active learning strategies workshop session 26 march 2013
TRANSCRIPT
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Active Learning StrategiesWorkshop Session
26 March 2013
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Education
(images extracted from the Internet)
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Outline
• Introduce to some techniques of active learning
• Experience the way of putting one of the technique into practice while learning other techniques
• Sharing of active learning example
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A simple exercise
• Finding friend(s) for each season
Spring
Autumn
Winter
Summer
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Content
• Getting to know Active Learning• The need for active learning• Methods of active learning
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5 minutes Discussion
Find your partners in …
Topics
What is active learning mean to you? What are some of the engaging learning methods you have
used? List down some important life skill?
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Good Practice – Active Learning(CDIO standard 8)
• Engage students directly in thinking and problem solving
• Increase student learning motivation• Help students recognize what and how they learn• Help students form habits of lifelong learning
WHAT ?
WHY ?
(based on CDIO 2008 workshop)
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How Does the Way Students Organize Knowledge Affect Their Learning?
Novice• contingent on concept
formation and assimilation
• identified disparate individual issues
Expert• constructivist process using
active concept integration and self-initiated strategies
• able to articulate systemic issues
Source: “How People Learn” by John D. Bransford [et al], 2000
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5 minutes Discussion
Find your partners in …
Topics
Who do you think needs active learning and why?
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Good Practice – Active Learning(CDIO standard 8)
• Active learning trains weaker students the learning skills and give guidance to them
• Active learning add to the knowledge of better students
WHO NEEDS?
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Methods
Muddy Cards
Recitation
Concept Questions
Jigsaw Classroom
Formulate-Share-Create-
Revise
Guided Note-Taking
ACTIVE LEARNING
Problem Based
Learning
Case Studies
Project Based Learning
Simulations
Experiential Learning
(based on CDIO 2008 workshop)
students take on roles that simulate professional practices
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Active Learning Method
JIGSAW CLASSROOM
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Procedure – to teach 3 concepts(based on CDIO 2008 workshop)
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Activity onJIGSAW CLASSROOM
STAGE 1
• Divide into Base Groups of 3, and number yourselves 1 to 3
• Refer to HANDOUT for three active learning methods
• Person 1 studies only Method 1, Person 2 studies only Method 2, etc.
5 minutes(based on CDIO 2008 workshop)
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Activity onJIGSAW CLASSROOM
STAGE 2
• Form Expert Groups – all 1’s, all 2’s and all 3’s
• Discuss what you have read and learned and consider how best to explain to others
• You may use any of the following:» Mind map» Flow chart» Visual representation» Others
(based on CDIO 2008 workshop)
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Activity onJIGSAW CLASSROOM
STAGE 3
• Back to your own Base Groups and share your new knowledge – teach each other what you have learned
• List which method your group think is best and why?
10 minutes
(based on CDIO 2008 workshop)
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Checking For Understanding
CONCEPT QUESTIONS
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CONCEPT QUESTION
Q. Which active learning technique clarifies and reinforces independent learning through peer-peer discussion?
» Formulate – Share – Create – Revise» Mud Cards» Recitation / Ticking
» discuss with your partner(s): • Benefits of Formulate-Share-Create-Revise
(based on CDIO 2008 workshop)
√
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CONCEPT QUESTION
Q. Which active learning technique motivates students to spend more time in private study by requiring them to explain their learning to the class?
» Formulate – Share – Create – Revise» Mud Cards» Recitation / Ticking
» discuss with your partner(s):• Benefits of Recitation/ Ticking
(based on CDIO 2008 workshop)
√
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CONCEPT QUESTION
Q. Which active learning technique encourages students to reflect on their learning and provides immediate feedback to the instructor?
» Formulate – Share – Create – Revise» Mud Cards» Recitation / Ticking
» discuss with the class:• Benefits of Mud Cards
√
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Muddy card
Q. What is still “clear as mud” to you?
Q. What methods for engaging students might you now introduce to your teaching?
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JIGSAW CLASSROOM(Review)
• A coopertive learning approach in which:• The role of the instructor is not to lecture but is to facilitate
student learning• Students form ‘learning teams’ in which they teach
themselves and each other
• A ‘learning contract’ is formed between team members
• Students are motivated to take responsibility for their own and each others’ learning
• Enhances student engagement with material• Facilitates interaction between students• Develop communication and teamwork skills
• An efficient way to cover content
(based on CDIO 2008 workshop)
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Thank You !
Rose HuangSenior Lecturer Academic Mentor
DID. [email protected]
Singapore PolytechnicSchool of ABE500 Dover RoadT3A35Singapore 139651
Ng Geok LingSenior Lecturer Academic Mentor
DID. [email protected]
Singapore PolytechnicSchool of ABE500 Dover RoadT303Singapore 139651