Transcript Adult Learners: Principles, Barriers and Best Practices

Active Learning Strategies
Mary Jo Self, Ed. D.
College of Education
Occupational Education/Career and Technical Education
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Active Learning Strategies
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Active = engaged
Learning = measurable or observable
change
Strategies = ways to do things
In other words, what are ways to
provide an environment where learning
will take place?
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Education in our Society
Formal
education
Informal
Education
Most
Relevant
Education
for
Earning a
Living
Education for
Life
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Skills of Effective Educators
Quality planning
 Effective organization
 Providing positive environment
 Using proven techniques
 Professional behavior
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Concept of Constructivism
Focus is on a student-centered approach
 Learners connect new information with
what they already know
 Not blank slates or empty vessels but
rather learners who are active
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Misconceptions
Only the words I speak as a teacher are
important.
 If I don’t teach it, they won’t learn it.
 I can fully prepare students for their
future lives in this 3 credit hour course
(or in their university academic careers)
 Student should learn information the
same way I do as a teacher.
 My job is to put the information out
there; up to the student to learn it.
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Teaching is defined as . .
The actions of someone who is trying to
assists others to reach their fullest
potential in all aspects of development.
 A building process much like the
construction of a house or a wall.
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Three Part Process
1.
2.
3.
Motivation
Curriculum Design
Learning Environment
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1. Motivation
Self directed
 Can be related to a life change event
(83%)
 “person’s life structure”
 When a need is perceived
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2. Curriculum Design
Anchoring new information to old
information/experiences
 Little patience with irrelevant or simply
nice to know information
 Coping with uncertainty and change
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3. Learning Environment
More flexibility; less rigidity
 Keep discussions civil; allow multiple
perspectives
 One to one access to expert
 Not a sage on the stage but a guide from
the side
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3. Learning Environment
Context not content
 Personal traits of the educator
 Physical and psychological comfort
 Building bridges/connections
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Learning Environment
Easy access to comforts/amenities
 Balance of breaks, alternate activities with
content
 Choices when appropriate
 Focus on learners
 Development of a ‘co-learning’
environment
 Expectations prior to the learning
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To Review: Remember - 1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Needs Assessment
Knowledge of students
Expectations of educator and students
Immediate relevance
Applicability of content
Physical comfort
Engaging students
Balance of activities
Skill level of educator
Evaluation and assessment to use in the
future
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6 Strategies that Work
1.
2.
3.
4.
5.
6.
Needs assessment – self evaluations
Icebreakers – Bell Ringers
Free Writes
INSERT
Anticipation Guides
Graphic Representations
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Strategy 1: Needs Assessment
Helping the teacher to get a better idea
of what is already known by the
participants.
 Learning Equation:
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◦ Learning = New Information + Connection to
Previously Known Information
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Remember
Don’t single out a participant
 Use aggregate (group) data
 Use it for planning
 Use it for feedback and review at the end
of instruction
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Strategy #2: Icebreakers
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Getting to Know you
Designed to break the ‘ice’
◦ So What’s the Ice?
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Used to encourage students to relax and
engage in the learning process
Why use them:
◦ Students come from different backgrounds
◦ People need to bond quickly to work towards a
common goals
◦ The topics you are discussing are new or
unfamiliar to many people involved.
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BTW: It is also a special-purpose
ship or boat designed to move and
navigate through ice covered waters
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Many, many great icebreakers exist:
◦ http://wilderdom.com/games/icebreakers.html
◦ http://www.eslflow.com/ICEBREAKERSreal.ht
ml
◦ http://www.mindtools.com/pages/article/newL
DR_76.html
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Strategy #3: Free Writes
Purpose: clarify thoughts, develop ability to
communicate in written form
 How to do this:
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◦
◦
◦
◦
◦
◦
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◦
Provide the focus
Set the time limit
Make sure all are engaged
May not stop writing
Must write in complete sentences
Can model for them
Have students read if they would like
Collect free writes
Could read several out loud (anonymously) and share
your own
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Strategy #4: INSERT
Interactive Notating System for Effective
Reading and Thinking
 Purpose: improve comprehension while
reading; being able to synthesize and
evaluate ideas during reading.
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How to use INSERT
Provide guide for symbols
 Give reading to be completed
 As students read, the symbols are used –
can be completed lightly in pencil; using
post-it notes; pieces of notebook paper.
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To Begin:
Might use a check mark and question
mark
 Put the chart on the wall or easily viewed
location
 Use symbols appropriate to your teaching
content:
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◦ C = Cause; E =Effect
◦ F = Fact; O=Opinion
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Next Steps:
After students have read and used
INSERT;
 Have small group or classroom discussion
based on notations;
 Large group discussion and/or writing
activity such as cubing.
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INSERT
I agree. This
confirms what I
already knew.
I have a question about this.
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Other symbols
I really don’t
understand at all!!
This is important!
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Strategy #5 – Anticipation Guides
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Used to help students’ anticipate instruction;
Easily constructed
Each statement concerns the important
concept of the lesson
All statements are plausible
Each statement rephrases what the text says
Some statements are worded in such a way
as to provoke critical thinking about key
concepts.
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Strategy #6 – Graphic
Representations
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Purpose:
◦ Preview; use prediction; read critically; visually
represent text and use key vocabulary terms
to show important relationships
◦ Sometimes called mind mapping or concept
mapping
◦ Great study tools for students (and for
teachers too!)
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Needs Assessments
Free Writes
INSERT
Anticipation Guides
Graphic Representations
Cubing
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References
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Quotable
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Where yesterday’s teacher used to be the
leader and provider, today’s teacher is the
catalyst and navigator.
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