Transcript Active Learning Strategies for

Learning is not a spectator sport.
Students do not learn much just by sitting in class
listening to teachers, memorizing prepackaged
assignments, and spitting out answers.
They must talk about what they are
learning, write about it, relate it to past
experiences, apply it to their daily lives.
They must make what they learn part of
themselves.
(Chickering and Gamson, as cited in Bonwell and Eison, 1991 p.3.)
Active Learning Strategies
for
Large Classrooms
5/23/05
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“Use active learning
techniques”
“Have you tried ThinkPair-Share?”
“Give Bookends a try”
“How can I engage a
classroom of 70
students?”
Learning Outcomes for this
Session
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Faculty will identify
active learning
strategies that could be
used in their large
classroom regardless of
teaching style or course
student learning
outcomes.
3 Assumptions about Active
Learning
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Student engagement deepens student
understanding.
Choice of strategies depends on:
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Course level student learning outcomes
Instructor teaching style
There is a continuum of choices from simple
to more complex.
Continuum of Active Learning Strategies
Cooperative
learning
groups
Punctuated
Lecture
Simpler Strategies
•Short
•Unstructured
4
Complex Strategies
Mid Level Strategies
2
Adapted from Sutherland, Bonwell (1996)
•Longer in duration
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It is tradition, It was part of my
training, and seems like what I
should be doing. I feel somehow
guilty when I am not lecturing.
(Creed as cited in Bonwell & Eison, 1991 )
Sampling of simple active
learning strategies
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An active pause in the lecture
Think-Pair-Share
Short Writes
Formative Quizzes
Adapted from Sutherland & Bonwell (1996)
#1 Active Pause in the Lecture
lecture
12-18 min
2 min.
pause
Ruhl, Hughes & Schloss, 1987
lecture
12-18 min
2 min.
pause
lecture
12-18min
2 min.
pause
2 Minute Pause
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No interaction between student & faculty
Discussions among students
Rework notes
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Clarifying
Assimilating information
Study findings
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12 days after the last lecture, long term
retention tested.
Students hearing lectures where the
instructor paused did significantly better on
the free recall quizzes and a comprehensive
test.
Ruhl, Hughes & Schloss, 1987
#2 Think-Pair-Share (5-10 min)
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Pose a question during the lecture
Student thinks about/writes an answer
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makes an attempt to answer.
Then, collaborates with another student.
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Answer clarified, expanded
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Answer shared with class
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An extension is to have 2 pairs join and compare
answers.
Take half a minute to think about
simple active learning strategies
you have found to be effective.
Then, share them with your
neighbor
#3 Short Writes
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One Minute Paper (in reality 4-5min.)
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The major points I learned today are….
Questions that remain unanswered or the muddiest
points are…..
or
What was the main idea presented in this portion of the
lecture?
Describe the concept of _________________
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Short writes could be submitted to the instructor or provide the
basis for class discussion.
(Angelo & Cross 1993)
Discipline Specific Questions
Might Include:
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Math- What is yet unclear or what is the
muddiest point about a particular
mathematical process?
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Literature- What was the most meaningful
insight you gained from this chapter. What
important question did the novel make you
ask of yourself?
Angelo & Cross (1993) p. 371
#4 Formative Quizzes i.e. ungraded
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To understand how well students are
comprehending…
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Same type of questions that might appear on an
exam are read or shown on an overhead.
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If multiple choice or T/F students can:
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Use hand signals (polling)
Use cards if you want answers to be more
confidential
A
B
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Formative Quizzes
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Advantages for faculty
Quickly determine
student understanding.
Opportunity to clarify
before new material
covered.
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Advantages for
students
Have an idea of types
of questions on an
exam.
Show areas that need
more study.
Open hand =Yes
Fist = No
Mid-Level Active learning
Strategies
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When utilizing films, demonstrations, guest
speakers etc.
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Book Ends
Double Entry Journal
Book Ends
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1. Before the demo. or video etc.:
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Present 3-4 questions that help students organize in
advance what they know about the topic and set 3
expectations as to what the demo etc. will cover.
2. After the demo. etc. has ended
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Present 3-4 questions that will help students review and
organize what they observed and learned.
Combine into groups of four and have them share
answers.
(Johnson, Johnson, & Smith 1998, p.3:29)
Double Entry Journal
“When students can place content
knowledge in a personal context, they are
more likely to retain the information and be
able to retrieve it”.
Barbara Mills, 2002, p.2
Double Entry Journal
Key Points
Response
Key points of an article, Students respond out of
film, chapter, guest
class, linking the point
lecture.
to other academic
material, current events,
or personal experiences
Can be written by
opinions
faculty or by student.
Adapted from Barbara Mills (2002)
Viterbo University School of Nursing N-451
Double Entry Journal-Transcultural Nursing
Name_______________________________________
Key Points
What is cultural
competence?
Population Specific Issues
1.Socioeconomic
2.Epidemiological
3.Outcome
Resources:
www.crossculture.com
http://erc.msh.org
www.ethnomed.org
Responses
Complex Strategies
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Cooperative Groups
Cooperative Groups
Encourage:
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All students to learn the
material.
Weaker students to
request & receive peer
coaching.
Shyer or less able
students to accept
leadership roles.
Barbara Mills, 2002
Considerations working with
Cooperative Groups
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Peer and Self Assessment
Team member name_________________
Your name_________________________
Expectation
Possible points (10 total)
1. Present and on time
12
2. Own work completed
123
3. Actively participates in the team process 1 2 3
4. Respectful of team members
12
Considerations working with
Cooperative Groups
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Group processing of behaviors and of social
skills
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“Did all members of the group contribute?”
What could be done next time to make the group
function better?
What were the most important things I learned
today?
Considerations working with
Cooperative Groups
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Three to Four
Students/Group
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Explicit instructions
Time frame
communicated
Group roles identified
Facilitator- takes leadership and
keeps the group focused and
on track.
Recorder- responsible for writing
the group responses.
Spokesperson- reports to the
whole class as the opportunity
is presented.
Folder manager-makes sure all
materials are completed and
turns in folder at the end
the class
Considerations working with
Cooperative Groups
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Teacher selected vs
randomly or student
selected
Remain together long
enough to bond
Opportunities for the teacher
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Monitor group learning by moving group to
group.
Show interest in students’ progress
Being perceived as approachable
Continuum of Active Learning Strategies
Cooperative
learning
groups
Punctuated
Lecture
Simpler Strategies
Complex Strategies
•Short
•Unstructured
4
•Longer in duration
1
Mid Level Strategies
2
Adapted from Sutherland, Bonwell (1996)
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Faculty will identify
active learning
strategies that could be
used in their large
classroom regardless of
teaching style or course
student learning
outcomes.