Active Learning3 Easy Options

What we will discuss: Definition

Range of applications in higher education

3 specific easy strategies & supporting evidence: 1. Pausing2. Asking Questions3. Cases or Problems

Tips on what to do, what to avoid

Being successful in your teaching

Definition

‘anything that involves students in doing things

and

thinking about the things they are doing’ (Bonwell & Eison, 1991, p. 2)

What does active learning look like?

Pausing lecture &students make notes

Pausing lecture – students discuss

what was presented

Pausing lecture; polling students; students discuss

answers; faculty-led tutorial on correct

answer

Cases or Worked Problems

Flipped classroom(lecture)

Team-based learning(small groups)

Active learning: 3 easy ways

#1: Pause

Students use this time to: Reflect on content Write or review notes Check understanding

with peers

1

Talk (5-8 mins)

Pause (2-5 mins)

#1: Pause - Evidence Pausing during lecture works (Ruhl et al. 1987; Cain et al, 2009; Gulpinar

& Yegen, 2005; Di Vesta & Smith, 1977; Ruhl & Suritsky, 1995)

Ruhl et al, 1987:

72 students

1

Pause No PauseShort-term recall 108 correct facts 80 correct factsLong-term recall 89.4% 80.9%

#1: Pause – Why does it work? Human attention span

Rule of 7

1

#1: Tips for Making “Pause” Work Transition statement

“Take the next __ mins to…”

Set a watch or timer

Stay quiet

Be sensitive – should you wander, or stay put?

Transition statement

1

Questions or Clarifying Comments?

#2: Ask a question

• Use audience response system

• Question for discussion with peers

2

Lecture (5-8 mins)

Pose question &

pause

Mini-lecture

Focus: Learners’ conceptualization

#2: Questions - Evidence Asking questions (in person or with clickers) works

(Crouch & Mazur, 2001; Johnson & Mighten, 2005)

Crouch and Mazur, 2001:

Learning gains from 0.49 to 0.74 over eight years of assessment in introductory physics

2

#2: Questions – Why does it work? Addresses and corrects conceptualization of fundamental

principles

Some extent of collaborative learning Collaborative learning increases social support

(Prince, 2004)

2

Tips for Making Questions Work

Clearly worded, developmentally appropriate question Field test with peers, past/current learners

Clearly give time to think, work, respond e.g. “Please take 5 mins to…”

Anticipate student responses Your tip sheet

2

Questions or Clarifying Comments?

#3: Case or Problem

Circulate to provide help, answer questions

Lecture (5-8 mins)

Assign Case or Problem

Answer & Debrief

Repeat, Increase difficulty

Emphasize the correct steps and correct thinking

3

Cover main concepts

#3: Case or Problem Hands-on activities work (Van Dijken et al, 2008)

Hake et al, 1998:

Population 2084 students in 14 introductory

physics courses

4458 students in 48 introductory

physics courses Teaching format Traditional lecture Cases, worked

problems, immediate feedback

Avg learning gain(pre vs post test)

0.23 +/- 0.04 0.48 +/- 0.14

3

#3: Why does it work? Addresses and corrects conceptualization of fundamental

principles

Some extent of collaborative and cooperative learning

Repetition & building upon concepts while role-modeling Enculturation – thinking, into professional practice Memory retention Scaffolding

3

#3: Tips for Making Case/Problem Work

Ensure cases or problems are:

• Related to content

• Developmentally appropriate

• Well written (field test!)

Anticipate student questions or areas of difficulty

Worked answer is clear & available outside of class

Pause to see if learners have questions

3

Questions or Clarifying Comments?

How to be successful

What to avoid Picking a complex topic or a topic you have not

taught many times previously

Changing too much within a lecture

Changing all your lectures to a new format at once

Teaching without practicing

Teaching without anticipating student questions or areas of difficulty

How to be successful

Pick a topic you have taught many times before Anticipate student questions, areas of difficulty Prepare learners for the ‘new’ format Safety net: answer keys or ‘lists’; timers Add feedback questions on evaluation so you

know where to improve Ensure support from administration1

1Bonwell & Eison, 1991

Take-home messages 3 specific easy strategies:

1. Pausing2. Asking Questions3. Cases or Problems

Prepare, anticipate, practice!

Start small & get feedback