achitecting an active classroom: an integrative approach rocky k. c. chang department of computing...

Achitecting an Active Classroom: An Integrative Approach

Rocky K. C. Chang

Department of ComputingThe Hong Kong Polytechnic University

csrchang@comp.polyu.edu.hk16 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

Rocky K. C. Chang, Department of Computing4

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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20

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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

Rocky K. C. Chang, Department of Computing8

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

Rocky K. C. Chang, Department of Computing9

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

Rocky K. C. Chang, Department of Computing13

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

Rocky K. C. Chang, Department of Computing14

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

05

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.

Rocky K. C. Chang, Department of Computing27

Effectiveness of study groups

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20

30

40

50

60

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