Active Learning

Martha Wicker, DirectorCenter for Instructional Development

Clayton State University

Activity 1: Background Knowledge Probe

Question 1: What is your interest/knowledge level of active learning?

A. I have never heard of active learning.

B. I have heard about active learning.

C. I have read about or attended a conference session on active learning.

D. I have participated in a course, workshop, or training session on active learning.

E. I have done independent research and/or presented or published a paper on active learning.

Question 2: What is your implementation level of active learning?

A. I have never used active learning strategies in the classroom.

B. I seldom use active learning strategies in the classroom.

C. I sometimes use active learning strategies in the classroom.

D. I often use active learning strategies in the classroom.

E. I always use active learning strategies in the classroom.

Activity 1: Background Knowledge Probe

Background & Definitions

Constructivism

“Learners construct their own reality or atleast interpret it based upon their perceptionsof experiences, so an individual's knowledge is a function of one's prior experiences, mental structures, and beliefs that are used to interpret objects and events." (Jonasson, 1991)

Leading Theorists: Jean Piaget Seymour Papert Jerome Bruner

Lev Vygotsky John Dewey

Constructivism

Premises:

Learners construct their own meaning

New learning builds on prior knowledge

Social interaction enhances learning

Meaningful learning occurs through “authentic” tasks

(Good and Brophy,1994)

Background and Definitions

“I hear and I forget, I see and I remember, I do and I understand.”

(Confucius)

Background and Definitions

“One must learn by doing the thing,for though you think you know it – you have no certainty until you

try.” (Sophocles, 5th century

B.C.)

Background and Definitions

“All genuine learning is active, notpassive. It is a process of discoveryin which the student is the mainagent, not the teacher.”

(Adler,1982)

Background and Definitions

“Learning is not a spectator sport. Students do not learn much just bysitting in class listening to teachers,memorizing pre-packaged assignments,and spitting out answers. They musttalk about what they are learning, writeabout it, relate it to past experiences,apply it to their daily lives. They mustmake what they learn part ofthemselves.”

(Chickering & Gamson, 1987)

Definition of Active Learning

“In the college classroom, active learning involves students doingthings and thinking about what theyare doing.” (Bonwell & Eison, 1991)

Characteristics ofActive Learning

Passive Learning

Play Movie

Activity 2: Gallery Walk

In your group, make a list of the characteristics of active learning.

Post your list on the wall and walk around the room to view each groups’ list.

Characteristics of Active Learning

Students are involved in more than passive listening.

Students are engaged in activities (e.g., reading, discussing, writing).

There is less emphasis placed on information transmission and greater emphasis placed on developing student skills.

There is greater emphasis placed on the exploration of attitudes and values.

(Bonwell & Eison, 1991)

Characteristics of Active Learning

Student motivation is increased (especially for adult learners).

Students can receive immediate feedback from their instructor.

Students are involved in higher order thinking (analysis, synthesis, evaluation).

(Bonwell & Eison, 1991)

Characteristics of Active Learning

engaged in the learning processencouraged to “own” and construct

knowledgeprovided with real-life connections and

experiencesrequired to think critically and creativelylearning with reference to their different

learning stylesbuilding on their prior

knowledge/experienceevaluated using multiple authentic

assessment strategies

(Biggs, J., 2003)

Examples ofActive Learning

Activity 3: Focused Listing

In your group, make a list of examples of active learning.

Rotate sharing examples on your list with the large group.

Examples of Active Learning

Interactive LecturesGroup ProjectsDebatesSimulationsGamesPresentationsField TripsService LearningDiscussion

PBLCase StudiesResearch PapersLabsCollaborative

LearningConcept MappingAlternative

Assessment

Passive & Active Learning

Receiving Information

& ideas

Experiences•Doing•Observing

Reflection•what & how•alone & group

Passive Learning

Active Learning

(Fink, 2003)

Faculty Role

Teacher Centered students passive teacher decisions emphasis on subject

content only lecture based learning emphasis on content

coverage teacher is content expert extrinsic motivation competitive & individual

learning short-term learning teacher-focused

assessments

Student Centered students active student choices emphasis on integrated

content inquiry based learning emphasis on learning

activities teacher is facilitator intrinsic motivation cooperative learning

lifelong learning student/peer-focused

assessments(Cannon, 2000)

Planning Model

LearningGoals

Feedback &Assessment

Teaching &Learning Activities

Situational Factors

(Fink, 2003)

Activity 4: Think-Pair-Share

Think: Take a moment to think about the examples of active learning and select one you think you could use in the classroom. Answer the following questions: Why did you choose this strategy? What preparation is required by the faculty and

students? How does it change your role as the instructor?

Activity 4: Think-Pair-Share

Pair: Turn to the person next to you and explain your thoughts.

Why did you choose this strategy? What preparation is required by the faculty and

students? How does it change your role as the instructor?

Activity 4: Think-Pair-Share

Share: Report out to your small group.

Why did you choose this strategy? What preparation is required by the faculty and

students? How does it change your role as the instructor?

Benefits & Barriers

Activity 5: Electronic Polling

Question 3: What is the average attention span for students?

A. 10 – 15 minutes

B. 15 – 20 minutes

C. 30 – 45 minutes

D. 50 – 60 minutes

Activity 5: Electronic Polling

Question 4: After 24 hrs, what percent of information is retained by students in a lecture environment?

A. 5 %

B. 10%

C.20%

D.30%

E. 50%

Activity 5: Electronic Polling

Question 5: After 24 hrs, what percent of information is retained by students in an active learning environment?

A. 10%

B. 20%

C.30%

D.50%

E. 75%

0

10

20

30

40

50

60

70

80

90

Per

Cen

t R

eta

ined

Teaching Method

Per Cent of Information Retained After 24 Hrs

Lecture

Reading

AV

Demonstration

Discussion

Practice by Doing

Teaching Others

(Souza, 2000)

Benefits

Activity 6: Pro/Con Grid

In your group, make a list of the pros (benefits) and cons (barriers) of usingactive learning strategies in theclassroom.

Benefits of Active Learning

Students are more engaged in learning.

Students receive immediate feedback from instructor and other students.

Students are more motivated and accept more responsibility for their learning.

Students learn to work collaboratively with others from diverse backgrounds.

Barriers to Active Learning

You cannot cover as much course content as you can with the lecture method.

Designing active learning strategies requires more pre-class preparation.

It is more difficult to implement active learning strategies with large classes.

Most instructors enjoy lecturing and believe that their lectures are effective. (Bonwell, 1991)

Barriers to Active Learning

Active learning strategies often require materials or equipment that may not be readily available.

Students often resist the use of active learning strategies.

Using active learning strategies involves taking risks

(Bonwell, 1991)

Activity 7: Brainstorming

In your group, brainstorm possible solutions to your assigned barrier.

Share your solutions with the large group.

Dimension Low-Risk Strategies High-Risk Strategies

Class Time Required Relatively short Relatively long

Degree of Structure More structured Less structured

Degree of Planning Meticulously planned Spontaneous

Subject Matter Relatively concrete Relatively abstract

Potential for Controversy Less controversial Very controversial

Students’ Prior Knowledge of the Subject Matter

Better informed Less informed

Students’ Prior Knowledge of the Teaching Techniques

Familiar Unfamiliar

Instructor’s Prior Experiencewith the Teaching Technique

Considerable Limited

Pattern of InteractionBetween faculty and

studentsAmong students

(Bonwell, 1991)

Overcoming Risks

(Bonwell, 1991)

Students are Active/Lower Level of RiskStudents are Active/Lower Level of RiskSmall group discussion Guided lectureDemonstrations Self-assessmentsBrainstorming activities In-class writingField trips Library toursQuizzes or tests Lecture with pausesLecture with discussion Feedback lectureSurveys/questionnaires Think-Pair-Share

Brainstorming

Students are Active/Higher Level of RiskStudents are Active/Higher Level of Risk

Role playingSmall group presentations Individual presentationsGuided imagery exerciseUnstructured small group discussionResponsive lecture

Students are Inactive/Lower Level of RiskStudents are Inactive/Lower Level of Risk

Show a film for the entire class periodLecture for the entire class period

Students are Inactive/Higher Level of RiskStudents are Inactive/Higher Level of Risk

Invite a new guest speaker

Overcoming Risks

Implementing Active Learning Strategies

Individual Faculty

Individual Faculty

Select one active learning strategy

Set the stage

Prepare students

Ask for feedback from students & peers

Reflect on the experience

Make modifications, if necessary

(Modified from Felder, 1996)

Implementing Active Learning

Campus-Wide Models

Activity 8: Case Studies

Read the case at your table.

Choose a recorder.

Respond to the question(s) at the end of your case.

Briefly summarize the implementation model to the large group.

Clayton State’s Model

Faculty Development Grants

Purpose

to award funds to faculty for conducting classroom research projects aimed at improving student success in learning;

to provide structured opportunities for faculty to share best practice strategies related to student success;

to disseminate classroom research findings.

Faculty Development Grants

Expectations 1st year:

meet bi-weekly to share classroom experiences and to collect Student Success strategies;

conduct a classroom research project; formally share Student Success Program experiences

with CCSU faculty; present or publish classroom research findings at a

conference or in a journal article. contribute at least six student success strategies to

the online database

Active Learning Database

Faculty Development Grants

Expectations 2nd year:

lead a monthly focus group; participate in peer observations of faculty.

Incentives Stipends

1st year: $1,500; 2nd Year: $1,000 Credit for participation on Summary of Professional

Activity and Promotion and Tenure Evaluation

Focus Groups

Purpose

to provide structured opportunities for faculty to implement the Student Success strategies collected by the grant recipients;

to provide sharing opportunities for 6-10 faculty within each college/school to discuss their classroom experiences;

to facilitate improved teach- ing through peer observation and feedback.

Focus Groups

Expectations meet monthly to learn about Student Success

strategies and to share classroom experiences; develop discipline-specific applications for at least two

Student Success strategies and implement them in the classroom;

participate in journal reflections and peer observations.

Incentives Credit for participation on Summary of Professional Activity and

Promotion and Tenure Evaluation

Activity 9: Fish Bowl

Write down your questions on the index cards provided at each table.

Place your index cards in the fish bowl.

The workshop facilitator will respond to your questions by drawing cards from the fish bowl after break.

Activity 10: Reflective Journal

Complete the Inventory for Good Practice in Undergraduate Education on Active Learning

Devise a plan for implementing active learning strategies in your teaching.

Bibliography

Adler, Mortimer. (1982) The Paideia Proposal: An Educational Manifesto.New York: Collier Books.

Biggs, J. (2003) Teaching for quality learning at university: what the student does. 2nd edn. Buckingham: SRHE and Open University Press.

Bonwell, C.C. & Eison, J.A. (1991). Active Learning: Creating Excitement in the Classroom. ASHE-ERIC Higher Education Report No. 1. Washington, D.C.: School of Education and Human Development, George Washington University.

Cannon, Robert and Newble, David. (2000). A Handbook for Teachers in Universities & Colleges: a guide to improving teaching methods. London: Kogan Page.

Chickering, A., & Gamson, Z. (1987). Seven principles of good practice in undergraduate education. AAHE Bulletin, 39, 3-7.

Bibliography

Richard Felder, We Never Said It Would Be EasyNorth Carolina State University (1995). http://www2.ncsu.edu/unity/lockers/users/f/felder/public/Columns/Noteasy.html

Fink, L. D. (2003). Creating significant learning experiences: An integrated approach to designing college courses. San Francisco: Jossey-Bass.

Good, T., and J. Brophy. (1994). Looking in Classrooms (6th ed.). New York: Harper Collins.

Jonassen, D. H. (1991) Objectivism versus constructivism: do we need a new philosophical paradigm? Educational Technology Research and Development, 39 (3), 5-14.

Souza, "How the Brain Learns", (2000).