Transcript Slide 1

INTERACTIVE LEARNING WITH
LARGE GROUPS
Master Teacher Guild
Presenting:
Daniel Bareither, PhD (SCPM)
James Carlson, PhD (CHP)
Other Members:
Marc Abel, PhD (COP)
Lecia Apantaku, MD (CMS)
John Becker, PhD (SCPM)
Neil Bradbury, PhD (CMS)
Mike Fennewald, PhD (CMS)
Roberta Henderson, PT, PhD (CHP)
Hector Rasgado-Flores, PhD (CMS)
Fred Sierles, MD (CMS)
January 7, 2014
1
Session Objectives
• Describe the theoretical foundation and
evidence for interactive learning in adult
learners.
• Identify techniques to promote interactive
learning in large group settings.
• Identify technology and resources to
facilitate interactive learning in large
group settings.
2
Table Discussion
Think – Pair – Share
Think about “traditional” and “active”
learning models.
1. What are the characteristics of
each?
2. What is the role of the instructor in
each?
3
Traditional Learning Models
The instructor is the primary dispenser of information
and solely responsible to ensure that learning occurs.
– The student is defined as a passive receiver
of information.
– The only way to ensure that students are
exposed to course concepts is by personally
going over them in class.
– Note: Learning objectives are not for the instructor but
rather the student!
4
Active Learning Theories
The responsibility for learning is on the learner
– Experiential Learning (Kolb): Learn by “doing”
and reflecting on “doing”. (learning requires that the
learning participates)
– Constructivism (Piaget, Vigotsky, Dewey, Kolb,
etc.): Learning is constructed and shaped by prior
knowledge and application to new experiences
(learning is experimental).
– Cooperative learning (Lyman): Learning is shaped
by deliberately structured interdependence within
groups of learners (learning is social)
5
Instructor Responsibilities
facilitator of Active Learning
– Course Design – Content, what students should be able
to do, and establish performance standards (learning
objectives related to “doing” and application).
– Classroom Management – Assignments and activities
that engage prior knowledge, evolve, understanding and
build/ encourage problem solving skills through
application.
– Group Composition –Distribution of student abilities,
cultural backgrounds, and professions to deliberately
promote interdependence.
– Performance Evaluation – Assessment at the individual
and group level.
6
Table Discussion
Think – Pair – Share
1. For active learning to work, what
responsibilities do students have
in order to learn?
2. Does engaging students in these
responsibilities help their future
clinical practice?
7
Table Discussion
Constructivist Question
Do you have any questions about how
to engage larger groups in active
learning?
Think- Pair-Share
8
Techniques To Promote Interaction
– Problem Solving/ Problem-Based Learning:
• Provide background information (short lecture, case
information) and then have the students solve a problem
using that information.
– Hint: Consider using a “hidden profile” to promote group
collaboration.
– Flipped Classroom:
• Give students an assignment to complete outside of class
and in class complete a activity regarding the assignment.
– Turn to Your Neighbor:
• Pose a question to the students and have them each write
down their answer and then pass it to the student to their
right or left, and then give them another few minutes to
write down their answer again.
9
Techniques To Promote Interaction
- Jigsaw:
• Each student is responsible for learning a piece of the
assigned material and either teaches it to the rest of the
group or the group puts together all of the pieces for
completion of the material.
– Muddy Points (another flipped classroom element)
• Give students an assignment to complete out of class
and have them write down on a notecard the areas that
are unclear (muddy points) and bring them to class. In
class the group goes over the muddy points and when
needed they can seek assistance from the instructor.
With the right space and facilities:
– Is there any reason why interactive learning (traditionally
small group learning) can not be done with large groups?
10
Sample Activity - Jigsaw
• 1. Each of you has a numbered envelope
which contains some information
concerning the femoral artery.
• 2. Take a few minutes to place the
information from the envelopes in the
proper location in the template provided
at each table.
11
Sample Activity - Jigsaw
12
Sample Activity - Jigsaw
• Upon completing this exercise you
have learned:
– General description of the femoral artery,
– the basic components of describing any
artery in the body,
– identified additional terms you need to
know.
• Can you think of any clinical
applications of the information you
have learned?
13
Technology To Facilitate Active
Learning In Large Groups
•
•
•
•
Case study platforms
Interactive tutorials
Interactive response systems
What technologies do you use in your
classroom to promote active learning/
interaction?
14
INTERACTIVE LEARNING WITH LARGE
GROUPS
•
•
•
•
•
•
•
•
•
•
•
Angelo, T.A., and Cross, K.P. Classroom Assessment Techniques: A Handbook for College Teachers.
San Francisco: Jossey-Bass Publishers, 1983.
Aronson, E. The Jigsaw classroom. Thousand Oaks, Calif.: Sage, 1978.
Christensen, C.R. Teaching by the Case Method. Cambridge, Mass.: Harvard Business School, 1981.
Ebert-May, D., Brewer, C., and Allred, S. Innovation in Large Lectures: Teaching for Active Learning.
BioScience, 1997, 47(9), 601-652.
Fosnot, C. T. Constructivism: Theory, Perspectives, and Practice. New York: Teachers College Press,
1996.
Heller, P, Keith, R. and Anderson, S. Teaching Problem Solving Through Cooperative Grouping, Part I:
Group Versus Individual Problem Solving. American Journal of Physics, 1992, 60(7), 627-636.
Johnson, D.W., Johnson, R. T., and Smith, K. A. Academic Conflict Among Students: Controversy and
Learning. In R. Feldman, Social Psychological Applications to Education. Cambridge : Cambridge
Univversity Press, 1986.
Lord, T.R., A comparison Between Traditional and Constructivist Teaching in College Biology.
Innovative Higher Education, 1999a, 2(3), 197-216.
Michaelson, L.K. Building Learning Teams: The Key to Harnessing the Power of Small Groups in
Higher Education. A Sourcebook for Education, Vol. 2. State College, PA: National Center for Teaching
and Learning, 1984.
Michaelson, L.K., Wason, W.E., Black, R.H. Team Learning: A Potential Solution to the Problems of
Large Classes. Exchange: The Organizational Behavior Teaching Journal. 1982, 7 (1), 13-22.
Smith, K.A. Going Deeper: Formal Small-Group Learning in Large Classes. New Direction for Teaching
and Learning, Jossey-Bass Publishers, 2000.
15