place
 intellectually (intelligence, understanding, thought)
 experientially (emotion, experience, attitudes)
 by doing (activity, practice)
Some techniques for encouraging
interaction and active learning in teaching
modes other than lectures…
“Sticky note” technique
 The sticky note technique can function as a stimulating activity
 Give the students a task or question which is answered by listing items
•
Example: list the things you want to learn on this course.
 One item only is listed on each sticky note
 Collect the slips after the given time and spread them out on the board or
wall.
 Group them into related topics, and the students discuss the topic on the
basis of the items listed on the slips.
 The slips are moved around as the discussion progresses, with the aim of
creating an overview of the topic.
 Large groups can be divided into smaller groups of 4-6 students, who work
together on producing their own overview.
(Vänskä, 1995)
Task-oriented group work
 In, for example, a 2-hour introductory lecture, the
students are divided into groups of 4-6 and given the
same assignment.
 The groups work autonomously
 The teacher reserves mentoring time for each group,
which is equivalent to the intended number of teaching
hours.
 Thus, a course billed as a 24-hour lecture course has 24
hours available for mentoring.
 If necessary, short info sessions can be held during the
autonomous group work.
(Olkkonen & Vanhala, p. 178)
Discussion
 Discussion topics need to be clear and sufficiently well defined.
 Use concrete, relevant topics that relate to the students’ own
experience.
 The topics for discussion can be given to the students before the
actual discussion.
 Prepare for the discussion. Outline and list the topics that belong to
the theme of the discussion. Think through answers to possible
questions.
 The discussion can be stimulated, for example, by presentations,
demonstrations, role plays, video excerpts, showing a provocative
statement on the OHP, a picture or cartoon strip which contains a
problem, challenge or unusual situation.
Classroom discussion
 The aim of a classroom discussion can be the achievement of a solution,
the making of a decision or the contemplation of a topic together to facilitate
deep learning.
 The topic to be discussed should be at least partly familiar to the
participants so that they have some knowledge or experience of it.
 It helps to sit the participants in a semi-circle (or similar) and reserve
sufficient time.
 The discussion can be triggered off by questions, short presentations, a
video excerpt, role plays or case studies.
 Either a student or the teacher can take the role of discussion leader.
 The teaching discussion can be divided into four phases:
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Orientation
Investigation of the topic
Analysis or understanding
Decision-making or summary
(Kupias, p. 53, 55-56)
Questions in class:
”affective response”
 Questions can be formulated so that the students have
to reflect on their values and attitudes related to the
topics of the course.
 This method is applicable on courses where questions
requiring an affective response can be posed.
 For example, before presenting a moral theory, the
teacher might ask their opinion about the actions of a
public figure in a recent item of news.
 The students are forced to consider their own beliefs and
opinions about the issue, leading to discussion in the
lesson.
(www.tlc.eku.edu/tips)
Round
This technique facilitates discussion.
Each participant answers the posed
question in turn.
For example
 Which questions would you like to be
answered during the lesson?
 What have you read about the topic that was
interesting?
(Kuittinen, p. 111)
Snowball method
This technique facilitates discussion.
 Each student considers a problem alone and
compares his/her solution with that of a
classmate.
 The pair then compare their solutions with
another pair, and so on.
(Kuittinen, p. 111)
Socratic classroom discussion
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This technique aims at increasing knowledge and developing deductive skills.
It is suitable for pairs and groups.
Example classroom discussion
i.
ii.
iii.
iv.
v.
1.
2.
3.
Start the discussion by asking questions about familiar topics.
Go on to “why” questions, leading the discussion to the level of principles.
This promotes more complex explanations and exposes assumptions about the
relationships between topics  prior knowledge is used to make deductions
Proceed to more general rules
4.

5.
What is the most common grain grown in China?
Why is rice grown in China?
Why is rice not grown in Ireland?
What do you imagine the effect of the monsson will be on the growth of rice?
Why is this so?
Suggest counter-examples and contradictory assumptions, where the student has to test
the generalisability of the principle s/he has developed
If the student gives a wrong answer, pose a counter-question or ask him/her to
justify his/her answer  the student notices where his/his deductive reasoning
went off track.
(Lonka & Lonka, p. 37)
Buzz groups
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This can be used as part of the lesson in both smaller and larger
groups.
After a teaching session of about 25 minutes, students form
groups of 3-4 in which they can briefly discuss a given topic.
Next, the students work independently with the problem (510min.).
As an alternative, after a discussion of about half an hour, groups
can be formed to discuss either the teacher’s or the students’
questions.
Buzz groups can also be used before the lesson starts  give
students a problem to consider  the buzz group comes up with
solutions to the problem  the ideas are collected and written up
on the board  this is followed by the actual lesson
Expanding buzz group  start with individual work  move on to
pair work  move on to groups of four  expanded to the whole
group in order to summarise the discussions
(Kekäle, p. 92-93)
Square root group

This is a modification of the buzz group.
1.
2.
3.
4.
5.
On the first occasion, the students can be divided into groups
on a random basis  the size of the group can be decided
together.
After a short discussion about the issues to be considered,
cards are dealt out to the students (numbered slips: A1, A2,
A3..; B1, B2, B3..,C1, C2, C3..) and new groups are formed.
Students dealt slips with the same letter form a group 
discussion
After this discussion, new groups are formed again using the
numbered slips to determine group members.
As the new group starts work, the students tell the other group
members what was discussed in the previous group.
(Kekäle, p. 99)
Reflective team

The reflective team activity can be used in the following way:
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Someone brings a (customer) case study and presents it to the
group.
3-5 students are chosen from the whole group. This small group sits
in the centre of the class and starts to analyse and search for
alternative models for explanating and solving the case.
The rest of the class forms an outer ring around the small group.
They listen to the discussion of the small group and take notes, but
do NOT participate in the discussion.
The small group discusses for about 10-15 minutes.
When the discussion ends, a new small group sits in the inner ring
and continues the discussion started by the original group. The
group can change several times.
After the discussions in small groups, the person whose case was
considered makes an evaluation of the discussion. Subsequently, the
discussion can continue with the whole group.
(Kupias, p. 88)
Debate I

The debate generally lasts 15 minutes, but at least 10. The
teacher selects those who defend the motion (for example,
Finland needs foreign workers), those who oppose it (for example,
the immigration of foreigners to Finland should be stopped), a
chair and a timekeeper.

During the first round, the debaters briefly present and provide
the grounds for their views (those for and those against the
motion in turn).

After this, the defenders and opposers take speaking turns,
who decide themselves who will speak.

If the debate comes to a halt, the chair can offer a turn to the
audience.

The timekeeper gives a signal about two minutes before the
end that the debate is coming to a close  the sides each
have a minute to sum up their case, with the defender of the
motion having the final turn.
(Kekäle, p. 98)
Debate II

The debate can also be realised as follows:
 Two teachers prepare to defend their own
perspectives and criticise the views of the other.
 Each teacher gives a 10-20 minute presentation
about the topic
 The teachers pose questions about the topic to
each other (2-3 questions).
 The students ask the teachers questions.
 A vote is held to decide the outcome of the debate.
(Kekäle, p. 97)
Panel discussion
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The students read a text or article about the topic of
the lecture.
Either the teachers or the students hold a debate
about issues raised in the text.
The panel discussion can also be organised so that
views supporting both camps are distributed to the
students  the students’ task is to present these
perspectives
Students should be encouraged to participate in the
discussion, to interrupt and to ask questions.
(Kekäle, p. 96)
Brainstorm
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In groups, the students present their own opinions freely and
come up with ideas to solve a problem.
These ideas are written down in the group.
After the ideas have been compiled, the ideas are critically
discussed in the whole group, but the students from whom the
ideas originated are not identified.
The ideas can be developed and linked up in order to find
workable solutions.
The lesson can begin with a brainstorm, through which the
students find key words, ideas and phrases which shed light on
and expand the topic of the lesson.
The ideas are written down on the board.
Words and themes which are connected can be linked with lines
The framework can be used to support the lesson.
(Kekäle, p. 43-44)
Demonstration
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Practices and methods can be taught through a systematic
demonstration (observation).
Presentation: Students are explained the purpose of the
demonstration, the most significant points, the necessary stages
and the materials.
Demonstration: The stages are completed and explained in the
correct order. If the demonstration is complicated, it can be
completed in parts, checking after each stage that nothing
remains unclear.
Summary: Repeat the main stages of the demonstration in order
to create a holistic picture of the process.
Students can be asked to participate in carrying out the
demonstration.
(Kekäle, p. 41)
Case study method
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This is based on finding a solution to problems given
by the teacher.
The case is given in writing: the text contains an
overview, a description of the problem and the
questions which have to be answered.
The problem can be solved either alone or in a group.
(Kekäle, p. 46)
Quiz I
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Give a task, for example, to a small group, preferably a problemsolving task or a factual question.
There can be a symbolic prize.
As an alternative, students can formulate questions (3-5) in a
small group and these can be given to another group.
Two groups compete, and the group which answers more
questions correctly continues to the next round.
After that, the next groups compete, and this process continues
until the winning group emerges.
If the members of the other group are unable to answer a
question, the person who asked the question gives and explains
the answer.
(Olkkonen & Vanhala, p. 174-175)
Quiz II: reading quiz
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By holding a quiz, students are “forced” to read the
course material before the come to class. The teacher
also gains information about whether the students
have understood what they read.
The teacher can also explain to students HOW they
should read the material  should they focus on
details or on the Big Picture?  The form of the quiz
questions should direct this.
The quiz questions can also guide the students to
notice which issues are important on the course.
(www.tlc.eku.edu/tips)
Role play I

This is a way of investigating problems that relate to relationships
between people, clarify a problem, and find and test out creative
solutions.
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Example of the realisation of a role play:

Explain the purpose of the role play. Describe the situation and
the roles clearly before the roles are distributed.
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Two or more students take the agreed roles and act out a
given event with its consequences (for example, doctor’s
reception, discussion between researchers with different
views).
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A role play generally lasts just a few minutes.

Roles can be changed from time to time  students gain
personal perspectives from both points of view.
(Kekäle, p. 45)
Role play II
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Role play can be adapted for larger classes.
Example:
 Form groups of 3-5 people.
 All groups receive the same situation with its
constituent problems and roles.
 Each group acts out the role play within the group.
 The group selects one person from the group who
summarises the role play for the whole group.
 The teacher gives a summary, paying attention to
significant points.
(Kekäle, p. 45)
Teaching simulation

Social situations which feel fairly authentic can be introduced into
teaching.
A simulation must be easy to assimilate and play, but also sufficiently
complex to provide a challenge. It should also be short enough to fit into
class time.
A simulation can range from a traditional pen-and-paper game to a
simulation using a computer program.
Example simulations:
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The prisoner’s dilemma: Two prisoners are charged with two crimes, but the
police lack sufficient evidence of a serious crime. The game offers three
alternatives. If neither confesses to a serious crime, both will receive a
moderate sentence of 1.5 years in prison. If both confess, they will receive a
sentence of 2-3 years imprisonment. If only one confesses and gives
satisfactory evidence, s/he will receive a sentence of 6 months, but the other
prisoner will receive a sentence of 3-5 years. The prisoners decide which
route to take independently without knowledge of the other’s choice. The
penalty also depends on the decision of the other (Hyman 1981)
(Kuittinen, p. 50)
Cooperative learning
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Cooperative method:
1.
2.
3.
4.
5.
6.
7.
8.
Decide which student is A and which is B.
Each reads text 1.
After reading, the texts are put aside.
A summarises orally the content of text 1.
B corrects anything that s/he believes is wrong in A’s summary.
A and B work together to come up with analogues, images,
etc. to facilitate learning about the topic.
Both read text 2.
Steps 4-6 are repeated with A and B roles reversed.
(Lonka & Lonka, p. 42)
Cooperative teaching
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This is reminiscent of cooperative learning, but
cooperative teaching focuses more on the content of
learning.
Pair work:
1.
2.
3.
4.
5.
6.
7.
Decide which student is A and which is B.
A reads text 1 and B reads text 2..
After reading, the texts are put aside.
A summarises the content of text 1 (teaches B)
B asks specific questions.
The pair works together to come up with analogues, images,
etc. to facilitate learning about the topic.
Steps 4-6 are repeated for text 2.
(Lonka & Lonka, p. 42-43)
Collaborative learning
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The students are divided into, for example, six “home” groups of
five members (A, B, C, D, E)
The groups are given the same task comprising five separate subtasks.
The As in each group form an “expert” group and work on the first
sub-task, the Bs work on the second sub-task, etc.
The As, Bs, etc from different groups carry out their own sub-task
in pairs or with the whole expert group  collecting the basic
information.
Each expert group member returns to his or her home group and
reports on the sub-task; the results are compiled.
Finally, the groups and the whole class together discuss the
results.
(Kuittinen, p. 127)
Group jigsaw
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The students are divided into groups
Each group is given materials which are divided up into parts (a
jigsaw) so that each group member gets one part of the materials.
Each group member studies his or her own part, and then teaches
this part to the other group members.
When each member has taught his or her own part, the group
constructs an overall picture from the parts  note that it should
be impossible to grasp the Big Picture until the parts are
integrated.
Each student is responsible for studying and teaching his or her
own part.
(www.sci.sdsu.edu/BFS/first/activestrat.html)
Learning cell
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Learning cell involves pair work
Examples:
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Student pairs test their understanding and recall of a book by
explaining to their partner what they have learned (students can read
different materials and complement the other’s knowledge).
Students make up questions on what they have read for the partner
to answer  The teacher circulates, monitors the pair work and gives
guidance where necessary.
Pair work can be used on a writing course  One student can
comment on, revise and approve the other’s text.
Pair work can be used to prepare for a test  The pair list the most
important concepts from a series of lectures.  The students prepare
questions for each other on each concept to check their partner’s
knowledge.
Pair work can also be used mid-course to check the understanding of
difficult topics.
(Kuittinen, p. 96-97)
Project work

In the project, students are given a particular topic or aim, and
they plan themselves how to achieve the objective.
Project work can be organised as part of a lecture course or as an
independent unit.
The teacher is responsible for guiding the project and taking care
of the practical arrangements.
Examples:
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The group plans and carries out a survey, analyse the results and present
them as a report or in the form of a poster.
Students of physics plan a device with which energy is generated from waves
in the sea.
The group forma a committee whose job is to investigate the problems in a
city centre, and this work is used for town planning.
(Lonka & Lonka, p. 36)
Research report and
presentation
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Students plan a research project related to the topic of the course
(alone or in groups).
Students can collect information in their own time and during the
lessons.
The research project is presented to the others, with time
reserved for questions.
Topics for the project can also be prepared by the teacher, and
students allowed to select from the prepared alternatives.
Tutor guidance
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In addition to lectures, the students can turn to a tutor who can
help the students to understand what is still unclear after the
lectures.
Tutorials can take place on an individual basis or in small groups,
and can be given directly in connection to lectures or separately
during the tutor’s office hour.
Written work can also be carried out under the tutor’s guidance.
(Lonka & Lonka, p. 39)
Tutorials
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This is a form of teaching where, for example, groups of four meet
on a weekly basis.
The students write an essay every other week.
The students participate in working on the others’ essays.
The author presents the essay in brief, and it is then discussed.
(Lonka & Lonka, p. 39)
Treasure hunt
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Objects are set up at various points in the classroom for viewing,
for criticism or to help provide answers to questions.
The students form pairs and are given instructions about what
they should do at each point (for example, answer the questions
at the points).
The pairs complete the circuit of points.
In one version, pairs may help each other.
In another version, pairs compete to complete the circuit of points.
When all pairs have completed the circuit, the whole group
discusses the answers or ”finds” altogether.
Learning assignment
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The learning assignment can be carried out alone, in pairs or in
groups.
The learning assignment can be carried out before or during the
course.
A good learning assignment
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Is meaningful and properly scaled to suit the students’ skills
Exposes the significance of the topic to be learned even when a
student works alone
should require material which is obtainable reasonably easily
should be able to be related to the students’ world of experience
should link theory and practice
should require analysis of material and application of knowledge
links to the Big Picture and to prior knowledge
Includes self-assessment and formative assessment
(Kupias, p. 64)
3-2-1 processor
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The teacher asks students (or pairs or groups) to write
down three points that they remember from the previous
lecture or from material read at home.
After that, the teacher asks the students to write down two
perspectives, either from their personal experience or from
current affairs, which relate to the three points they
remember.
Finally, the teacher asks the students to write down one
question related to the lecture or the material for which they
want an answer.
(www.bcte.ecu.edu/ACBMITEC/p2003/Gueldenzoph1.htm)
Problem-based learning (PBL)
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PBL starts with a trigger (messy problem or case)
The method comprises seven stages:
1.
Clarification of terms  students bring up the points that they don’t
understand or which cause confusion. Common concepts and terms
are defined and clarifies. (allow about 5 mins)
2.
Definition of the problem  A researchable problem is defined on
the basis of the trigger. This is used as the starting point for
brainstorming. (allow 1-2 mins)
3.
Brainstorming  Students come up with explanations, alternative
approaches, individual facts and hypotheses about the problem  a
secretary writes these down on a board (allow 5-15 mins)
4.
Analysis of the problem / construction of a model  The topics
raised during the brainstorming are grouped to form a system. On the
basis of this, a model is constructed to explain the phenomena. (allow
5-20 mins)
Problem-based learning (PBL)
5.
6.
7.
Formulating learning objectives  The purpose here is to create
common learning aims for all group members. These should facilitate
self-study and discussion of the topic in the debriefing. The learning
objectives focus on topics related to the problem where the students
are lacking in knowledge. (allow about 2-20 mins)
Self-study  Students study necessary resources to help them
achieve their learning objectives. (allow at least 1½ days)
Debriefing and evaluation  After the self-study phase, the class
reviews all findings on the topic. Using the newly acquired
knowledge, the students try together to compare their present
knowledge to their learning objectives and draw links with the trigger
that was originally given.
(see also http://www2.imsa.edu/programs/pbln/ and
http://www.c-sap.bham.ac.uk/resources/project_reports/ShowOverview.asp?id=4
Visual list
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This is a useful method when the teacher wants the students to consider
the pros and cons of an issue or compare views (for example, nuclear
power).
Ask the students (alone or in groups) to draw a “T” on paper or on the
board, and mark off the left and right side (advantages on one side,
disadvantages on the other).
Ask the students to list the pros and cons.
When the students have finished their list, ask them questions which
force them to analyse the issues listed in the letter “T”.
(www.tlc.eku.edu/tips)
Market of thoughts
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First, students write down their own ideas, for example, on particular
themes or in response to questions.
Each person writes one idea at a time on a flipchart or on the wall.
Students keep moving within the classroom, reading the thoughts of
others, so that their own creative process is stimulated and ideas (one’s
own or those of others) can be developed further.
During this process, nobody speaks. Interaction takes place in written
mode.
Finally, topics can be connected during a discussion at the end of the
activity.
(Olkkonen & Vanhala, p. 172)
References
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Kekäle, J. 1994. Luento-opetuksen kehittäminen.
Vähemmälläluennoimisella parempiin tuloksiin. Korkeakoulupedagogiikan
perusmateriaali. Oulu.
Kuittinen, M. 1994. Mitä luennoinnin sijaan? Malleja opiskelijan itsenäisen
työskentelyn lisäämiseksi. Korkeakoulupedagogiikan perusmateriaali. Oulu.
Lonka, K & Lonka, I. (toim.) 1991. Aktivoiva opetus. Käsikirja aikuisten ja
nuorten opettajille. Kirjayhtymä, Helsinki.
Olkkonen, T & Vanhala, M. 1997. Akateeminen luento - kohtaavatko
luennoitsija ja opiskelija? Oulun yliopiston opintotoimiston julkaisuja. Sarja
A12. Oulu: Oulun yliopistopaino.
Vänskä, M. 1995. Antoisaan opiskeluun. Käsikirja opiskelun ja opetuksen
kehittämiseen. Helsingin yliopiston ylioppilaskunta.