engaging students in learning - auburn...
TRANSCRIPT
Active Learning Strategies
Emad Mansour 3 /3/ 2012
Engaging Students in Learning:
Graduate Teaching Assistant Fellows Program
Follow up workshop
By the end of this session, par1cipants will be able to:
§ Describe a number of Ac1ve Learning Strategies
§ Apply a number of Ac1ve Learning Strategies
Goals
“Instruc.onal ac.vi.es involving students in doing things and thinking about what they are doing."
Bonwell and Eison (1991)
What is active learning?
(a) that learning is by nature an ac.ve endeavor
Ac.ve learning is built upon two basic assump.ons:
(b) that different people learn in different ways.
Ac.ve learning is built upon two basic assump.ons:
(Gardner, 1983)
• Encourages student-‐Instructor contact
• Encourages coopera1on among student
• Encourages ac.ve learning
• Give prompt feedback
• Emphasizes 1me on task
• Communicates high expecta1on
• Respect diverse talents/ways of learning
The 7 principles of excellent teaching:
Introduc.on: Gain AIen1on
Direc.on: know exactly what they
are to do
Ac.vity: to acquire the knowledge,
skills, aKtudes
Prac.ce and feedback
Reten.on and transfer: of new
learning
• Ques.on to group • Write a ques.on • Write a response to a ques.on
Some individual Ac.ve Learning Strategies
• Write an example • What do you do next? • One minute paper • The muddiest point • Vo.ng • One page lecture summaries • Paraphrasing • List pros and cons • Daily or weekly journal
Some individual Ac.ve Learning Strategies
• Think-‐pair-‐share • Demonstra.ons • Brainstorming • Role playing • Buzz groups • Fishbowls • Jigsaw • Debate • Simula.ons, games
Some Group/Collabora.ve ALS
Ac.ve Learning Con.nuum
Presentations, debates, role playing activities
Small group interaction
Having students engage in writing activities followed by
Instructor use of discussion
Instructor use of questions to engage students in personal exploration of material
Asking questions at appropriate times during presentation
Monitoring one's level of understanding and writing questions in notes when confused
Making sustained effort to take non literal notes (paraphrasing)
Sitting in class inattentively (episodes of daydreaming and periods of attentiveness to lecture, listening occasionally and taking literal notes)
Piccinin, 2009
Think-‐Pair-‐Share • The teacher asks a ques1on or presents a problem
• Every student think individually for 30-‐45 seconds.
• Students exchange ideas in pairs
• Students share their ideas with another pair of students or with the whole class
• Can be applied in any class size
Buzz Groups
§ Students subdivided into smaller groups of 3–4 § Groups may be assigned same or different topic to discuss.
§ ATer about 20 minutes of discussion, one member of each sub-‐group presents the findings of the sub-‐group to the whole group.
One Minute Paper
• A few minutes before end of class, Professor asks students to take a clean sheet of paper (no name) and answer these two ques1ons: 1-‐ What was the most important thing you learned during this class? 2-‐ What important ques1on remains unanswered?
The Muddiest Point
§ Near end of lecture ask students to write what is least clear (muddiest) aTer today’s lecture/class.
§ Students hand in sheets without names – similar to One Minute Paper-‐ or use collec1on box
§ Teacher iden1fies the most difficult aspects and elaborates more on these points, at beginning of next class
(1) a general topic is divided into smaller, interrelated pieces (4-‐5) “Home groups”.
(2) each member of a team is assigned to read and become an expert on a different piece of the puzzle (individually or in "Expert Group“).
(3) Individual experts from each part teach the other team members about that puzzle piece.
Jigsaw Teamwork
Ques.ons and ques.oning
Case study
Debate
Ques.ons and Ques.oning
• Use at the beginning of the lecture to aIract aIen1on (interest approach) • Use during lecture to explain materials in more depth
• Use during and at end of lecture to check for comprehensive
DOs and DON’Ts when asking ques.ons
1-‐ S1mulate students thinking 2-‐ Con1nuously evaluate students’ learning 3-‐ Present ques1on clearly so student is not confused 4-‐ Present the same ques1on to different students 5-‐ Wait a few seconds before you answer it yourself 6-‐ Give open-‐ended ques1ons more frequently 7-‐ Repeat student’s ques1on 8-‐ Praise the student for his/her par1cipa1on 9-‐ Always conclude with the correct answer
DOs:
DOs and DON’Ts when asking ques.ons DON’Ts:
1-‐ Use the ques1on for punishment/ embarrassing 2-‐ Over use close-‐ended ques1ons (yes/no), follow with WHY 3-‐ Direct ques1on to a specific person (unless….) 4-‐ Let students answer right away. 5-‐ Point with index finger to a student when asking 6-‐ Direct ques1on based on students sea1ng or alphabe1cally 7-‐ Embarrass students who do not get the right answer 8-‐ Give possible answers or op1ons 9-‐ Turn your back to student when he/she starts answering. 10-‐ Stand close to the students when they start answering 11-‐ Focus ques1ons on specific part of the lecture
Debate
A process of considering mul1ple viewpoints and arriving at a Judgment -‐ one-‐on-‐one debate. -‐ team debates
• Assign teams: Affirma1ve team & the Nega1ve team • Arguments from both sides need to be supported with
facts and examples. • Clarify with students how they will be Judged (Rubric) • May be used as assessment or a summa1ve ac1vity
(Freeley & Steinberg, 2005)
Affirma1ve Team Nega1ve Team
AUDIENCE
Judge (student) Judge
(student)
Debate
Case study
Help students analyze, cri1que, make judgments, speculate, express reasoned opinions, ar1culate their point of view, listen to others, bring about consensus, summarize, and then present their findings and their decisions. • Cases must be wriIen • Relate to learning objec1ves • Real or invented, but realis1c and believable • Enough to be credible, but not so complete • Provide ( 2-‐3) ques1ons • OTen there is not a “correct” decision. • Not a yes or not issue
You walked into a large field of a wheat 3 weeks aaer plan.ng and no.ced that there were lots of missing plants. You ques.oned the owner (Mr. Johns) as to the watering, fer.lizer, and plan.ng date. You learn the plants rain were not somewhat sufficient, plants received fer.lizer at plan.ng. Mr. John told you that he bought the seeds from a neighbor who was storing these seeds from last year and they had a bit of insect infesta.on. The farmer also chose use only minimum plowing to avoid soil erosion.
Case Study
• What do you think the possible reasons for missing plants in this field?
• What you will do to solve the problem?
Advantages and disadvantages for - Students - Professor
Active Learning in Large Classes
• Ice Breakers/Get Acquainted Ac1vi1es/GeKng to Know Others
• Have students meet those in rows behind/in front • Ask students to write an example • Ask a ques1on • Ask students to write a ques1on
AL Strategies for Use in Large Classes
AL Strategies for Use in Large Classes (cont’d)
§ Vo1ng § Demonstra1ons § One minute paper § The muddiest point § Brainstorming § Buzz groups § Think-‐pair-‐share
Active Learning in Large Classes
http://www.youtube.com/watch?v=1J1URbdisYE http://www.youtube.com/watch?v=ReefNPdZwVo
For successful ALS applica.on:
§ Clear link to class/course objec1ves § Use appropriate strategy for each topic § Clarity of instruc1ons (before “GO”) § Control over process (stop signal) § Flexibility of outcomes
§ Good follow up during applica1on
Final Tips § Start Small § Start early § Plan § Experiment § Expect resistance § Prac1ce, prac1ce, prac1ce § Play! § Use different strategies § Evaluate § Adjust
