Redesigning the Lecture: Merging Active Learning with Electronic Response Systems

2. Redesigning the Lecture: Merging Active Learning with Electronic Response Systems James D. Myers & Erin A. Campbell-Stone Department of Geology and Geophysics University of Wyoming

3. Typical Large Introductory Class • series of lectures during which instructor talks, students listen (hopefully) • large, auditorium classrooms • zero to minimal feedback during class • summative assessments only

4. Lecture – Advantages/Usefulness • communicate lecturer’s enthusiasm and interest • cover large amount of information • deliverable to large audiences (low cost/pupil) • little risk or demand on students • effective for listeners • summarize information from multiple sources

5. Lecture - Disadvantages • no feedback on student learning • passive environment without intellectual engagement • single learning pace and understanding level • one learning style - auditory • requires charismatic speaker • cannot teach higher levels of thinking • not suited for complex, abstract material

6. Lecture – Use It Correctly • Use it to: • present lots of background information efficiently • Impart unique or new information • teach knowledge level • convey interest and enthusiasm • Don’t use it to: • teach skills or higher levels of learning • present complex material • modify attitudes

7. Lecture – How to Modify It • change from passive to active learning environment • increase student-instructor and student-student interaction during lecture • provide formative assessment – soon and often • engage everyone in the class – not just the “responders”

8. Active Learning – What? Why? • What is it? • activities that actively engage students in the learning process • Why use it? • more likely to internalize, understand and remember material (Bonwell & Sutherland, 1996) • learn best when intellectually engaged

9. Active Learning – Techniques • interactive lectures (Frederick, 1987) • small work groups (Frederick, 1987; Bekken, 1995) • problem solving/critical thinking exercises (Frederick, 1987; Dupre and Evans, 2000) • whole class debate (Frederick, 1987) • simulations (Frederick, 1987) • role playing (Frederick, 1987) • concepTest (Mazur, 1997) • image analysis (Reynolds and Peacock, 1998) • think-pair-share (Macdonald and Korinek, 1995) • Venn diagrams (McConnell, 2001)

10. Active Learning – ConcepTest • form of peer instruction • exposes difficulties in understanding • involves students in learning • focuses attention on concepts • forces students to think about arguments • enables students and instructor to access understanding

11. Active Learning – ConcepTest: Procedure • students given multiple choice question • 1-2 minutes to formulate answer • answer question • spend two or three minutes discussing answers in groups • attempt to reach group consensus • reaffirm/change answer

12. Active Learning – ConcepTest: Example This cross section through the crust shows a series of sedimentary units and igneous bodies. Assuming the sedimentary layers are not overturned, which is the oldest unit shown? • A • B • C • D • F

13. Active Learning – Image Analysis • procedure • show a photograph, video, panorama • pose question • students answer question in 2-10 minutes depending upon difficulty • work alone • entire class derives answer • characteristics • introductory • short (10-15 minutes) • not graded • guide how to proceed with lecture

14. Active Learning – Image Analysis: Observation The texture of this igneous rock is: • porphyritic • glassy • vesicular • aphanitic Based on the texture of this rock, it is: • intrusive • extrusive

15. Given the porosity and permeability of this aquifer, the cone-of-depression around this well will be: deep and narrow shallow and wide deep and wide shallow and narrow Active Learning – Image Analysis: Prediction

16. Active Learning – Think-Pair-Share • procedure • present problem • students discuss problem for 10-15 minutes • answer questions • purpose • introduction • summary

17. Lecture Sessions - Types • expository: typical lecture • enhanced: mini-lectures separated by active learning tasks • focused: active learning class session focused on single concept/technique

18. Lecture Sessions - Expository • Instructor talks, students listen • passive environment • benefits • low “risk” for students • provides breather • easy fall back position

19. Lecture Sessions - Expository • introduce ourselves • describe regional, national or international geologic events • discuss local, state or national policy issues related to geology • cover information/topic not in textbook • tie current events to subject

20. Lecture Sessions – Enhanced: Purpose • series of mini-lectures • refocus attention • activities occupy only 5-10 minutes • combine formative assessment and/or active learning exercises • done individually or in pairs/groups • type of activity varied

21. Lecture Sessions – Enhanced: Timeline

22. Lecture Sessions - Focused • focused on a single concept/technique • employs multiple active learning tasks • think-pair-share always important • a worksheet is completed individually and turned in • occupies entire class period • maximum of one focused lecture per subject topic

23. Lecture Sessions – Focused: Functions • summation: used to wrap up a topic, e.g. structural geology • extension: introduces concept not previously covered in reading, lab or lecture • application: applies previously learned principles/concepts to new situation

24. Active Learning – Level of Success • student involvement grew during semester • improved performance on exams for students attending lecture

25. Active Learning: Enhancing with CRS • better in class feedback on student learning • ability to “chunk” lectures more effectively • reduction of administrative tasks and paper collection • permanent quantitative record of student performance • more focused assessment of effectiveness

26. CRS Lectures – Expository: Example • uses CRS for: • opinion surveys • knowledge assessment • benefits • no right/wrong answer • provides attendance data • refocuses students without “risk” on their part

27. CRS Lectures – Enhanced: Example • mini-lectures separated by active learning tasks • tasks use CRS • topic: groundwater • timeline • Mini-lecture: The Water Table • Quick-Thinks (CRS) • Mini-lecture: Aquifers and Aquicludes • ConcepTest – Artesian Wells (CRS)

28. CRS Lectures – Focused: Example • topic: structural geology • function: summation • timeline • introduction • terminology review (CRS) • vertical motion problem • map details quiz (CRS) • map exercise • core-information exercise • wrap-up (CRS)

29. Summary • active learning makes lecture time more effective • engages student’s brain • keeps them focused on task • breaks monotony • students need to “adjust” lecture behavior • electronic response systems improve the delivery and effectiveness of active learning • CRS benefits: • ensures all students participate • provides quantitative formative & summative assessment • reduces administrative overhead