active learning - fccwisefccwise.fresnocitycollege.edu/bsi committee documents/workshops...active...

Active Learning: L-Jay Fine 6/11/2009 1

Active Learning

Presentation by: L-Jay Fine email: [email protected]

"Learning is not a spectator sport. Students do not learn much just sitting in classes

listening to teachers, memorizing prepackaged assignments, and spitting out answers.

They must talk about what they are learning, write reflectively about it, relate it to past

experiences, and apply it to their daily lives. They must make what they learn part of

themselves (Chickering & Gamson, 1987)."

ACTIVE LEARNING is defined as any strategy "that involves students in doing

things and thinking about the things they are doing". (Bonwell, C., & Eison, J. (1991). Active learning:

Creating excitement in the classroom (ASHE-ERIC Higher Education Report No. 1). Washington, DC: George Washington University, p. 2)

ACTIVE LEARNING includes a range of teaching and learning activities. These

strategies, supported by decades of classroom research, may be thought of as a continuum

from low risk to high risk for both teachers and students. Such a continuum may include

(but not be limited to) strategies such as some of the following:

involving students in well structured question and answer sessions in lecture

classes

individual think and write exercises, such as the pause technique or one minute

papers

pairing activities such as "think, pair, share"

interactive seminars

case studies

More complex and higher risk processes might include such activities as:

individual and group project based assignments;

student involvement in research,

internships,

practicum experiences,

student teaching,

clinical preceptor structures

Highest risk processes may include such carefully structured small group based strategies

as some of these more familiar ones:

collaborative learning

cooperative learning

team learning

problem-based learning

mailto:[email protected]


As you can see, there are many names for strategies that apply what we know from the

research. Summaries of classroom research have revealed a number of best practices that

encourage active student participation in the learning process. For example,

collaborative learning encompasses a variety of approaches to education that may also

be referred to as cooperative learning or small group learning. What is more important

than the names are that these strategies create an environment that engages students who

might not otherwise be engaged in their own learning in meaningful ways. Collaborative

learning, then, is one among a wide variety of teaching strategies that each contribute to

the total picture of making learning a deeper, more engaging, meaningful, active and

effective process.

Active Learning Design:

Oscar Wilde: A truth ceases to be a truth as soon as two people perceive it.

1. Moderate level of content

2. Balance affective, behavioral, and cognitive learning (Mindsets)

3. Variety of learning approaches (e.g., location, time allocation,

methods)

4. Group participation

5. Utilization of Participant’s Expertise

6. Recycling of earlier learned concepts and skills

7. Real life problem solving

Active Learning Continuum

The impulse to teach as we were taught, or as we thought we were best taught, is

powerful. We forget that most of our classmates reacted much differently to the courses

we took. Most did not go on to major in our discipline, and only a few went on to

graduate study. The majority were less successful academically. Clearly those courses

that worked so well for us worked less well for many of our classmates. Bette LaSere

Erickson, Calvin B. Peters, Diane Weltner Strommer, Teaching First-Year College

Students. San Francisco: Jossey-Bass, 2006, 44.

Passive -> Active

Lecture-notes-questions-dyads-case studies-quizzes-field experience

Mindsets: need to rethink our mindset on several fronts:

1. Efficiency is not the same as effectiveness (e.g., lectures)

2. We don’t need to do it alone (consider all the experiences in this room and the

sharing power)


3. Don’t need to have an answer for everything (practice: ―I don’t know‖) changing

a behavior as personal and ingrained as teaching is VERY hard work, don’t be

lulled into thinking it’s going to be easy; focus on your talents

4. We can’t teach you to teach: Teaching can be learned but not taught.

5. It requires such a change in behavior and mindset that there has to be heavy lifting

(analogy to diet)

6. Go slow to go fast: take the time to invest in relationship building (name tags,

name tents)

7. Silver Bullet: There’s no silver bullet to becoming an engaging professor but

maybe a lot of silver bbs that can aim us in the right direction.

8. Do you really believe you can change student’s thoughts, actions, and beliefs?

Are we deterministic? Nihilistic? Fatalistic? Or Optimistic?

9. Note: 1 out of 4 American adults don’t know the earth goes around the sun every

year (personally I’m not convinced the earth isn’t flat—it is a conspiracy)

10. Goal is deep learning and change ―faulty paradigms‖: create a discovery

approach to insights into ones mental models.

11. Learner centered changes mindset from sage on stage to guide

Mindsets of an Active Learning Professor:

What’s in the DNA of a great teacher? (intent and mindset)

(Buzz group the attributes of an engaging teacher)

Focused on student learning

(think: what should student think, do, and believe)

Cognitive: ―don’t know‖

Behavioral: ―can’t do‖

Affective: ―won’t do‖ fear or motivation

Don’t care about sharing how smart they are and being always correct

(think: it is emancipating to say ―I don’t know‖)

Don’t feel urgent need to cover all the material

(think: what does ―all the material‖ mean, whose arbitrary idea was

this notion‖)

Balance between process and product

(think: task v. relationship continuum)

Consider how each of our respective fields has changed ways of thinking: Natural

history: five kingdoms v. 23 or empires,


Learning Practices

Why is learning so hard?

o Cognitive Dissonance

o Requires unlearning

o ―the moment the answer is given the learning ceases‖ LB Sharp

What are the advantages of lecturing?

Efficient

Control information (practicing mistakes can be more harmful)

Accountability in grading

What are the problems with lecturing?

Auditory learning only

Low level, factual information

Assume learners need same information at same pace

People don’t like it

Audience attention wanes: ―The number of minutes a student can focus is equal to the

student’s age plus two. Adults are not much different from children. They cannot focus for more

than 15 to 20 minutes. Ideally we should confine learning activities within those focus minutes

and then allow for some movement to redirect the students’ attention so that processing can take

place." --Marilee Sprenger, Learning & Memory, The Brain in Action p. 26

What are the Problems with active learning?

Lunatics running the asylum

Practicing mistakes

Opiate of action

What are the advantages of active learning?

―Learners must construct knowledge rather than simply absorb it‖ Bain p 126

Creates deeper learning, weeds out ―procedural knowers‖ (Bain)

Unlearning is a critical step, need to forget orthodoxies

Keats: Nothing becomes real until experienced.

Zeigarnik Effect: 1927 Bluma Zeigarnik showed that we remember interrupted

tasks best. The tension created by unfinished tasks helps us remember.


Universal Learning Design and Active Learning

Removing barriers to learning.

Brain based learning networks

Current brain research indicates three distinct yet inter-related learning networks (Rose,

Meyer, Hichcock, 2005)

1. Recognition Learning Networks

a. How we make sense of presented information

2. Affective Learning Networks

a. How motivation and participation impacts learning

3. Strategic Learning Networks

a. How we demonstrate our learning or mastery

Three goals:

1. Represent (show) essential course concepts

2. Engagement (participate) in support of affective learning networks

3. Expression (demonstration) of what they have learned


ACTIVE LEARNING

By L. Dee Fink

Reprinted with permission of the University of Oklahoma Instructional Development Program, July 19,

1999

Many college teachers today want to move past passive learning to active learning,

to find better ways of engaging students in the learning process. But many teachers

feel a need for help in imagining what to do, in or out of class, that would constitute

a meaningful set of active learning activities.

The model below offers a way of conceptualizing the learning process in a way that

may assist teachers in identifying meaningful forms of active learning.

A Model of Active Learning

Explanation of the Components

This model suggests that all learning activities involve some kind of experience or

some kind of dialogue. The two main kinds of dialogue are "Dialogue with Self" and

"Dialogue with Others." The two main kinds of experience are "Observing" and

"Doing."

Dialogue with Self: This is what happens when a learner thinks reflectively about a topic, i.e.,

they ask themselves what they think or should think, what they feel about the

topic, etc. This is "thinking about my own thinking," but it addresses a

broader array of questions than just cognitive concerns. A teacher can ask

students, on a small scale, to keep a journal for a course, or, on a larger scale,

to develop a learning portfolio. In either case, students could write about

what they are learning, how they are learning, what role this knowledge or

learning plays in their own life, how this makes them feel, etc.


Dialogue with Others: This can and does come in many forms. In traditional teaching, when

students read a textbook or listen to a lecture, they are "listening to" another

person (teacher, book author). This can perhaps be viewed as "partial

dialogue" but it is limited because there is no back-and-forth exchange. A

much more dynamic and active form of dialogue occurs when a teacher

creates an intense small group discussion on a topic. Sometimes teachers can

also find creative ways to involve students in dialogue situations with people

other than students (e.g., practitioners, experts), either in class or outside of

class. Whoever the dialogue is with, it might be done live, in writing, or by

email.

Observing: This occurs whenever a learner watches or listens to someone else "Doing"

something that is related to what they are learning about. This might be such

things as observing one's teacher do something (e.g., "This is how I critique a

novel."), listening to other professionals perform (e.g., musicians), or

observing the phenomena being studied (natural, social, or cultural). The act

of observing may be "direct" or "vicarious." A direct observation means the

learner is observing the real action, directly; a vicarious observation is

observing a simulation of the real action. For example, a direct observation of

poverty might be for the learner to actually go to where low income people

are living and working, and spend some time observing life there. A

vicarious or indirect observation of the same topic might be to watch a movie

involving poor people or to read stories written by or about them.

Doing: This refers to any learning activity where the learner actually does

something: design a reservoir dam (engineering), conduct a high school band

(music education), design and/or conduct an experiment (natural and social

sciences), critique an argument or piece of writing (the humanities),

investigate local historical resources(history), make an oral presentation

(communication), etc.

Again, "Doing" may be direct or vicarious. Case studies, role-playing and

simulation activities offer ways of vicariously engaging students in the

"Doing" process. To take one example mentioned above, if one is trying to

learn how to conduct a high school band, direct "Doing" would be to actually

go to a high school and direct the students there. A vicarious "Doing" for the

same purpose would be to simulate this by having the student conduct a band

composed of fellow college students who were acting like (i.e., role playing)

high school students. Or, in business courses, doing case studies is, in

essence, a simulation of the decision making process that many courses are

aimed at teaching.


Implementing This Model of Active Learning

So, what can a teacher do who wants to use this model to incorporate more active

learning into his/her teaching? I would recommend the following three suggestions,

each of which involves a more advanced use of active learning.

1. Expand the Kinds of Learning Experiences You Create.

The most traditional teaching consists of little more than having students read

a text and listen to a lecture, a very limited and limiting form of Dialogue

with Others. Consider using more dynamic forms of Dialogue with Others

and the other three modes of learning. For example:

o Create small groups of students and have them make a decision or

answer a focused question periodically,

o Find ways for students to engage in authentic dialogue with people

other than fellow classmates who know something about the subject

(on the web, by email, or live),

o Have students keep a journal or build a "learning portfolio" about

their own thoughts, learning, feelings, etc.,

o Find ways of helping students observe (directly or vicariously) the

subject or action they are trying to learn, and/or

o Find ways to allow students to actually do (directly, or vicariously

with case studies, simulation or role play) that which they need to

learn to do.

2. Take Advantage of the "Power of Interaction."

Each of the four modes of learning has its own value, and just using more of

them should add variety and thereby be more interesting for the learner.

However, when properly connected, the various learning activities can have

an impact that is more than additive or cumulative; they can be interactive

and thereby multiply the educational impact.

For example, if students write their own thoughts on a topic (Dialogue with

Self) before they engage in small group discussion (Dialogue with Others),

the group discussion should be richer and more engaging. If they can do both

of these and then observe the phenomena or action (Observation), the

observation should be richer and again more engaging. Then, if this is

followed by having the students engage in the action itself (Doing), they will

have a better sense of what they need to do and what they need to learn

during doing. Finally if, after Doing, the learners process this experience by

writing about it (Dialogue with Self) and/or discussing it with others

(Dialogue with Others), this will add further insight. Such a sequence of

learning activities will give the teacher and learners the advantage of the

Power of Interaction.


Alternatively, advocates of Problem-Based Learning would suggest that a

teacher start with "Doing" by posing a real problem for students to work on,

and then having students consult with each other (Dialogue with Others) on

how best to proceed in order to find a solution to the problem. The learners

will likely use a variety of learning options, including Dialogue with Self and

Observing.

3. Create a Dialectic Between Experience and Dialogue.

One refinement of the Interaction Principle described above is simply to

create a dialectic between the two principle components of this Model of

Active Learning: Experience and Dialogue. New experiences (whether of

Doing or Observing) have the potential to give learners a new perspective on

what is true (beliefs) and/or what is good (values) in the world. Dialogue

(whether with Self or with Others) has the potential to help learners construct

the many possible meanings of experience and the insights that come from

them. A teacher who can creatively set up a dialectic of learning activities in

which students move back and forth between having rich new experiences

and engaging in deep, meaningful dialogue, can maximize the likelihood that

the learners will experience significant and meaningful learning.

Give students the skills they need to succeed in groups. Many students have never

worked in collaborative learning groups and may need practice in such skills as active

and tolerant listening, helping one another in mastering content, giving and receiving

constructive criticism, and managing disagreements. Discuss these skills with your

students and model and reinforce them during class. Some faculty use various exercises

that help students gain skills in working in groups (Fiechtner and Davis, 1992). See

"Leading a Discussion" for examples of guidelines for participating in small groups.

(Sources: Cooper, 1990; Johnson, Johnson, and Smith, 1991)

Start slow to go fast: invest some upfront time to be effective. Divide labor fairly and

evenly

Dealing with Student and Faculty Concerns About Group Work

"I paid my tuition to learn from a professor, not to have to work with my

classmates, who don't know as much." Let students know at the beginning of the term

that you will be using some group techniques. Students who are strongly antagonistic can

drop your class and select another. Inform students about the research studies on the

effectiveness of collaborative learning and describe the role it will play in your course.

Invite students to try it before deciding whether to drop the class. (Source: Cooper and

Associates, 1990)

"Our group just isn't working out." Encourage students to stick with it. Changing

group membership should really be a last resort. Help your students learn how to be


effective group members by summarizing for them some of the information in "Leading a

Discussion" and "Encouraging Student Participation in Discussion."

"Students won't want to work in groups." Some students may object, in part because

most of their education has been based on individual effort, and they may feel

uncomfortable helping others or seeking help. The best advice is to explain your

rationale, design well-structured meaningful tasks, give students clear directions, set

expectations for how team members are to contribute and interact, and invite students to

try it. (Source: Cooper and Associates, 1990)

"Students won't work well in groups." Most students can work well in groups if you

set strong expectations at the beginning of the term, informally check in with groups to

see how things are going, offer assistance as needed, and provide time for groups to

assess their own effectiveness. Some groups may indeed have problems, but usually these

can be resolved. See "Encouraging Student Participation in Discussion" for suggestions

on how to minimize monopolizers, draw out quiet students, and generally engage all

students in active participation.

"If I do group work, I won't be able to cover as much material during the semester

as I do when I lecture." Yes, adding group work may mean covering fewer topics. But

research shows that students who work in groups develop an increased ability to solve

problems and evidence greater understanding of the material. Some instructors assign

additional homework or readings or distribute lecture notes to compensate for less

material "covered" in class. (Source: Cooper and Associates, 1990)


Active Learning Methods:

Rote + Concept + Acclimatization (idea is to give foundational facts and concepts

concurrently with real-life information)

Active Learning Classroom: Introduction Activities

□ Purpose

o Teambuilding

o On the spot assessment

o Immediate learning involvement-get them interested right off

□ First day of class: not going over the syllabus but investing in what

students will get out of the class (remember how exciting it is to know

you will become a better person as a result of this experience)

□ Boundary Breaking questions (if you knew you couldn’t fail…what makes

you get out of the bed each morning…)

□ Quotes

□ Behavioral Expectations

□ Go with the Flow Leadership (anticipate problems)

□ Photos and videos of students

□ Introduction sheet

□ Others?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

□ Application to your classroom?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

Active Learning Classroom: Questions

□ College professors devote only 3.65% of class time to questioning

□ Teachers who are adept at questioning usually prepare for class by writing

their questions in the margins of their lecture notes

□ 5 types of questions:

Memory

Translation: in their own words

Interpretation (compare and contrast, find similarities)

Application

Analysis: induction: move from specific facts to general

principles


□ Questions: (avoid ―guess what I’m thinking‖)

□ Manage the situation: number of responses, questions, etc.

□ Domain questions or pre-written questions

□ Questions on index cards

□ Waiting for answers for at least 30 seconds increases the number of

responses dramatically.

□ Call on one student and ask another to summarize.

□ End class with: what are your major confusions?

□ Others?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________


_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

Active Learning: Lectures

□ Guided lecture notes (a ―scaffold‖ to learning)

□ Power teaching lecture where students must tell me what I just said and

tell a partner what I just said

□ Give students the questions that will be covered prior to the class.

□ Story telling: create metaphors, go from imagination to understanding

□ Guest lecturer tips: give a sheet of what a good lecture might look like

□ Power of the pause

□ Polling: fist to five

□ Polling: by rows, get each row to look at a different question

□ Variety: Realize that the white board can be very engaging or writing

directly on powerpoint slide

□ Quickwrite: clicks, clunks, big ideas, or BFOs, Aha

□ Summarize: one key insight (what they learned from that day)

□ Small Group Work Website

http://www.latrobe.edu.au/adu/smaller_groups.htm

□ IOUs: Interesting or Usable

□ Others?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________



_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

Active Learning: Large Classrooms

□ Teaching Palette: Intro session on all resources and methodologies:

Matching content with delivery

□ Groups Research shows that discussing information with a partner helps

process the information

□ Jokes, cartoons, humor to reinforce a point

□ Research shows that discussing information with a partner helps process

the information

□ Polling: hands, stand up, clickers

□ Others?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________


_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

Active Learning Classroom: Mid-Course Activities

□ Action Learning: ―AL is a process of inquiry, beginning with the

experience of not knowing 'what to do next', and finding that answers are

not available through current expertise."

http://www.tlainc.com/ifalcwot.htm

□ Problem-Based Learning Problem-Based Learning at the University of

Delaware Resources for faculty on problem-based learning (See appendix for

example)

□ Fishbowls

□ Panels (consider a panel of students to share their opinions)

□ Go arounds: ask a question and have each student try to add to it (e..g., an

effective leader is…)

□ Calling on the next speaker. Ask student who is speaking to call on the

next student

□ Call on one student and ask another to summarize

http://www.tlainc.com/ifalcwot.htm

http://www.udel.edu/pbl/

http://www.udel.edu/pbl/


□ Collective Problem Solving.

Both conceptual and practical problems will sometimes resist

solution because problem-solvers are unable to frame their

questions in original ways; collective problem solving exercises

encourage small groups of students to take a problem (e.g., how to

interpret a literary text or historical event) and reformulate it (i.e.,

conceive it differently, even oddly) in at least ten new ways (for

example, one could begin to reformulate the classic problem of

explaining Hamlet’s inaction-- his psychological disposition--as a

moral problem: why is Hamlet caught among competing moral

values?). The focus of this sort of exercise is not on providing

solutions but on rethinking the nature of the problem itself.

□ Class Encyclopedia.

Students are encouraged to select a special range of topics from the

entire set of course concerns/issues, and to write ―encyclopedia

entries‖ that they would imagine being of use to the next

―generation‖ of students who take the course.

□ Calendar Nodes.

Students are encouraged to use holidays (national, regional,

religious, etc.) as ―nodes‖ at which lines of historical influence

converge; at least fifty lines of influence might be provided for a

holiday like Columbus Day (astronomical, technological, financial,

political, cultural lines- -to name a few).

□ Thematic Analysis.

Literary, scientific, political, philosophical (etc.) achievements can

be understood as ―events‖ that emerge from the intersection of

thematic trajectories. (One might, for example, see The Wizard of

Oz as a literary event shaped by thematic tensions like: (a) gold vs.

silver currency standards, (b) aristocratic vs. populist models of

government, (c) industrial vs. agrarian economies, (d) absolute vs.

relative conceptions of moral goodness, (e) developmental vs.

fixed accounts of character, and so on.) Students are encouraged

first to identify and then apply thematic trajectories from their

―other‖ courses (whatever else they happen to be studying) with/to

an ―event‖ under analysis in the ―home‖ course (origin of the

project

□ Models.

Students are encouraged to build simple models as contexts for

extending their understanding of key course-specific concepts.

This sort of exercise encourages students to ask: What would a

good model look like? How should the model actually be

constructed? What are the strengths and weaknesses of the model?

Suppose, for example, one wants to explain relativistic gravitation;

would placing an ant and a lead weight on the surface of a balloon

provide a good model? Computers provide an excellent resource

for this sort of work (SimCity is a nice example of a commercial

product that enables multi-level modeling of techno-socio-political

problems, ideas, issues, etc.).


□ Thinking Together with Children.

Students are encouraged to ―work through‖ their own

understanding of course material by presenting what they’ve

learned in a particular course to a group of children. There

shouldn’t be any a priori restrictions placed on what or how much

a given age-group can learn (in other words, one shouldn’t begin

with the supposition that, say, a group of five-year olds won’t be

able to understand the allure of gambling in a Dostoevski novel or

how prime numbers can be used to write unbreakable computer

access codes); the task is for the college student to capitalize on

both the curiosities of children and h/er own creative resources,

rather than to rely on the vocabularies, formulae, and background

assumptions typically found in textbooks and exploited by

university instructors when presenting the same material.

□ Cognitive Analogies.

Students are encouraged to imagine multiple ways in which an

idea, fact, explanation, procedure, etc. could be understood. How,

for example, might a painter represent Darwin’s ideas about kin

selection? Or, how might the musicological structure of a

Beethoven violin sonata be realized with tinker toys? Or, how

might Oedipal conflicts serve to represent the confinement of

negative electrical charge to specific nuclear orbitals?

□ Jigsaw Learning (Active Training p.112): have segments learned by small

groups then a representative of each group goes to another group

□ Think-pair-square (work on problem alone, then pairs, then fours)

□ Service learning

□ Debates

□ Leader’s Court

□ Games/contests

□ Journals

□ Draw pictures

□ Experiential education (show resources)

□ Have checklists, questions, etc. for students to answer after an exercise

□ Trivia Tests

□ Simulations (e.g., land use exercise, baffa baffa)

□ Stories

□ Put true/false questions on board for students to check

□ Marni Braggs contest

□ Note taking (my classnotes or answer questions, fill in the blanks)

□ Polling

□ Carousel: inner circle facing outer circle: a variation of this method is to

require the outer circle to take a pro position and inner circle take a con

position.

□ Fishbowls

□ Response cards

□ Music

□ Costumes


□ Art work

Students can create

Photos of famous paintings to make a point (either time period or

concept)

□ Others?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________


_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

Active Learning: Assessment

□ Cooperative reviews

□ Gameshow type quizzes

o Lifeline, vote, remove, one or options

o Jeopardy, Boggle, Categories

o Learning tournament (different rounds of true/false)

□ Clickers/Cell phone voting

□ IF-AT sheets (Epstein Educational Enterprises, Inc.)

□ Active Knowledge sharing (p. 61 Active Learning)

□ Reverse exams

□ Others?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________


_______________________________________________________________

_______________________________________________________________

_______________________________________________________________


Active Learning: Technology

□ Use email to reflect on class

□ Mindmapping: pictures to help visualization; colorful examples

□ http://video.google.com/videoplay?docid=-

4461676844884090728&q=presentation+skills&total=552&start=0&num

=10&so=0&type=search&plindex=0

□ Connecting and engaging better on Blackboard

□ Blackboard

o Discussion boards

o Discussion threads allow student to rate with stars

□ Second Life

□ Clickers, cell phone voting

□ Others?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________


_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

Active Learning: Group projects

□ Group work

o Dyads

o Cooperative Reviews

leader, recorder, spokesperson and how to act in groups

o Cooperative Quizzes/tests

o Experiential Education/simulations (do a quick one)

o Case studies

□ Require groups to give handouts/readings prior to their presentation.

Class members will be required to asked pertinent questions and engage in

dialogue (rather than the straight lecture method typically employed).

□ Diagnostic to determine who to put together: ask who does not like group

work and put them together

□ Cooperative education (roles: scribe, leader, logistics or facilitator,

timekeeper, scribe, checker (monitors members accountability) ,

investigator (brings info to team); how to act in groups.

□ Setting up a debate: p 261 Active Learning

□ Team learning ground rules Active Learning p. 277-281 (type worksheet)

□ Jigsaw learning

□ Peer tutors

□ Fairs (e.g., business, science)

http://video.google.com/videoplay?docid=-4461676844884090728&q=presentation+skills&total=552&start=0&num=10&so=0&type=search&plindex=0




□ Others?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________


_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

Active Learning: Reflection

□ Seven generations of experiential education

□ ―Success is a lousy teacher‖

□ How to ask questions effectively

□ Have checklists, questions, etc. for students to answer after an experience

□ Others?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________


_______________________________________________________________

_______________________________________________________________

Active Learning: Experiential Education

□ To get their attention and get them moving back to their seats, pick a brief,

up-beat song. Every time they hear this tune, they'll know they have 30

seconds left before the session resumes.

□ Sequencing activities p. 163 Active Learning

□ Great Egg Drop (applicable to a number of disciplines)

□ Service learning

□ Others?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________


_______________________________________________________________

_______________________________________________________________

_______________________________________________________________


Active Learning: Team teaching

□ Teaching Assistance: team teaching may be prohibitive but helping out

another instructor in exchange may be fun and effective

□ See one, do one, teach one

□ Others?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________


_______________________________________________________________

_______________________________________________________________

Active Learning: Field Experience □ Service-Learning

□ Others?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________


_______________________________________________________________

_______________________________________________________________

Active Learning: Closure Activities

□ Reflection activities

o Newspaper on butcher paper

o Slide show (real or imagined)

o Peer feedback

o Lowlight, highlight, insight

o Self-actualization exercise

□ Others?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________


_______________________________________________________________

_______________________________________________________________

_______________________________________________________________


Example of Problem Based Learning:

Whose Embryo Is It, Anyway?

By Deborah Allen, Valerie Hans, and Barbara Duch

Stage 1

In 1995 a mix-up that occurred at a prestigious fertility

clinic in the Netherlands made front page headlines

around the world, and was a featured segment on

NBC's Dateline. A Dutch couple who had visited the

clinic for in vitro fertilization became the parents of

twin sons, but later discovered that one of their sons

was not entirely their own. His biological father was not

the Dutch man, but a man from Aruba, who along with

his wife had sought reproductive assistance from the

same clinic on the same day as the Dutch couple.

Was this just an isolated mishap? Apparently not - a more recent mix-up that occurred at

the New York City office of a reputable reproductive specialist has been followed by the

press since the first report of it surfaced in March, 1999. The incidents below,

reconstructed after the fact, are excerpted from articles that appeared in The New York

Times that spring.

The mix-up began in April, 1998 when Deborah Rogers and Donna Fasano arrived

separately at the midtown Manhattan offices of Dr. Lillian Nash to undergo embryo

implant procedures, the follow-up to in vitro fertilization of their eggs. After her

procedure 10 of the Rogers embryos remained, and Dr. Nash and her colleague (Dr.

Michael Obasaju, who assisted with the implantation procedure) recommended to Mrs.

Rogers that these embryos be frozen and stored in case they were needed later.


One month later, Mrs. Fasano was pregnant with twins, but Mrs. Rogers had not

conceived.

In late May, 1998 the Rogerses were informed by Dr. Nash that a mistake had occurred -

some of their embryos had been implanted in another woman. At about the same time,

she notified the Fasanos of a mishap in Mrs. Fasano’s implantation procedure – that she

was implanted not only with the 4 of her eggs that had been fertilized by her husband, but

with at least several of another couple's embryos.

At the time, Dr. Nash did not reveal to the Rogerses the identity of the woman who may

have received their embryos, nor to the Fasanos the identity of the biological parents of

the embryos that were erroneously donated to them.

Subsequent press accounts highlighted another aspect of the couples’ identities not

revealed to them at the time by Dr. Nash – the fact that the Fasanos are white, and the

Rogerses are black.

Questions for Group Discussion:

At this point, how can the 2 sets of prospective parents tell who is the biological

mother of the two fetuses? Is paternity testing needed as well? Would this

determination have to wait until after the twins are born?

Is there a procedure that would allow for determination of the race of the fetuses?

Only 2 of the many embryos placed in Mrs. Fasano were successfully implanted.

What potential impact did the mix-up have on Mrs. Fasano's ability to

successfully raise her own embryos?

What recourse do the Fasanos and Rogerses have?

Taken from: http://www.udel.edu/pbl/problems/

Resources:

Trainer’s Warehouse

Kendall-Hunt

Active Training by Mel Silberman

http://isites.harvard.edu/fs/html/icb.topic58703/houfek1.html

http://www.udel.edu/pbl/problems/

active learning - fccwisefccwise.fresnocitycollege.edu/bsi committee documents/workshops...active...

Documents