Active Learning Strategies

1. Learning is not a spectator sport.Students do not learn much just by sitting in class listening to teachers, memorizing prepackaged assignments, and spitting out answers.They musttalkabout what they are learning,writeabout it,relate itto past experiences,apply itto their daily lives.They must make what they learn part of themselves. (Chickering and Gamson, as cited in Bonwell and Eison, 1991 p.3.)

2. Active Learning Strategies for Large Classrooms 5/23/05

3. “Use active learning techniques” • “Have you tried Think-Pair-Share?” • “Give Bookends a try” • “How can I engage a classroom of 70 students?”

4. Learning Outcomes for this Session • Faculty will identify active learning strategies that could be used in their large classroom regardless of teaching style or course student learning outcomes.

5. 3 Assumptions about Active Learning • Student engagement deepens student understanding. • Choice of strategies depends on: • Course level student learning outcomes • Instructor teaching style • There is a continuum of choices from simple to more complex.

6. Continuum of Active Learning Strategies Cooperative learning groups Punctuated Lecture Mid Level Strategies 2 • Complex Strategies • Longer in duration • 1 • Simpler Strategies • Short • Unstructured • 4 Adapted from Sutherland, Bonwell (1996)

7. It is tradition, It was part of my training, and seems like what I should be doing. I feel somehow guilty when I am not lecturing. (Creedas cited in Bonwell & Eison, 1991 )

8. Sampling of simple active learning strategies • An active pause in the lecture • Think-Pair-Share • Short Writes • Formative Quizzes Adapted from Sutherland & Bonwell (1996)

9. #1 Active Pause in the Lecture lecture 12-18 min lecture 12-18min lecture 12-18 min 2 min. pause 2 min. pause 2 min. pause Ruhl, Hughes & Schloss, 1987

10. 2 Minute Pause • No interaction between student & faculty • Discussions among students • Rework notes • Clarifying • Assimilating information

11. Study findings • 12 days after the last lecture, long term retention tested. • Students hearing lectures where the instructor paused did significantly better on the free recall quizzes and a comprehensive test. Ruhl, Hughes & Schloss, 1987

12. #2 Think-Pair-Share (5-10 min) • Pose a question during the lecture • Student thinks about/writes an answer • makes an attempt to answer. • Then, collaborates with another student. • Answer clarified, expanded • Answer shared with class • An extension is to have 2 pairs join and compare answers.

13. Take half a minute to think about simple active learning strategies you have found to be effective. Then, share them with your neighbor

14. #3 Short Writes • One Minute Paper (in reality 4-5min.) • The major points I learned today are…. • Questions that remain unanswered or the muddiest points are….. or • What was the main idea presented in this portion of the lecture? • Describe the concept of _________________ • Short writes could be submitted to the instructor or provide the basis for class discussion. (Angelo & Cross 1993)

15. Discipline Specific Questions Might Include: • Math- What is yet unclear or what is the muddiest point about a particular mathematical process? • Literature- What was the most meaningful insight you gained from this chapter. What important question did the novel make you ask of yourself? Angelo & Cross (1993) p. 371

16. #4 Formative Quizzes i.e. ungraded • To understand how well students are comprehending… • Same type of questions that might appear on an exam are read or shown on an overhead. • If multiple choice or T/F students can: • Use hand signals (polling) • Use cards if you want answers to be more confidential A B

17. Advantages for faculty Quickly determine student understanding. Opportunity to clarify before new material covered. Advantages for students Have an idea of types of questions on an exam. Show areas that need more study. Formative Quizzes

18. Open hand =YesFist = No

19. Mid-Level Active learning Strategies • When utilizing films, demonstrations, guest speakers etc. • Book Ends • Double Entry Journal

20. Book Ends • 1. Before the demo. or video etc.: • Present 3-4 questions that help students organize in advance what they know about the topic and set 3 expectations as to what the demo etc. will cover. • 2. After the demo. etc. has ended • Present 3-4 questions that will help students review and organize what they observed and learned. • Combine into groups of four and have them share answers. (Johnson, Johnson, & Smith 1998, p.3:29)

21. Double Entry Journal “When students can place content knowledge in a personal context, they are more likely to retain the information and be able to retrieve it”. Barbara Mills, 2002, p.2

22. Double Entry Journal

23. Viterbo University School of Nursing N-451 Double Entry Journal-Transcultural Nursing Name_______________________________________

24. Complex Strategies • Cooperative Groups

25. Cooperative Groups Encourage: • All students to learn the material. • Weaker students to request & receive peer coaching. • Shyer or less able students to accept leadership roles. Barbara Mills, 2002

26. Peer and Self Assessment Team member name_________________ Your name_________________________ Expectation Possible points (10 total) 1. Present and on time 1 2 2. Own work completed 1 2 3 3. Actively participates in the team process 1 2 3 4. Respectful of team members 1 2 Considerations working with Cooperative Groups

27. Considerations working with Cooperative Groups • Group processing of behaviors and of social skills • “Did all members of the group contribute?” • What could be done next time to make the group function better? • What were the most important things I learned today?

28. Three to Four Students/Group Explicit instructions Time frame communicated Group roles identified Facilitator- takes leadership and keeps the group focused and on track. Recorder- responsible for writing the group responses. Spokesperson- reports to the whole class as the opportunity is presented. Folder manager-makes sure all materials are completed and turns in folder at the end the class Considerations working with Cooperative Groups

29. Considerations working with Cooperative Groups • Teacher selected vs randomly or student selected • Remain together long enough to bond

30. Opportunities for the teacher • Monitor group learning by moving group to group. • Show interest in students’ progress • Being perceived as approachable

31. Continuum of Active Learning Strategies Cooperative learning groups Punctuated Lecture • Complex Strategies • Longer in duration • 1 • Simpler Strategies • Short • Unstructured • 4 Mid Level Strategies 2 Adapted from Sutherland, Bonwell (1996)

32. Faculty will identify active learning strategies that could be used in their large classroom regardless of teaching style or course student learning outcomes.