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Active and Interactive Learning in Large Classes

Active and Interactive Learning in Large Classes. Presenters Tim Lenz, Director, Teaching Learning Center Jennifer Peluso, Psychology Department Robin Jordan, Physics Department Assistance from Lynn Appleton, College of Arts & Letters Thomas Pusateri, Assessment Director.

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Active and Interactive Learning in Large Classes

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  1. Active and Interactive Learning in Large Classes Presenters Tim Lenz, Director, Teaching Learning Center Jennifer Peluso, Psychology Department Robin Jordan, Physics Department Assistance from Lynn Appleton, College of Arts & Letters Thomas Pusateri, Assessment Director

  2. Why focus on teaching/learning in large classes? • Pew Learning and Technology Program (1999) http://www.center.rpi.edu/PewHome.html25 introductory courses generate 35% enrollment • FAU’s initiatives in scholarship of teaching & learning • Dean Covino and the Teaching Learning Center • AAHE/Carnegie Foundation Cluster http://www.carnegiefoundation.org/CASTL/highered/clusters.htmScholarly Inquiry about Active PedagogiesTexas Tech (leader) University of Massachusetts, Lowell The Citadel Clayton College & State University Florida Atlantic University Indiana State University • Pew (1999) challenges three assumptions: • Improving quality means increasing cost • Using information technology increases cost • Using information technology jeopardizes quality

  3. Define “Conservative” and “Liberal”**as relatively coherent sets of beliefs, they are multi-dimensional concepts. • Initial sources:Google, Dictionary definitions, Own understandingWebster’s College Dictionary: attitude toward change • Define “Political Conservatism/Liberalism”Attitudes toward the role of government (big v. small) SOCIAL populist liberal ECONOMICconservative libertarian • World’s smallest political quiz http://www.self-gov.org/quiz.html

  4. LTSN Assessing Large Classeshttp://www.ltsn.ac.uk/application.asp?app=resources.asp&process=full_record&section=generic&id=12 • Front ending • Full briefing instructions/Checklists • Clarification of the assessment criteria (via student assessment of previous work) • Doing it in class • Assignments marked in class (orals; posters) • Assignments completed during class (mini-lab) • Self-assessment: Cover-page checklist; Revision • Peer assessment (if possible, use model answers) (continued on next slide)

  5. LTSN (continued) • Assessing groups • Group grade (with grievance procedures) • Individual contracts within group • Divided group mark (assigned by its members) • Project exam (questions based on group paper) • Mechanize the assessment • Statement banks • Feedback sheets • Objective tests • Strategic reduction • Reduce assessment (e.g., assign fewer papers; assess a subset of submitted work) • Reduce feedback time (e.g., checklists, group feedback, focused feedback)

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