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Active Classrooms: Shifting the Focus from Teaching to Learning
Sue Merkel, Microbiology, Cornell University smm3@cornell.edu
After the workshop, participants should be able to:
1. Describe the process of learning
2. List some implications for teaching
3. Discuss strategies for implementing active learning
4. Assess classroom needs to develop active strategies
Workshop Goals
“Backward” Design
Grant Wiggins and Jay McTighe
Learning objective/goals
Assessment
How we “Teach” How we “LEARN”
How We Learn: Part 1
Scientific American 1994
1) Stimulus sent to the brain and processed.
Sensory cortex receives input from the outside world
How We Learn: Part 1
Scientific American 1994
1) Stimulus sent to the brain and processed.
Temporal cortex integrates sensory information to create meaning
How We Learn: Part 1
Scientific American 1994
1) Stimulus sent to the brain and processed.
Frontal cortex evaluates, makes decisions, plans
2
How We Learn: Part 1
Scientific American 1994
1) Stimulus sent to the brain and processed.
Motor cortex coordinates voluntary muscle contractions
How We Learn: Part 1
Scientific American 1994
1) Stimulus sent to the brain and processed.
How We Learn: Part 1
The Art of Changing the Brain, by James Zull
Ac#ve Tes#ng
Reflec#ve observa#on
Synthesize, Concrete evaluate experience
Think about this!
How can you use this knowledge of the sensory brain & learning cycle to help students learn?
(What could we do in our classrooms?)
Active Testing
Reflective observation
Synthesize, Concrete evaluate experience
• Concrete experience
• Reflec#ve observa#on
• Synthesize & evaluate
• Ac#ve tes#ng
Pair up with another person and discuss the following:
Scientific American 1994
1) S#mulus sent to the brain and processed.
2) Processing creates synap#c connec#ons.
http://www.neurevolution.net/
dendrites
axon
How We Learn: Part 2
1) S#mulus sent to the brain and processed.
2) Processing creates synap#c connec#ons.
How We Learn: Part 2
3) More connec#ons make pathways MORE efficient.
3
1) S#mulus sent to the brain and processed.
2) Processing creates synap#c connec#ons.
How We Learn: Part 2
3) Connec#ons make pathways efficient.
4) Memory poten#al is formed.
How We Learn: Part 2
“The key to learning is having more synapic connec#ons between brain cells in certain neural pathways.” -‐-‐ Jensen 2008
How We Learn: Part 2
“The key to learning is having more synapic connec#ons between brain cells in certain neural pathways.” -‐-‐ Jensen 1998
(Eric H. Chudler Neuroscience for kids)
Think about this!
How can you use this knowledge of synap#c development to help students learn?
(What could we do in our classrooms?)
Pair up with a different person and discuss the following:
So how do we teach?
Knowing how we learn, list 3 challenges in teaching in a 50-‐minute lecture?
Pair up again with someone and discuss the following:
Alternatives to lecture
• Informal cooperative learning • Formal cooperative learning groups • Cooperative base groups
• --Smith, Douglas and Fox, 2009
Informal cooperative learning Active learning
Agree upon & write a defini#on for ac#ve learning
Pair up again with someone and discuss the following:
4
Active Learning: How?
Active Testing
Reflective observation
Synthesize, Concrete evaluate experience
Active Learning: How?
• Concrete experience
• Reflective observation
• Synthesize & evaluate
• Active testing
Active Learning: Why not?
What are some barriers to ac#ve learning?
Pair up again with someone and discuss the following:
Active Learning Continuum Passive
Active
Low risk
• Show video/anima#on
• Lecture • Demonstra#ons
• Lecture with pauses • Lecture with discussion • Lecture with wri]en
ques#ons
• Structured small group discussion
• Brainstorming
High risk
• Guest speaker of unknown quality
• Lecture with open discussion
• Unstructured small group discussion
• Role playing
• Peer teaching
• Presenta#ons by students
Bonwell & Eison 1991
Think about this!
Pick one of the courses you teach. Fill out the Ac#ve Learning Con#nuum, with respect to:
• Your course objec#ves • Level of student experience
• Interac#ve environment in your classroom • Comfort level with respect to control
• Willingness to take a risk
What kind of active learning is right for you?
More passive -------------------More active Low risk------------------High risk
Bonwell & Eison 1991
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