The Basics of Active Learning

Active LearningIntroduction for Future Teachers

One day you will be teaching…

The Anatomy Lesson of Dr. Nicolaes Tulp by Rembrandt van Rijn

Credit: Wright State Univ

Definition ‘anything that involves students in doing things

and

thinking about the things they are doing’ (Bonwell & Eison, 1991, p. 2)

Definition ‘anything that involves students in doing things

and

thinking about the things they are doing’ (Bonwell & Eison, 1991, p. 2)Higher-order

tasks like analysis,

synthesis, and

evaluation

Your Tasks Today

1. Pick one active learning approach

2. Learn more about it

3. Teach your peers

4. Discuss applicability to anatomy teaching

5. Debrief

What does active learning look like?

Simple ways to make a lecture more

‘active’

Using cases or problems in lecture

Flipped classroom(lecture)

Team-based learning(small groups)

Task #1 (10 mins) Move into your group

Read about the type of active learning

Discuss with your group: What is ‘active’ about this approach? How would this work in anatomy teaching?

Be prepared to teach your peers!

Task #2 (20 mins) Move into your NEW group (1-4 in same group)

Share your active learning strategy + evidence (2 mins)

Discuss with your group: What is ‘active’ about this approach? How would this work in anatomy teaching?

Why does active learning work?

Attention span = 5-15 mins

Rule of 7

Practice, with feedback

Why does active learning work?

Attention span = 5-15 mins

Rule of 7

Practice, with feedback

Why might faculty abandon active learning?

The difficulty in adequately covering the assigned course content in the limited class time available

Increase in the amount of preparation time

The difficulty of using active learning in large classes

A lack of needed materials, equipment, or resources.

(Bonwell & Eison, 1991)

“New” methods typically result in lower evaluations

Sustaining the adoption of active learning

Faculty Development (knowledge, skills)1

Education design support Evaluation & publication plan Strategic administrative action plan1

Funding for academic technologies if needed

1Bonwell & Eison, 1991

Conclusion Four types of active learning:

Small changes to lecture Using cases or problems in lecture Flipping the lecture Team-based learning

Active learning takes time to: Design, prepare; implement; evaluate May need support from educators, academic

technology team

Build your professional library Teaching for Learning: 101

Intentionally Designed Educational Activities to Put Students on the Path to Success.

By Claire Major, Michael Harris, and Todd Zakrajsek

Questions?

Janet Corral

Janet.corral@ucdenver.edu

For just-in-time faculty development on Active Learning:

Academy of Medical Educators

Som.academy@ucdenver.edu