achitecting an active classroom: an integrative approach rocky k. c. chang department of computing...
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Achitecting an Active Classroom: An Integrative Approach
Rocky K. C. Chang
Department of ComputingThe Hong Kong Polytechnic University
[email protected] January 2004
Rocky K. C. Chang, Department of Computing2
Outline
1. Step 1-2-3: the main processes of building my classroom
2. An integrative approach
3. Lecturing, problem-solving, and peer learning
4. Students’ feedbacks
5. Conclusions and questions
Rocky K. C. Chang, Department of Computing3
Steps 1-2-3
1. Identify the teaching and learning difficulties
– Subject content– Students’ backgrounds– Others, e.g., lack of motivation
2. Decide on the expected learning outcomes and formulate the teaching strategies and approaches
3. Persist throughout the process
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Step 1: Identify the difficulties
• Rapid development in the field (both in scope and depth)
• Abstract concepts
• Lack of hands-on experience
• Many terminologies and acronyms
• Heterogeneity of students’ backgrounds
• Lack of motivation to learn
• Scaling to large class size
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Step 2: Expected learning outcomes and strategies
• My expectation: – Major: build a solid foundation on the underlying
principles.– Minor: acquire useful, practical skills.
• Expectations with the difficulties identified– Teaching plan (what to cover and how much)– Assessment schemes– Teaching strategies– Learning strategies
• The most important class (out of all)
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The first and the last
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A+ A B+ B C+ C D+ D
First class Last class
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Active classroom, if you will
• Thinking: motivate students to think deeply– In-depth treatment of the subject
• Task-focused: engage students in meaningful tasks– Purposeful and thoughtful assessment
components• Teamwork: facilitate peer learning
– Students are my partners in teaching• Transcendence: humbly break the wall of in-
class learning– A lot of learning activities taken place out of
classrooms
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Active classroom, if you will
• Interactive classes
• Enquiry-based learning
• Experience-based learning
• Collaborative learning
• Authentic and challenging assessment
• Integration of technology in teaching and learning
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Outline
1. Step 1-2-3: the main processes of building my classroom
2. An integrative approach
3. Lecturing, problem-solving, and peer learning
4. Students’ feedbacks
5. Conclusions and questions
Rocky K. C. Chang, Department of Computing10
An integrative approach
• The main theses:– It is not enough to just emphasize on some
teaching and learning components.– A thoughtful integration of all components
would greatly enhance the learning outcomes.
• Three types of integration– Teaching and learning activity integration– Peer integration– Teaching and assessment integration
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Teaching and learning activity integration
Lectures and self-reading
Analyticalproblem-solving
Experimentalproblem-solving
• The main foundation is still based on lectures and self-reading.
• The problem-solving layer intends to deepen the understanding.– Cover the important details and reinforce the concepts
taught in lectures.– Interact with the concepts through experimentation.
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Peer integration
Lectures and self-reading
Analyticalproblem-solving
Experimentalproblem-solving Group-
basedlearning
• The best teaching assistants are the students– Students know their learning problems.– Encouragement, support, and stimulation
• Study groups
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Teaching and assessment integration
• Teaching and assessment are nonseparable.• Meaning and purposes of assessments?• Imbed assessment in the teaching and
learning activities
Assess-ment
Lectures and self-reading
Analyticalproblem-solving
Experimentalproblem-solving Group-
basedlearning
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Outline
1. Step 1-2-3: the main processes of building my classroom
2. An integrative approach
3. Lecturing, problem-solving, and peer learning
4. Students’ feedbacks
5. Conclusions and questions
Rocky K. C. Chang, Department of Computing15
Lecturing: an art of exposition
• Defining the problems / issues at hand
• Explaining them intuitively
• Making them relevant
• Registering a framework
• Making them interesting
• Interacting with the learners
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Problem-solving: a deepening exercise
• Analytical problem-solving – Assignments, but worked together during
tutorials– Open-book mid-term tests and examination
• Experimental problem-solving (semi-open-ended)– Configuring a private computer network– Conducting experiments to verify the
concepts.
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A more elaborate setup
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Group-based learning and assessment
• Grouping at the beginning of the course
• Each group works on the class project and attend the same tutorial session.
• A two-step assessment of individual contribution to the group project– An overall grade– Possible upward/downward adjustments
based on other group members’ evaluation
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Outline
1. Step 1-2-3: the main processes of building my classroom
2. An integrative approach
3. Lecturing, problem-solving, and peer learning
4. Students’ feedbacks
5. Conclusions and questions
Rocky K. C. Chang, Department of Computing20
Overall
• I am more interested in Computer Networks after taking this course.
• I have understood the foundational principles of Computer Networking.
• I am interested in taking more advanced courses on Computer Networks.
• Overall, I enjoy taking this course.
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Overall
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StronglyAgree
Agree Neutral Disagree StronglyDisagree
More interested Understood Study further Enjoy
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Effectiveness of lectures, tutorials, and textbook
• The lectures help me understand the subject materials.
• The tutorial sessions helped me understand the subject materials.
• The textbook helped me understand the subject materials.
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Effectiveness of lectures, tutorials, and textbook
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1015202530354045
StronglyAgree
Agree Neutral Disagree StronglyDisagree
Lectures Tutorials Textbook
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Effectiveness of assessments
• The assignments helped me understand the subject materials.
• The class project helped me acquire practical skills in Computer Networking.
• The class project helped me understand the subject materials.
• Overall, the project is worthy of my time and effort.
• The test helped me find out how much I have understood (or have not understood)
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Effectiveness of assessments
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StronglyAgree
Agree Neutral Disagree StronglyDisagree
Assignments Project for practical skillsProjects for understanding Project worthyMid-term tests
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Effectiveness of study groups
• My group members are helping each other to understand the subject materials.
• My group members are dedicated in working together on the class project.
• Overall, my study group has helped me study better, in terms of understanding and motivation.
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Effectiveness of study groups
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StronglyAgree
Agree Neutral Disagree StronglyDisagree
Help understand subject materials Dedication in group projectsOverall helpful
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Conclusions and questions
• The integrative approach encourages us to view all T&L components as a whole.– Rethink the purpose of each component.– Formulate a more comprehensive teaching
strategy.
• Does this approach work for other disciplines?
• How much work would be involved in using this approach?
• Does the approach make any difference?
What is an active classroom?
What is an active classroom?
Any one that is architected by a teacher who is actively seeking ways
to improve the learning outcomes