active learning

Engaging Activities for

Active Learning

Steve PiscitelliFlorida Community College-Jacksonville

Robert SherfieldThe College of Southern Nevada

Amy BaldwinPulaski Technical

College

TABLE OF CONTENTS

Active Learning: An Introduction

Learning Through the Eight

Intelligences Identifying My

Dominant Intelligence

Personality Typing

The Career Checklist

Planning & Activity Sheet:

Planning &Activity Sheet:














My Personal Life Profile

A Model of Active Learning

Active Learning = Remembering =

Retaining Technology Does Not

Improve Teaching VARK Learning

Preferences

Tapping into Emotions

Reflecting on Your Learning Style

How Do You Learn Best?

Prioritizing Your Intelligences

Multiple Intelligences—Majors and Careers

How Do You Know Who Would Make Good Study Partners?

• 551The National Student Success Institute

ACTIVE LEARNING: An Introduction

The phrase "sage on the stage" was once a compliment to any professor who lectured to a group of eager, attentive students. Now the phrase identifies professors who have not

embraced the active learning movement. Active learning, a mainstay in elementary education, has found its way to the college classroom, but not without its detractors and not without some explanation and training for those whose own college days were spent listening and quietly taking notes during class. Simply put, active learning describes any teaching or learning strategy that requires more of students than listening passively. With active learning, they

may be applying information in new contexts, conducting experiments, devising instruments to collect data, writing the results of their own learning, or teaching a group of students what they know about a subject. The goal with active learning is to engage the student in learning activities and make him or her responsible for what is retained.

This booklet contains assignments, procedural information, and activities that you can use with your students immediately. Before each activity you will find the following information to help you plan a lesson:

· Purpose of the activity· Objective of the activity· Time needed to complete the activity· Resources required to complete the activity· Procedures or steps to complete the activity· Activity worksheets

We hope you will find these activities as useful as we have with our students.

All materials in this booklet are copyrighted by the authors but may be used by participants of The National Student Success Institute workshops. These activities are to be used for direct student instruction only. Materials cannot be sold or otherwise used for profit. Please provide proper citation when using the material.

All the best for student success,

Amy, Steve, and Robb

SIThe National Student Success Institute

Active LearningACTIVITY: Learning Through the Eight Intelligences*

Purpose: From time to time, we have students who simply do not or cannot grasp a concept or a theory or understand a poem or a piece of symbolism. This may be due, in part, to the fact that they have never heard of and do not understand the eight intelligences and the roles they play in helping us comprehend and retain information. This exercise will allow students to spend time learning each intelligence.

Learning Objectives: At the end of this activity, students will be able to:

sf Identify the eight intelligences7 Discuss how each intelligence can help them learn more effectively ,7 Identify their own dominant intelligence

Estimated Time Requirement: This activity and discussion usually take approximately 30-45 minutes.

Materials Needed: Learning Through the Eight Intelligences activity sheet

Procedure: Find a piece of subject matter that you would like to have your students explore through the eight intelligences. If your area is math, perhaps you will select a theory or word problem. If your area is English, perhaps you will select a poem or a short piece of literature. If your area is engineering, you may select a problem-solving example.

Have your students get into groups of three or four. Give them the information that you would like them to explore. You may even want to have them take it home to read and study in detail before you tell them about this exercise. After they have grouped together and studied the material, have them come up with at least two ways through each of the eight intelligences to teach this information to the class. They can record their answers on the worksheet.

For example, if you selected a poem, your student groups will have to decide two ways to teach this piece through the eight intelligences, such as:

Verbal / Linguistic Have someone in the class who has a dynamic voice read the poem several times.Have groups of students discuss the poem in detail. Have them select words from the poem that are not familiar and define those words.

Visual / Spatial Have students draw an interpretation of the poem on poster board.Have students act out the poem using body language only, no words.

Additional Readings / Resources:Books: Multiple Intelligences: New Horizons. Gardner, H. 2008

Multiple Intelligences in the Classroom, 2nd Edition, Armstrong, T. 2000

*10 Cornerstone: Creating Success Through Positive Change, 6th Edition. Sherfield, R., and Moody, P. Boston, MA Pearson Education, 2011.

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VISUAL/SPATIAL: (picture smart)____________________________________________________________________________________________

VERBAL/LINGUISTIC: (word smart)________________________________________________________________________________________

MUSICAL/RHYTHM: (music smart)__________________________________________________________________________________________

LOGIC/MATH: (number smart)_________________________________________________________________________________________________

BODY/KINESTHETIC: (body smart)_________________________________________________________________________________________

INTERPERSONAL: (people smart)___________________________________________________________________________________________

INTRAPERSONAL: (self smart)______________________________________________________________________________________________

NATURALISTIC: (environment smart)_________________________________________________________________________________________

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Activity Sheet:

Learning Through the Eight Intelligences

Directions: Using the information provided by your professor, identify at least two ways through each intelligence to teach this information to the class.

The National Student Success Institute

Active LearningACTIVITY: Identifying My Dominant Intelligence*

Purpose: The purpose of Identifying My Dominant Intelligence is to help students identify which of the eight intelligences is most dominant in their lives. Further, this activity willopen a discussion about how students can apply their most dominant intelligence to their academic lives and how they can strengthen their least dominant intelligences.


ü Identify their most dominant intelligenceü Identify their least dominant intelligenceü Discuss how their intelligences play a role in their academic, cultural, and social

successes

Estimated Time Requirement: This activity and discussion usually take approximately 30 minutes.

Materials Needed: Identifying My Dominant Intelligence activity sheet

Procedure: Give each student a copy of the MIS Assessment. Give them some time to complete and self-score the assessment. Afterwards, open a discussion aboutthe intelligences and have each student report on his/her most dominant and least dominant intelligence.

Additional Readings / Resources:

Books: Multiple Intelligences: New HorizonsGardner, H. 2008

Multiple Intelligences in the Classroom, 2nd Edition Armstrong, T. 2000

The Best of Multiple Intelligence Activities Teacher Created Resources. 2004

Teaching and Learning Through the Multiple Intelligences Campbell, L., et al. 2003

'V Cornerstone: Creating Success Through Positive Change, 6th Edition. Sheffield, R., and Moody, P. Boston, MA: Pearson Education, 2011.

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Activity Sheet.

Identifying My Dominant Intelligence: The MIS Assessment

Robert M. Sherfiekt, Ph.D., 1999, 2002, 2005, 2008

Directions: Read each statement carefully and thoroughly. After reading the statement, rate your response using the scale below. There are no right or wrong answers. This is not a timed survey. The MIS is based, in part, on Frames of Mind by Howard Gardner, 1983.

3 = Often Applies

2 = Sometimes Applies

1 = Never or Almost Never Applies

____________ 1. When someone gives me directions, I have to visualize them in my mind in order to understand them.

_ 2. I enjoy crossword puzzles and word games like Scrabble.

_ 3. I enjoy dancing and can keep up with the beat of music.

_ 4. I have little or no trouble conceptualizing information or facts.

_ 5. I like to repair things that are broken such as toasters, small engines, bicycles, and cars.

_ 6. 1 enjoy leadership activities on campus and in the community,

_ 7. I have the ability to get others to listen to me.

_ 8. I enjoy working with nature, animals, and plants,

_ 9, 1 know where everything is in my home such as supplies, gloves, flashlights, camera, and compact

discs.

____ 10. I am a good speller.

_ 11. I often sing or hum to myself in the shower or car, or while walking or just sitting.

__ 12. 1 am a very logical, orderly thinker.

_ 13. I use a lot of gestures when I talk to people.

_ 14. I can recognize and empathize with people's attitudes and emotions.

____ 15. I prefer to study alone.

_ 16. I can name many different things in the environment such as clouds, rocks, and plant types.

_ 17. I like to draw pictures, graphs, or charts to better understand information.

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18. I have a good memory for names and dates.

19.When I hear music, I "get into it" by moving, humming, tapping, or even singing.

20. I learn better by asking a lot of questions.

21. I enjoy playing competitive sports.

22. I communicate very well with other people.

23. I know what I want and I set goals to accomplish it.

24. I have some interest in herbal remedies and natural medicine.

25. I enjoy working puzzles or mazes,

26, I am a good storyteller.

27. I can easily remember the words and melodies of songs.

28. I enjoy solving problems in math and chemistry and working with computer programming problems.

29. I usually touch people or pat them on the back when I talk to them.

30. I understand my family and friends better than most other people do.

31. I don't always talk about my accomplishments with others.

32. I would rather work outside around nature than inside around people and equipment,

33. I enjoy and learn more when seeing movies, slides, or videos in class.

34. I am a very good listener and I enjoy listening to others' stories,

35. I need to study with music.

36. I enjoy games like Clue, Battleship, chess, and Rubik's Cube.

37. I enjoy physical activities such as bicycling, jogging, dancing, snowboarding, skateboarding, orswimming.

38. I am good at solving people's problems and conflicts.

39. I have to have time alone to think about new information in order to remember it.

40. I enjoy sorting and organizing information, objects, and collectibles.

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Refer to your score on each individual question. Place that score beside the appropriate question number below. Then, tally each line at the side.

SCORE

TOTAL ACROSS

CODE1 9 17 25 33 Visual/Spatial

2 10 18 26 34 Verbal/Linguistic

3 11 19 27 35 Musical/Rhythm

4 12 20 28 36 Logic/Math

5 13 21 29 37 Body/Kinesthetic

6 14 22 30 38 Interpersonal

7 15 23 31- 39 Intrapersonal

8 16 24 32 40 Naturalistic

MIS TALLY

Multiple IntelligencesLook at the scores on the MIS. What are your top three scores? Write them in the space below.

Top Score ___________Code__________________Second Score_________ Code__________________Third Score ___________Code__________________

This tally can help you understand where some of your strengths may be. Again, this is not a measure of your worth or capacities, nor is it an indicator of your future successes. Go online and read more about your specific intelligence or multiple intelligences in general.

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, „ „

Active LearningACTIVITY: Personality Typing*

Purpose: The purpose of Personality Typing is to help students identify their personality code based on the Myer-Briggs Type Indicator®. This activity will also lead to a good discussion about how personality plays a role in our career successes, academic studies, and relationship development.


ü Identify their personality type· Discuss how this personality type affects decisions

ü Identify careers associated with this personality type


Materials Needed: Personality Typing activity sheetMyers-Briggs® Indicator Interpretation Booklet (optional)

Procedure: Give each student a copy of the PAP Assessment. After they have had time to answer the questions and self-score the assessment, open a discussion about the results. You can also have students grouped together depending on each personality type andhave them complete a project or discuss an issue together. Then, have each group discuss the issue before class to show how differently each type may have perceived the issue or problem.


Books: Pictures of Personality: Guide to the Four Human Natures Lopker, J. 2001

The Sixteen Personality Types: Descriptions for Self-Discovery Berens, L., & Nardi, D. 1999

The Dynamics of Personality Type: Understanding and Applying Jung's Cognitive ProcessBerens, L. 2000

*CD Cornerstone: Creating Success Through Positive Change, 6th Edition. Sherfield, R., and Moody, P. Boston, MA: Pearson Education, 2011.

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Activity Sheet:

Personality Typing: The PAP Assessment© Robert M. Sherfield, Ph.D., 1999, 2002, 2005, 2008

Directions: Read each statement carefully and thoroughly. After reading the statement, rate your response using the scale below. There are no right or wrong answers. This is not a timed survey. The PAP is based, in part, on the Myers-Briggs Type Indicator® (MBTI) by Katharine Briggs and Isabel Briggs-Myers.

3 = Often Applies

2 .= Sometimes Applies

= Never or Almost Never Applies

Ia. I am a very talkative person.

lb. I am a more reflective person than a verbal person,

2a. I am a very factual and literal person.

2b. F look to the future and I can see possibilities.

3a. I value truth and justice over tact and emotion.

3b. I find it easy to empathize with other people.

4a. I am very ordered and efficient.

4b. I enjoy having freedom from control.

5a. I am a very friendly and social person.

5b. I enjoy listening to others more than talking.

6a. I enjoy being around and working with people who have a great deal of common sense.

6b. I enjoy being around and working with people who are dreamers and have a great deal of imagination.

_ 7a. One of my motivating forces is to do a job very well.

7b. I like to be recognized for, and I am motivated by, my accomplishments

and awards. 8a. I like to plan out my day before 190 to bed.

_ 8b, When I get up on a non-school or non-work day, I just like to let the day "plan itself."

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9a. I like to express my feelings and thoughts.

___________ 911 enjoy a great deal of tranquility and quiet time to myself.

________ 10a. I am a very pragmatic and realistic person.

________ 10b. I like to create new ideas, methods, or ways of doing things.

11a. I make decisions with my brain.

________ 1111 I make decisions with my heart.

________ 12a. 1 am a very disciplined and orderly person.

________ 12b. I don't make a lot of plans.

________ 13a. I like to work with a group of people.

_________ 13b. I would rather work independently.

________ 14a. I learn best if I can see it, touch it, smell it, taste it, or hear it.

________ 14b. I learn best by relying on my gut feelings or intuition.

________ 15a. I am quick to criticize others.

________ 15b. I compliment others very easily and quickly.

________ 16a. My life is systematic and organized.

________ 16b. I don't really pay attention to deadlines.

________ '17a. I can be myself when I am around others.

_________ 17b. [can be myself when I am alone.

________ 18a. I live in the here and now, in the present.

________ 18b. I live in the future, planning and dreaming.

_________ 19a. I think that if someone breaks the rules, the person should be punished.

________ 19b. I think that if someone breaks the rules, we should look at the person who broke the rules,examine the rules, and look at the situation at hand before a decision is made.

________ 20a. I do my work, then I play.

________ 20b. I play, then do my work.

Refer to your score on each individual question. Place that score beside the appropriate question number below. Then, tally each line at the side.

SCORE

TOTALACROSS CODE

la 5a 9a 13a 17a E Extrovert

lb 5b 9b 13b 17b I Introvert2a 6a 10a 14a 18a S Sensing

2b 6b10b 14b 18b N iNtuition

3a 7a 1 1 a 15a 19a T Thinking

3b 7blib 15b 19b F Feeling

4a 8a 12a 16a 20a J Judging

4b 8b 12b 16b20b

P Perceiving

PAP SCORES Personality Indicator

Look at the scores on your PAP. Is your score higher in the E or I line? Is your score higher in the S or N line? Is your score higher in the T or F line? Is your score higher in the J or P line? Write the code to the side of each section below.

Is your higher score E or I Code_________

Is your higher score S or N Code_________

Is your higher score T or F Code_________

Is your higher score J or P Code_________

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NSSIThe National Student Success Institute

Active LearningACTIVITY: The Career Checklist*

Purpose: The purpose of The Career Checklist is to help students identify whichcareers may be best suited for each personality type and why. This activity can also open a discussion about each student's major and help determine if his/her major "fits" with his/her personality type.

Learning Objective: At the end of this activity, students will be able to:

,/ Identify several careers associated with each personality type ,/ Identify if his/her personality type is best suited to his/her major

Estimated Time Requirement: This activity and discussion usually takes approximately 45-60 minutes.

Materials Needed: The Career Checklist activity sheet

Procedure: Using the following sheet, have groups of students spend some time identifying careers that they feel would be suited to the eight personality types. After they have had time to work on the sheet, have them discuss how and why they made their decisions.

If some of the careers indicated are highly stereotypical, this would be a great opportunity to talk about the negative effects of stereotyping, prejudging, and drawing unfair conclusions.


Books: Pictures of Personality: Guide to the Four Human NaturesLopker, J. 2001



Cornerstone: Creating Success Through Positive Change, 6th Edition. Sherfield, R., and Moody, P. Boston, MA: Pearson Education, 2011.

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Activity Sheet:

The Career Checklist

Directions: Below you will find listed the eight personality types. Beside each type, make a list of careers that this personality type might enjoy and find rewarding.

EXTROVERT:________________________________________________________________________________

INTROVERT:_________________________________________________________________________________

SENSING:___________________________________________________________________________________

INTUITIVE: __________________________________________________________________________________

THINKING:___________________________________________________________________________________

FEELING:____________________________________________________________________________________

JUDGING:___________________________________________________________________________________

PERCEIVING:________________________________________________________________________________

NS_ SIThe National Student Success Institute')

Active LearningACTIVITY: My Personal Life Profile*

Purpose: The purpose of My Personal Life Profile helps students learn how their personality types, learning styles, and dominant intelligences play a role in their daily lives, academic successes and challenges, relationships, etc. This activity will ask students to look at their dominant intelligences, personality types, and learning styles and apply them to everyday situations.


,/ Apply their most dominant intelligences, learning styles, and personality types to everyday situations

V Discuss ways to improve their study habits, relationships, etc. through the Life Profile


Materials Needed: My Personal Life Profile activity sheet

Procedure: Give each student a copy of the My Personal Life Profile activity sheet. Explain to them the importance of being able to apply their dominant intelligence, learning style, and personality type to a variety of situations for optimum success. They can do this activity as a cooperative learning team or alone, but it will be beneficial to have an open discussion regarding their findings.


Books: Pictures of Personality: Guide to the Four Human Natures Lopker, J. 2001



*CI Cornerstone: Creating Success Through Positive Change, 6th Edition. Sherfield, R., and Moody, P. Boston, MA: Pearson Education, 2011.

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Activity Sheet:


After you have discovered your most dominant intelligence, your learning style, and your personality type, jot them down in the space below:

My dominant intelligence is

My learning style is______

My personality type is____

Now that you see them all together, think of them as a puzzle and you need to "connect the dots." In other words, put them all together and what do they look like? What do they mean? How do they affect your studies, your relationships, your communication skills, and your career choices?

Example: If Mike's dominant intelligence is interpersonal, his learning style is verbal and his personality type is ENFJ, connecting the dots may suggest that he is the type of person who loves to be around other people. He is an extrovert who learns best by listening to other people or explaining how something is done. He is a person who would probably speak out in class, be more of a leader than a follower, and someone who would start a study group if one did

not exist because he is outgoing, organized, and a goal setter. Mike values relationships and listens to what others are saying. He is a person who shares and does not mind taking the time to explain things to others. He could easily become a good friend.

Some of the challenges Mike could encounter might involve taking a class where discussions are rare, having to sit and never share ideas or views, or having a professor who is not very organized and skips around. He would not deal very well with peers who are disrespectful and did not pull their own weight in the study group. He might also have a hard time with group members or classmates who are very quiet and prefer to observe rather than become involved. He would have trouble being around people who have no goals and direction in life. He might also run into some trouble because he is a very social person and loves to be around others in social settings. Therefore, he may over-commit himself to groups and clubs and on occasion, he may socialize more than study.

As you can see, by connecting to dots, Mike's Personal Life Profile tells us a great deal about his strengths and challenges. It also gives him an understanding of how to approach many different situations.

Now it is your turn. Take your time and refer to your chapter for any information you may need.

Examine your assessments and create your own profile in the four areas listed on the next page. Discuss your strengths and challenges for each area.

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Activity Sheet:


THE PERSONAL LIFE PROFILE OF

Academic Strengths: I found that I...

Academic Challenges: I found that I...

Communication Strengths: I found that I_

Communication Challenges: I found that L..

Relationship Strengths: I found that L. _________________________________________________

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Relationship Challenges: 1 found that L. _______________________________________________________

Career Strengths: I found that 1...

Career Challenges: I found that 1... ______________________________________________________

Financial Management Strengths: I found that

Financial Management Challenges: I found that 1... ______________________________________

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Active LearningACTIVITY: A Model of Active Learning*

Purpose: The purpose of A Model of Active Learning is to allow students the opportunity to work through the process of one model of active learning: dialogue with self, dialogue with others, experience of observing, and experience of doing.


V Describe four active learning activities and how they are related V Apply active learning to other experiences


Materials Needed: A Model of Active Learning activity sheet

Procedure: Before you begin the activity, discuss the four stages of active learning that are used in this activity: dialogue with self, dialogue with others, experience of observing, and experience of doing. Students may be interested to know that with each activity, starting with dialogue with self and ending with doing, their retention of the material gets greater. Depending on your own discipline, you may want to substitute the underlined words in the activity with another activity that students can learn to do. For example, for a nutrition class, calculating nutritional value may be an activity that could replace writing an essay.


Books/Resources: Using Active Learning in College Classes: A Range of Optionsfor FacultySutherland, T. & C. Bonwell, 1996

*Adapted from L. Dee Fink, University of Oklahoma Instructional Development Program. Retrieved from http:// honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/active.htm

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http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/active.htm

http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/active.htm

Activity Sheet:

Model of Active LearningEXPERIENCE OF: DIALOGUE WITH

From L. Dee Fink, University of Oklahoma Instructional Development Program. Retrieved from http://honolulu.hawaii.edu/intranet/cornmittees/

FacDevCom/guidebk/teachtipiactive.htm

Learning How to Write an Essay for an Exam

Active Learning Activity

Dialogue with Self: Take 5 minutes to write about your experience with writing

Your Experience

an essay for an exam; if you have notexperienced writing an essay for an exam,then write about any experience you have with writing.

Dialogue with Others: Take 5 minutes to talk to your classmate about writing anessay for an exam. Write down what yourclassmate has experienced in writing an -essay for an exam.

Experience of Observing: Listen to your professor demonstrate how to write anessay for an exam. This will take 15-20minutes. Write down your observations.

Experience of Doing Take the remaining 15-20 minutes and write an essay for anexam based on a topic your professor hasassigned.

SELF

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http://honolulu.hawaii.edu/intranet/cornmittees/

SSIThe National Student Success Institute

Active LearningACTIVITY: Active Learning = Remembering = Retaining*

Purpose: The purpose of Active Learning = Remembering = Retaining is to demonstrate the connection between actively learning and remembering and retaining what has been learned over time.


ü Define active learningü Draw correlations between the type of learning and the amount of information that is

retainedü Develop strategies for actively learning in all educational environments


Materials Needed: Active Learning = Remembering = Retaining activity sheet

Procedure: Discuss the connection between active learning and remembering/retaining information by talking about classes students have had in the past. Many people refer to the common belief that we retain 10% of what we hear; 30% of what we see; 50% of what we watch, see, and hear; 70% of what we figure out on our own or do ourselves; and 90% of what we do ourselves and teach others to do. Discuss the reasons behind these statistics and ask students to complete the sheet by recording the types of experiences that would fall in each category and then by determining what kinds of strategies will help them retain more in different types of classes.


Books/Resources: Collaborative Learning TechniquesBarkley, E. et al., 2004

*Activity adapted from this website: http://ipcl.c1pccd.cc.ca.us/fpc/hanna/learning/activelearning.htm

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http://ipcl.c1pccd.cc.ca.us/fpc/hanna/learning/activelearning.htm

Activity Sheet:

Active Learning = Remembering = Retaining

Directions: Copy this sheet and the following one for each student and ask everyone to cut out each block. They will classify each block according to the categories provided. If they are unable to cut out the blocks, they can rewrite each block on the answer sheet provided.

10% of what you hear

Student groups and tutoring

Experiential learning 30% of what you see

Interactive presentation

Lab courses Standard teaching model

Standard teaching model with a little variation, usually depends on if the discipline is visual

ActiveThe most you can get during a lecture class

The student explains Beginning to get active

Verbal lecture 50% of what you watch, hear, see

Passive Very active

Verbal lecture with visual aids (e.g., PowerPoint slides)

90% of what you figure out and verbalize

Very passive 70% of what youfigure out and do

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Active Learning = Remembering = Retaining

1.Place or write the appropriate boxes from the previous page in the columns provided.

What You Remember

How Passive or Active?

Specific Exampl

AdditionalInformationabout Example

'

2.With a classmate or a small group, write down three strategies for remembering, retaining, and learning information in the following types of classes.

Very passive:

Passive:

Beginning to get active:

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ANSWER KEY

What You Remember

How Passive or Active?

Specific Exampl

AdditionalInformationabout Example

10% of what you hear

Very passive Verbal lectureStandard teaching model

30% of what you see Passive Verbal lecture with visual aids (e.g., PowerPoint slides)

Standard teaching model with a little variation, usually depends on if the discipline is visual

50% of what you watch, hear, see

Beginning to get active

Interactive presentation

The most you can get during a lecture class

70% of what youfigure out and do

Active Lab courses Experiential learning

90% of what you figure out and verbalize

Very active Student groups and tutoring

The student explains

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NSSIThe National Student Success Institute

Active LearningACTIVITY: Technology Does Not Improve Teaching*

Purpose: The purpose of Technology Does Not Improve Teaching is to provide a situation in which even a well-meaning professor confuses and frustrates the students. Students can then evaluate better solutions that can be used to incorporate technology in the classroom AND promote student learning.


ü Understand the challenges of technology in the classroomü Identify ways that technology can enhance student learning both in and out of the classroomü Appreciate the challenges that can arise with the use of technology

Estimated Time Requirement: This activity and discussion usually take approximately 30 minutes.

Materials Needed: An article about the use of technology in the classroom or a list of technology used in the classroom. This could be generated by the students or ahead of time.

Procedure: Allow students to read the short article first and then ask students to describe what they read. Use this article as a platform to brainstorm all the possible things thatcould go wrong when faculty use technology in the classroom. Direct students to complete the activity sheet with instructions to create a "best scenario" for using technology in the classroom.


Books: Using Technology in the ClassroomBitter, G., & Legacy, J. 2007

*Activity adapted from http://1pcl.clpccd.00.ca.us/Ipc/hanna/learning/activelearning.htm

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http://1pcl.clpccd.00.ca.us/Ipc/hanna/learning/activelearning.htm

Activity Sheet:

Technology Does Not Improve Teaching*

Technology Does Not Improve Teaching

Sue Davis / Guest ColumnistOctober 22, 2004

Source. CSUN Daily Sundial

Retrieved from http://www.csun.edu/science/ref/pedagogy/active-passive/powerpoint_abuse.htm

This is my first semester with teachers who use PowerPoint in every class, and eight weeks into the semester, I am ready to start screaming like someone in Eminem's "Just Lose It" video.

I know it seems like a cool technology at first glance. No writing on the board, no flipping overhead transparencies around until they read correctly.

In practice, it turns out to be just one more thing standing in the way of teachers engaging students in meaningful learning.

Here is how it goes: The lights dim, the teacher fools around with the laptop for a while, and then the show begins. The first slide pops up with a bunch of text, sometimes with cool animated transformation effects.

The instructor either reads the text or reads it and elaborates on it a little. Then they try to move on to the next slide, saying "It isn't important to copy down the whole thing, just get the gist of it," but there are always those obsessive-compulsive students who can't help themselves. They just have to copy every word. So, they beg for the teacher to leave the slide up longer, writing furiously, while everyone else sits there, bored.

One of my instructors just copies and pastes text straight from the textbook. If he uses examples, they alwayscome from the book, too. So, I bring my highlighter and book to class and madly page through the chapter, finding the text shown on the slide, so I can highlight it. It keeps me following along, but it isn't exactly challenging my intellectual capabilities to their utmost.

Another professor makes PowerPoint presentations of such stunning length and complexity that it is invariably thirty seconds before the class is over before she shouts "Any questions?" over the din of people packing their backpacks and leaving.

Of course, there aren't any questions at that point, and everyone in the class is completely lost. When one brave student finally admitted as much, and everyone else agreed, the instructor said, "But the information was all there!"

Yes, it was all there. It just didn't get to us, and she didn't notice because she was too busy getting though the presentation instead of actually teaching.

I long for the old days when the instructor would write on the board. Then they would at least move around, write some things large, draw diagrams, underline for emphasis and look around the classroom as they talked.

At times, they would even call on students!

Interacting with students? How crazy is that? Can we go back to those days? Because this PowerPoint thing sucks. It doesn't make good teachers any better, and it makes poor teachers really stink. I'm ready for December already.

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http://www.csun.edu/science/ref/pedagogy/active-passive/powerpoint_abuse.htm

*From L. Dee Fink, University of Oklahoma Instructional Development Program. Retrieved from http://honolulu. hawaii.eduantranet/committees/FacDevCom/guidebk/teachtip/active.htm

http://honolulu.hawaii.eduantranet/committees/FacDevCom/guidebk/teachtip/active.htm

http://honolulu.hawaii.eduantranet/committees/FacDevCom/guidebk/teachtip/active.htm

Technology Does Not Improve TeachingDirections: Read the article on the previous page by a senior journalism major who has issues with professors who use technology. Then, answer the questions below.

1.What are your experiences with professors using technology in the classroom? Are they positive or negative or a combination of both?

2.In your view, what mistakes do professors make when using technology in the classroom to help students learn?

3.What advice could you give professors who use technology, such as PowerPoint slides, to help them improve student learning?

4.Describe the best active learning experience that would include the use of technology in the classroom (by either the professor, the students, or both) and the use of technology outside of the classroom to study and retain the information,

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Active LearningACTIVITY: VARK Learning Preferences*

Purpose: The purpose of VARK Learning Preferences is to allow students an opportunity to learn more about how they prefer to learn in certain situations.


üIdentify their VARK learning style preferenceüUse their learning style preference to complete a tasküReflect on the ease or difficulty of completing a task that matches or does not match

their learning style preference

Estimated Time Requirement: The inventory will take about 15-20 minutes to answer and score. Some time will be needed to discuss the different learning styles preferences: Visual, Aural, Read/Write, and Kinesthetic and how they may affect students' learning preferences. The activity will take 20-30 minutes, depending on group dynamics and motivation to complete.

Materials Needed: VARK Learning Preferences activity sheet and the VARK learning styles inventory available at http://www.vark-learn.com/english/index.asp if students do not have access to the inventory with their texts or other materials. Other materials will include items that can be assembled to create the kinesthetic and multimodal models: colored paper, notecards, stapler, tape, straws, paper clips, newspaper/magazines, scissors, markers, colored pens, etc.

Procedure: Administer the VARK learning styles inventory and explain the directions. Ask students to answer as best they can and then score themselves as to which is their learning style preference. Then, divide the group into their learning styles preference. Give them an activity sheet that matches their learning style preference (or not) and ask them to complete the activity. They will then share their creations with the class. After each group shares, have them discuss their reactions to the ease or challenge of the assignment.


Books/Resources: VARK: A Guide to Learning Styleshttp://vvvvw.vark-learn.com/english/index.asp Fleming, N. 2007

*CD Baldwin, A. The Instructor's Manual. The Community College Experience, 2nd Edition. Boston, MA: Pearson Education, 2009.

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http://vvvvw.vark-learn.com/english/index.asp

http://www.vark-learn.com/english/index.asp

Activity Sheet.

VARK Learning Preferences

VARK Learning Styles Activity

Group Aural (A)

Members of the Group (including yourself):

VARK Learning Preference_________________VARK Learning Preference_________________VARK Learning Preference_________________VARK Learning Preference_________________VARK Learning Preference_________________VARK Learning Preference_________________

Your task as group Aural (A) is to write and perform a song about Howard Gardners Multiple Intelligences to the tune of either "Row, Row, Row Your Boat" or "Twinkle, Twinkle, Little Star."

Record your lyrics below.

Once you have completed the task, reflect on the experience. What was difficult and what was easy about the task? Why?

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Group Kinesthetic (K)


VARK Learning Preference________________VARK Learning Preference________________VARK Learning Preference________________VARK Learning Preference________________VARK Learning Preference________________VARK Learning Preference________________

Your task as group Kinesthetic (K) is to create a physical form with the materials provided that represents the different personality types and learning styles that you have learned about in this class.

. Use the space below to provide a sketch of the model that you create.


Name Name Name Name Name Name

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Group Multimodal (MM)



VARK Learning VARK Learning VARK Learning VARK Learning VARK Learning VARK Learning

Preference Preference Preference Preference Preference Preference

Your task as group Multimodal (MM) is to use at least two of the VARK learning style preferences to create a representation (can be a combination of visual, aural, read/write, and kinesthetic) of college success.

Use the space below to provide information on your niultimodal presentation.


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Group Visual (V)


VARK Learning Preference________________VARK Learning Preference________________VARK Learning Preference________________VARK Learning Preference________________VARK Learning Preference________________VARK Learning Preference________________

Your task as group Visual (V) is to draw or create a picture with the materials provided that illustrates the connections between one's background, values, goals, and mission statement AND how that can connect to one's personality type.

. Use the space below to provide a sketch of the picture.



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Active LearningACTIVITY: Tapping into Emotions

Purpose: The purpose of Tapping into Emotions is to allow students to examine their emotions in certain situations, recognize the pattern, and reflect on the lesson that is to be learned about themselves.


ü Understand and appreciate all emotions and feelingsü Recognize emotional patternsü Identify the lessons to be learned in each type of emotional situation


Materials Needed: Tapping into Emotions activity sheet

Procedure: Students will benefit from a brief discussion before the activity about identifying emotions—both positive and negative—and exploring their "triggers." Talk about how certain situations evoke a similar feeling/response in you and ask students to share situations that often make them angry, joyful, scared, or excited. Then, using one of your own examples, talk about what the underlying "wisdom" or lesson is in that emotion.


Books: At the Heart of Leadership: How to Get Resultswith Emotional IntelligenceFreedman, J. 2007

Emotional Intelligence: Why It Can Matter More than /Q Goleman, D. 1996

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Activity Sheet:

Tapping into Emotions

Directions: The following are examples adapted from Joshua Freedman's At the Heart of Leadership: How to Get Results with Emotional Intelligence. He argues that we often experience emotions in a pattern. For example, similar situations will trigger a type of response. It will help us, he argues, if we learn to recognize the pattern and to dig deeper to explore the reasons why we feel the way we do. Then, we should look for the wisdom in the situation and response; in other words, we should look for a lesson to learn to improve ourselves.

Using the following "typical" college student examples, reflect on your emotional reaction to these types of situations and what you think the wisdom, or lesson, is in each.

1. EMOTION: DISCOMFORT

A. TYPICAL SITUATION: You walk into a class for the first time and the professor seems uninterested to teach or uninteresting in general. You suddenly get worried that you will not enjoy this class—and you have to have it for your degree.

B. YOUR EXPERIENCE IN THIS SITUATION:

C. THE LESSON TO BE LEARNED:

2. EMOTION: ANXIETY/FEAR

A. TYPICAL SITUATION: You walk into class where the professor explains everything that you are going to do this semester. He talks about a 15-page research paper, field studies, and weekly journals. You don't even have access to a computer.



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3. EMOTION: EXCITEMENT

A. TYPICAL SITUATION: You find out that you won a scholarship that will pay for books, tuition, and fees when you transfer to a four-year university next semester. You can't wait to share the good news with your family because they were having a hard time helping support you while you were in college.



4. EMOTION: JOY

A. TYPICAL SITUATION: You have taken your last final exam and will be graduating next week in front of your family, friends, and co-workers—and a few people who thought you wouldn't make it. You have a job ready and waiting for you in your field of study. While the pay may not be high, it offers great opportunities for advancement. Your two children are proud to tell everyone that their mom has a college degree, and you know that they will be more likely to attend college because you did.



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Active LearningACTIVITY: Reflecting on Your Learning Style*

Purpose: The purpose of Reflecting on Your Learning Style is to allow students to reflect on how much they understand about their learning styles.


V Be more aware of how they receive and use informationBe more aware of the environmental factors that affect their learning

Estimated Time Requirement: 10 minutes to complete the activity. Discussion time in class will vary.

Materials Needed: Reflecting on Your Learning Style activity sheet

Procedure: Students can complete the activity as a homework assignment or as a reflective in-class assignment.

· Follow-up can vary:o Pair-share activity with a classmateo Small group discussions in which students are grouped according to similar

assessment rankingso Large class discussion

*Study Skills: Do I Really Need This Stuff? 2nd Edition. Piscitelli, S. Boston, MA: Pearson Education, 2009.

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Activity Sheet.

Reflecting on Your Learning Style*

There are no "right" answers for the questions below. It's okay if you cannot recall exactly which type of questions you most often faced; try to remember as best you can. Write from your heart. This exercise is not meant for you to answer just like your classmates, or to match what you may think the instructor wants to see. Take your time to give a respectful and responsible general accounting of your experiences with critical thinking. A truthful self-assessment now will help you build on skills you presently possess while developing those you lack.

For the following items circle the number that best describes your typical experience. The key for the numbers is: 0 = never, 1 = almost never, 2 = occasionally, 3 = frequently, 4 = almost always, 5 = always

When considering your past successes and challenges with learning, how often:

1.Did you notice that a classroom lecture, when it was accompanied with photos, slides, transparencies, or a PowerPoint presentation, either positively or negatively affected your ability to understand the material?

0 1 2 3 4 5

2.Did you notice that directions, when they were given verbally without any visuals, affected your ability to understand the message?

0 1 2 3 4 5

3.Did you notice that when you were allowed to do something physically with material, like create a picture or model of it, this had an impact on your learning?

a 1 2 3 4 5

4.Did you notice that the amount of lighting in a room either positively or negatively affected your ability to study or pay attention?

o 1 2 3 4 5

5.Were you aware of how the temperature of a classroom or study space had an impact on how well you focused on the topic at hand?

0 1 2 3 4 5

*Study Skills: Do I Really Need This Stuff? 2nd Edition. Piscitelli, S. Boston, MA: Pearson Education, 2009.

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6. Did you perform better when instructors clearly mapped the exact steps you had to follow to complete a task?

0 1 2 3 4 5

7. Did you notice the affect eating or not eating a meal before an exam had on your performance?

0 1 2 3 4 5

8. Did you notice how background noise helped or hindered your concentration?

0 1 2 3 4 5

Add up your scores for items 1, 2, 3, and 6. Divide by 4. Write your answer here:________

Using the key explanations for each number (0, 1, 2, 3, 4, 5) complete this sentence:

When it conies to how I receive and understand information, I am___________________awareof my learning preference.

Add up your scores for items 4, 5, 6, and 8. Divide by 4. Write your answer here: ________

Using the key explanations for each number (0, 1, 2, 3, 4, 5) complete this sentence:

When it comes to how environmental factors affect my learning, I am_________________aware of these factors.

Based on your answers, what insights do you have about your experiences with identifying and using your learning style? _______________________________________________________________

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Active LearningACTIVITY: How Do You Learn Best?*

Purpose: How Do You Learn Best? provides students with more opportunity to reflect on what works best for them (auditory, visual, kinesthetic—or a combination of the three) when learning.


V Identify specific examples of when and how they learned best with auditory, visual, and/or kinesthetic classroom lessons.

Estimated Time Requirement: 20 minutes

Materials Needed: How Do You Learn Best? activity sheet

Procedure: Provide students with an overview of the auditory, visual, and kinesthetic learning. Ask students to complete How Do You Learn Best? activity sheet. Place students in three groups based on the learning style they seem to most prefer. Ask each group to list at least three reasons why this particular learning style works best for them and list at least three strategies for other, students who have difficulty with this type of learning style. Conclude with comments about the value of knowing one's learning style.

*Instructor's manual to accompany Study Skills: Do I Really Need This Stuff? 2nd Edition. Piscitelli, S. Boston, MA: Pearson Education, 2009.

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Activity Sheet:

How Do You Learn Best?*

Auditory. Describe a recent class situation in which you understood the material by hearing an explanation. You really got it! Rate how often this happens on a scale of 1 (almost never) to 5 (almost always). Explain why you think you got it or why you think you did not get it.

Visual. Describe a recent class situation in which you understood the material by seeing the explanation. Maybe the instructor used pictures or a model. Whatever she used, you really got it! Rate how often this happens on a scale of 1 (almost never) to 5 (almost always). Explain why you think you got it or why you think you did not get it.

Kinesthetic. Describe a recent class situation in which you understood the material by physically doing something. Maybe it was a science lab or maybe you constructed a model. Whatever happened, you really got it! Rate how often this happens on a scale of 1 (almost never) to 5 (almost always). Explain why you think you got it or why you think you did not get it.

Environment. Describe the environment (climate, lighting, ventilation, sound) that helps you to learn the best.

*Rhythms of College Success: A Journey of Discovery, Change, and Mastery. Piscitelli, S. Boston, MA: Pearson Education, 2008, 99.

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Active LearningACTIVITY: Prioritizing Your Intelligences*

Purpose: Knowledge of learning styles and multiple intelligences provides students with information to help them be more proactive in developing learning strategies.


v Identify specific examples of when and how they learned best with auditory, visual, and/or kinesthetic classroom lessons.


Materials Needed: The background material and the Prioritize Your Intelligences activity sheet

Procedure: Explain Gardner's theory of multiple intelligences (see background information on the next page). Ask students to complete the Prioritize Your Intelligences activity sheet. Upon completion, group students in either of the ways outlined below:

· Group all students according what they listed as their most developed intelligence. Share what makes this a favored intelligence

· Group students according to the most and least developed intelligence. For instance, group those who ranked linguistic intelligence as the most developed with those who ranked linguistic intelligence as the least developed. Ask the students who ranked it high to suggest strategies to develop the intelligence to the students who ranked it low.

Conclude class discussion about the benefit of this information for active learning.

*Instructor's manual to accompany Study Skills: Do I Really Need This Stuff? 2nd Edition. Piscitelli, S. Boston, MA: Pearson Education, 2009.

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Activity Sheet

Background Information: Understanding Multiple Intelligences*

Howard Gardner, a Harvard professor, did pioneering research in this area. He maintains that measuring intelligence (IQ) with one number is misleading. It leads us to believe that there is one intelligence. According to Dr. Gardner, there are actually eight intelligences.t That is, we have eight different abilities to pick from when solving problems. Unfortunately, many of us have been trained to use only two or three of these. Just think of what we can do once we tap into as many of the eight intelligences as possible!

The Eight Intelligences*

Although some of our eight intelligences are more advanced than the others, we have traces of each intelligence. Some may be highly developed and some a little less developed. Here is Gardner's list (with clarification in parentheses provided from the work of Thomas Armstrong).

Linguistic intelligence (word smart). You are good with the written word. You can express yourself with language. Occupations include writer, speaker, lawyer, and teacher.

Logical mathematical intelligence (number smart). You can think abstractly and solve problems. Logic and order are strengths for you. You understand cause and effect. Manipulation of numbers comes easily. Occupations include scientist and mathematician.

Spatial intelligence (art smart). You can recreate your world visually. A sound sense of direction is involved, too. Occupations include sculptor, painter, and anatomy teacher.

Bodily—kinesthetic intelligence (body smart). You have coordinated control of your own body. There is a strong sense of learning by movement or action. You can effectively use your hands, fingers, and arms to make something. Occupations include athlete, actor, and dancer.

Musical intelligence (music smart). You have the ability to use the major components of music (rhythm or pitch). You can recognize patterns and use them effectively. Occupations include musician and dancer.

Interpersonal intelligence (people smart). You have an understanding of the mood and motives of those with whom you associate. If you are to effectively deal with other people you must be skilled in this intelligence. Occupations include teacher, politician, and salesperson.

*Rhythms of College Success: A Journey of Discovery Change, and Mastery. Piscitelli, S. Boston, MA: Pearson Education, 2008, 99-100.tGardner's groundbreaking book is entitled Frames of Mind: The Theory of Multiple Intelligences (1993).tA ninth intelligence is being investigated—spiritual. This intelligence refers to the ability to connect with nonphysical or metaphysical stimuli. For our purposes we will look at the first eight.§Multiple Intelligences in the Classroom. Armstrong, T. Alexandria, VA: Association for Supervision and Curriculum Development, 1994.

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Intrapersonal intelligence (me smart). You understand yourself and can apply that knowledge in real-life situations to produce the best results. You understand what is good for you. You know who you are and what you can do. You know what to associate with and what to avoid. Occupations include independent contractor.

Naturalistic intelligence (nature smart). You can understand, explain, and relate to things in the natural world around you. You have a unique ability to classify and separate items based on characteristics. Occupations include botanist, zoologist, archaeologist, and environmentalist.

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Activity Sheet:

Prioritize Your Intelligences*

List the intelligences in order from the one intelligence that is most developed in you to the one that is least developed as they relate to you. Write a brief description how you have come to believe this. Be specific (perhaps give an example that explains your ranking).

My most (1st) developed intelligence is_____________________________o My evidence is_____________________________________________________________

My 2nd most developed intelligence is_________________________________o My evidence is___________________________________________________________

My 3rd most developed intelligence is______________________________o My evidence is____________________________________________________________

My 4th most developed intelligence is______________________________o My evidence is___________________________________________________________



My 7th most developed intelligence is______________________________o My evidence is____________________________________________________________


Finally, what insights can you draw from this activity? ________________

*Instructor's manual to accompany Study Skills: Do 1 Really Need This Stuff? 2nd Edition. Piscitelli, S. Boston, MA: Pearson Education, 2009.

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Active LearningACTIVITY: Multiple Intelligences—Majors and Careers*

Purpose: Multiple Intelligences—Majors and Careers provides a practical application of the multiple intelligences theory.


V Develop connections between multiple intelligences, careers, and majors Estimated

Time Requirement: 20 minutes

Materials Needed: Background Information: Understanding Multiple Intelligences, which was used in the Prioritize Your Intelligences activity, and the Multiple Intelligences—Majors and Careers activity sheet

Procedure: The table on the next page lists a few possible careers for each of the multiple intelligences. A guest speaker can be a powerful way through which to reinforce this connection. For instance, the campus librarian could explain how linguistic intelligence is critical to his or her job. He or she can also demonstrate how other intelligences are needed to successfully carry out the job's duties. A similar activity can be done with other guest speakers. Ask the students to collaborate with a classmate and complete the last column. Conclude with a class discussion about student answers and where students may be able to find more information.

*Rhythms of College Success: A Journey of Discovery, Change, and Mastery. Piscitelli, S. Boston, MA: Pearson Education, 2008, 101.

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Activity Sheet:

Multiple Intelligences—Majors and Careers*

Collaborate with a classmate and complete the last column of the chart below.

Multiple IntelligencePossible careers (selected)

What majors will prepare you for these careers?

Linguistic intelligence (word smart) Writer, public speaker, lawyer,

teacher, journalist, librarian, talk show host, tour guide

Logical—mathematical intelligence (number smart) Scientist, mathematician, banker,

investment broker, accountant, doctor

Spatial intelligence (art smart)Sculptor, painter, anatomy teacher, architect, builder, photographer, urban planner, artist, interior decorator

Bodily—kinesthetic intelligence (body smart) Athlete, actor, dancer, trainer,

gymnast, thespian, massage therapist, model

Musical intelligence (music smart)Musician, dancer, critic, music instructor, singer, record producer

Interpersonal intelligence (people smart) Teacher, politician, salespeople,

arbitrator, manager, humanresources executive, psychologist, social worker, marriage counselor, coach, nurse, doctor

Intrapersonal intelligence (me smart) Independent-type work, life style

coach, energy healer, clergy, philosopher, writer

Naturalistic intelligence (nature smart) Botanist, zoologist, archeologist,

meteorologist, environmentalist, animal trainer, veterinarian

*Rhythms of College Success: A Journey of Discovery Change, and Mastery. Piscitelli, S. Boston, MA: Pearson Education, 2008, 101.

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Active LearningACTIVITY: How Do You Know Who Would Make Good Study Partners?

Purpose: How Do You Know Who Would Make Good Study Partners? stresses the importance of a strong support network to help students develop their intellectual skills. Students who feel connected to their classes and their campus have a better chance to experience success. A study partner may be one of the most important people students will meet. He or she can be the beginning of a larger support group.

Learning Objective: At the end of this activity, students will be able to: ,(

Establish and use criteria when choosing study partners


Materials Needed: How Do You Know Who Would Make Good Study Partners? activity sheet

Procedure: Explain to students that a study partner (or a study group) can help them:

· make sense of class notes.· understand lengthy and confusing reading assignments.· see different perspectives (interpretations) of course material.· chose a topic for a term research paper.· prepare for an upcoming exam.· understand a difficult concept.· cope with classroom failures.· celebrate classroom successes.

Ask them to complete How Do You Know Who Would Make Good Study Partners? activity sheet

Pair students and ask them to compare notes. Conclude with a class discussion about the benefits of establishing such criteria. Follow-up: You may use the follow-up activity that accompanies this activity as a way for students to evaluate their study groups once they have formed and met a couple of times. They can use this to see if they need to make any adjustments.

*Rhythms of College Success: A Journey of Discovery Change, and Mastery Piscitelli, S. Boston, MA: Pearson Education, 2008, 121-122.


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Activity Sheet:

How Do You Know Who Would Make Good Study Partners?

Let's assume you have to find a study partner by the end of this week. When buying a car or renting an apartment or securing a job, you establish certain criteria to help you make the decision. After all, you want the very best for yourself The same rigor should hold for choosing a study partner. For this activity, pick one of your classes in which a study partner may be of assistance.

List the strengths (attitude, skills, content knowledge) that you want your study partners to have. Be as specific as you can.

List at least three students you consider to be good "candidates" for your peer study partner

this term.

1.2.3.

For each of your choices above, list at least one strength that person would bring to a study group. Be as specific as you can.

1.2.3.

What steps will you take to approach these people to be your peer study partners? When will you do it? Write these steps below.

Finally, for any strategy to be successful the person using it must see a benefit in the strategy. What benefit does a study partner or group bring to you? What benefit do you bring to the

Follow-up to How Do You Know Who Would Make Good Study Partners?

How effective and beneficial has your study group been?

Save this activity until you have met with your study partner or group at least three times. Reflect on the experience and then evaluate the benefit of the partner or group. Be as specific as you can.

If you think there has been a benefit, explain what the benefit or benefits have been.

If you believe there has been no benefit, explain what has happened or not happened.

Do you believe forming a study partnership has been the right choice for you—and will you continue working with one? Why or why not?

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active learning

Education

careersplanning activity

learning objectives

active learning movement

introduction pages

t s pages

attentive students

withyour students

group of students whatthey