Teaching Improvement Program

Active Learning: Wake up and Learn!

Introduction

 Facilitators • Jeff Greeley, Graduate Student, ChE • • Michael Morrow, Faculty Associate, ECE Thatcher Root, Associate Professor, ChE Workshop Goal Learn some practical techniques for implementing active learning in your class, and understand the strengths and weaknesses of active learning so you can use it effectively and prudently.

Workshop Overview

What is active learning, and why should I care?

 Techniques for implementing active learning    The pros and cons of active learning Examples of active learning Wrap-up This workshop should mirror good active learning practice, so expect us to mix it up with various modes of teaching and learning!

Workshop Objectives

      List two active learning models.

Define active learning.

Develop an active learning exercise for a given topic in your course using one of the models given.

Compare and contrast active learning with passive learning.

Design an original active learning exercise model.

Evaluate the suitability of an active learning exercise for a given course situation.

What is Active Learning?

  In your groups, create a list of what you think the distinguishing characteristics of active learning should be. Be prepared to share your responses with the group.

 You have 3 minutes.

 Time’s up! Let’s see what you’ve got…

Active Learning Characteristics

 Student involvement in and responsibility for learning  Group activities   Interaction in class • Between teacher and students • Between students Diverse modes of teaching and learning  Dynamic environment

What is Active Learning?

A.

B.

C.

D.

A vehicle to more fully engage students in the learning process.

A set of techniques to encourage students to take more ownership of the course.

A way to promote deeper understanding and achieve better retention.

A break from lecturing.

Techniques for Implementing Active Learning

Individual/Group Exercise – Learning Activities

 What could you have students do in class to help them learn the material?   

1 min

- Individually create a list of 3 to 5 possible answers.

2 min

– Form pairs, then create a single list of your best 2 to 3 answers.

Step 3

– Share your answers with the group at large.

Some Learning Activities



In-Class Teams

• Problem solving • • • • Brainstorming Question generation What if?

Recall/Summarize

Some Learning Activities

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Think-pair-share

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Try-talk-try again

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One-minute paper

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Cooperative note-taking pairs

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Question-and-answer pairs

Practical Issues When Implementing Learning Activities

 Form groups where they sit  Assign roles (i.e. recorder, checker) as needed   Explain the task • Good to have a visual copy for reference Call on groups/individuals at random • It is

very important

to do something with the work the students just did – otherwise they may quickly decide it’s pointless!

 Be creative • Avoid too much of any one technique!

Group Exercise – Active Learning Design

   Design a classroom learning activity that you believe would be effective in helping teach a specific topic: • Driver education • • Projectile motion Any other reasonable course topic Then, • Estimate the amount of class time that you would use.

• List any issues you might have to consider in actually implementing it.

Group exercise

Group Exercise – Active Learning Design

   Design a classroom learning activity that you believe would be effective in helping teach a specific topic: • Driver education • • Projectile motion Any other reasonable course topic Then, • Estimate the amount of class time that you would use.

• List any issues you might have to consider in actually implementing it.

Group exercise – you have 5 minutes…

Group Exercise – Active Learning Design

   Design a classroom learning activity that you believe would be effective in helping teach a specific topic: • Driver education • • Projectile motion Any other reasonable course topic Then, • Estimate the amount of class time that you would use.

• List any issues you might have to consider in actually implementing it.

Group exercise – let’s share!

So, what’s going to happen if I actually do this?

 If you introduce active learning exercises into your class, what might you expect to happen? (Good, bad, and/or really bad.)  Be prepared to share your responses with the group.

  Group exercise: 5 minutes Time’s up! Let’s make a consolidated list…

Pros

 Increased student engagement and understanding  Better attention (breaks between lecture segments)  More student ownership of learning process  Greater enjoyment of course material

 Greater retention

Cons

 Time and topic coverage  Preparation  Student participation  Lack of individual accountability  Misconception generation  Outside perceptions

Examples of Active Learning

Thatcher Root

Associate Professor, Chemical Engineering

Active Learning Examples Prof. Thatcher Root, ChE

ChE 250 – Introduction to Process Synthesis Audience: sophomores just starting ChE Dealing with many types of uncertainty  Choice of major  Comfort at university  Learning and classroom styles

First-Day Exercise

⃗ ⃗ ⃗ ⃗ ⃗ “Form a group with 2 neighbors, and make a list of ways Chemical Engineers: Helped you get ready this morning Help hospitals treat patients Keep you warm (cool) Help you get to school Contributed to the last Packers’ game …”

Items Accomplished (#1)

 Meet classmates  Personalize class  Appreciate range of ChE impact  See unappreciated ChE activities  Establish connections with outside life, prior knowledge

Flowsheet Exercise (teams of two)

“Choose some activity you know well, and draw a flowsheet for it. Include all major process steps, inputs, and outputs. Options include a car wash, baking cookies, making popcorn, macaroni&cheese, or any other favorite activity.”

Items Accomplished (#2)

 Flowsheet experience inside expertise  Connecting with classmates  Appreciation of inputs/outputs  Understanding levels of treatment  Batch/continuous analogy

Reaction In-Class Exercise

“The multiple chlorination of benzene is used to make chlorobenzenes for paint solvents and other uses. The two reactants are loaded in an autoclave in a 3:1 ratio and heated for the desired reaction time. Afterwards, the gases are vented to a scrubber and the 10 lb-mole of liquid products are analyzed to find the product composition (given). How much lime must be used to neutralize the product HCl?

Items Accomplished (#3)

 Industrial chemistry • Solvents, chemical names • Balanced reactions  Problem set-up skills • Identify unknown or vague specifications (reactant ratio, lb mole, autoclave, …) • Identify real question asked  Teamwork, different learning styles, blocks

Class Discussion Participation

 Items accomplished • Class alertness • Anticipation, calibration  Techniques • Volunteers • • • • Calling by name Random selection - deck of cards Row-by-row ??

Workshop Wrap-up

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Is active learning good?

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Is passive learning bad?

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Any questions / discussion?

That’s all, folks!

 Thanks for your participation, and good luck in your courses this semester.

 Please remember to fill out your survey form, and be sure that you signed in so that you get credit for attendance.