They must talk about what they are learning, write about it, relate it to past experiences, apply it...

Learning is not a spectator sport.Students do not learn much just by sitting in class listening to teachers, memorizing prepackaged assignments, and spitting out answers.

They mustThey must talktalk about what they are about what they are learning,learning, writewrite about it,about it, relate itrelate it to past to past experiences,experiences, apply itapply it to their daily lives.to their daily lives. They must make what they learn part of They must make what they learn part of themselves.themselves.

(Chickering and Gamson, as cited in Bonwell and Eison, 1991 p.3.)(Chickering and Gamson, as cited in Bonwell and Eison, 1991 p.3.)

Active Learning Strategies

for

Large Classrooms5/23/05

“Use active learning techniques”

“Have you tried Think-Pair-Share?”

“Give Bookends a try” “How can I engage a

classroom of 70 students?”

Learning Outcomes for this Session

Faculty will identify active learning strategies that could be used in their large classroom regardless of teaching style or course student learning outcomes.

3 Assumptions about Active Learning

Student engagement deepens student understanding.

Choice of strategies depends on: Course level student learning outcomes Instructor teaching style

There is a continuum of choices from simple to more complex.

Simpler Strategies•Short

•Unstructured4

Complex Strategies•Longer in duration

1

Adapted from Sutherland, Bonwell (1996)

Punctuated Lecture

Cooperative learning groups

Continuum of Active Learning Strategies

Mid Level Strategies2

It is tradition, It was part of my training, and seems like what I should be doing. I feel somehow guilty when I am not lecturing.

(Creed as cited in Bonwell & Eison, 1991 )

Sampling of simple active learning strategies

An active pause in the lecture Think-Pair-Share Short Writes Formative Quizzes

Adapted from Sutherland & Bonwell (1996)

#1 Active Pause in the Lecture

lecture12-18 min

lecture12-18min

lecture12-18 min

2 min.pause

2 min.pause

2 min.pause

Ruhl, Hughes & Schloss, 1987

2 Minute Pause

No interaction between student & faculty Discussions among students Rework notes

Clarifying Assimilating information

Study findings

12 days after the last lecture, long term retention tested.

Students hearing lectures where the instructor paused did significantly better on the free recall quizzes and a comprehensive test.

Ruhl, Hughes & Schloss, 1987

#2 Think-Pair-Share (5-10 min)

Pose a question during the lecture Student thinks about/writes an answer

makes an attempt to answer. Then, collaborates with another student.

Answer clarified, expanded Answer shared with class

An extension is to have 2 pairs join and compare answers.

Take half a minute to think about simple active learning strategies

you have found to be effective. Then, share them with your

neighbor

#3 Short Writes One Minute Paper (in reality 4-5min.) The major points I learned today are…. Questions that remain unanswered or the muddiest

points are…..

or What was the main idea presented in this portion of the

lecture? Describe the concept of _________________

Short writes could be submitted to the instructor or provide the basis for class discussion.

(Angelo & Cross 1993)

Discipline Specific Questions Might Include:

Math- What is yet unclear or what is the muddiest point about a particular mathematical process?

Literature- What was the most meaningful insight you gained from this chapter. What important question did the novel make you ask of yourself?

Angelo & Cross (1993) p. 371

#4 Formative Quizzes i.e. ungraded

To understand how well students are comprehending…

Same type of questions that might appear on an exam are read or shown on an overhead.

If multiple choice or T/F students can: Use hand signals (polling) Use cards if you want answers to be more

confidential A

B

Formative Quizzes

Advantages for faculty Quickly determine

student understanding. Opportunity to clarify

before new material covered.

Advantages for students

Have an idea of types of questions on an exam.

Show areas that need more study.

Open hand =Yes

Fist = No

Mid-Level Active learning Strategies

When utilizing films, demonstrations, guest speakers etc. Book Ends Double Entry Journal

Book Ends

1. Before the demo. or video etc.: Present 3-4 questions that help students organize in

advance what they know about the topic and set 3 expectations as to what the demo etc. will cover.

2. After the demo. etc. has ended Present 3-4 questions that will help students review and

organize what they observed and learned. Combine into groups of four and have them share answers.

(Johnson, Johnson, & Smith 1998, p.3:29)

Double Entry Journal

“When students can place content knowledge in a personal context, they are more likely to retain the information and be able to retrieve it”.

Barbara Mills, 2002, p.2

Double Entry JournalKey Points Response

Key points of an article, film, chapter, guest lecture.

Can be written by faculty or by student.

Students respond out of class, linking the point to other academic material, current events, or personal experiences opinions

Adapted from Barbara Mills (2002)

Viterbo University School of Nursing N-451Double Entry Journal-Transcultural Nursing

Name_______________________________________

Key PointsWhat is cultural competence?

Population Specific Issues

1.Socioeconomic

2.Epidemiological

3.Outcome

Resources:www.crossculture.comhttp://erc.msh.orgwww.ethnomed.org

Responses

Complex Strategies

Cooperative Groups

Cooperative Groups Encourage:

All students to learn the material.

Weaker students to request & receive peer coaching.

Shyer or less able students to accept leadership roles.

Barbara Mills, 2002

Considerations working with Cooperative Groups

Peer and Self Assessment

Team member name_________________ Your name_________________________

Expectation Possible points (10 total)1. Present and on time 1 22. Own work completed 1 2 33. Actively participates in the team process 1 2 3 4. Respectful of team members 1 2

Considerations working with Cooperative Groups

Group processing of behaviors and of social skills “Did all members of the group contribute?” What could be done next time to make the group

function better? What were the most important things I learned

today?

Considerations working with Cooperative Groups

Three to Four Students/Group Explicit instructions Time frame

communicated Group roles identified

FacilitatorFacilitator- takes leadership and - takes leadership and keeps the group focused and keeps the group focused and on track. on track.

RecorderRecorder- responsible for writing - responsible for writing the group responses. the group responses.

SpokespersonSpokesperson- reports to the - reports to the whole class as the opportunity whole class as the opportunity is presented. is presented.

Folder managerFolder manager-makes sure all -makes sure all materials are completed and materials are completed and turns in folder at the end turns in folder at the end the classthe class

Considerations working with Cooperative Groups

Teacher selected vs randomly or student selected

Remain together long enough to bond

Opportunities for the teacher

Monitor group learning by moving group to group.

Show interest in students’ progress Being perceived as approachable

Simpler Strategies•Short

•Unstructured4

Complex Strategies•Longer in duration

1

Adapted from Sutherland, Bonwell (1996)

Punctuated Lecture

Cooperative learning groups

Continuum of Active Learning Strategies

Mid Level Strategies2

Faculty will identify active learning strategies that could be used in their large classroom regardless of teaching style or course student learning outcomes.