A Frame for this afternoon

“To be playful and serious at the same time is possible, and it defines the ideal mental condition”

“Methods which are permanently successful in formal education … go back to the types of situation which causes reflection out of school in ordinary life. They give pupils something to do, not something to learn; and the doing is of such a nature as to demand thinking, or the intentional noting of connections; learning naturally results”.

(John Dewey, 1916)

Active Learning Methods in a Small Group Context

• Compare & contrast active and experiential learning (just a warm up test for you, lah)

• Evaluate a range of active learning methods for small group learning

• analyze the need for variation in the learning experience

• Use a range of active learning methods as an integrated pedagogic strategy

Compare and contrast Active and Experiential learning

In groups of 4/5, identify and share your prior knowledge on what you understand by active and experiential learning.

From your discussion, identify: Similarities between active and experiential learning Differences between active and experiential learning The importance of the differences in terms of learning effectiveness (illustrate with at least 2 examples)

Note: all of you must be able to present and answer questions posed by members of other groups or yours truly

Active & Experiential Learning:Similarities & Differences

• Experiential learning is by its very nature active, but engages directly with real world experience (e.g., actually teaching very difficult students)

Kolb’s Experiential Learning cycle

• Discussing ways to deal with difficult students is active learning, but is limited experientially

• Both can promote student’s thinking (e.g., analyzing, comparing and contrasting, making inferences and interpretations, evaluating, generating possibilities, etc) and create interest in the learning experience.

What do we mean by Cooperative Learning Structures?

A Structure is a content free way (method/tool) for organisinginteraction in the classroom. Content is placed into astructure to create a Activity which necessitates cooperativelearning.

Activities are then designed into lessons to meet specificlearning outcomes (e.g., activating prior learning, promotingtypes of thinking, reinforcing key content understanding, developing communication skills, etc)

Numbered Heads TogetherBasic Theme:Students are presented with a question or problem-they “put their heads together”, generate and explore possible answers/solution

Steps1 The teacher has students numbered off 3 The teacher tells the students to “put their within groups, so that each student has heads together”, discuss their possible answers, a number: 1, 2, 3, 4. agree their best answer and make sure that all group members know the ‘correct’ answer2 The teacher asks a question or presents a problem and gives ‘think time’ for 4 After a defined period of time (or when the students individually students indicate they are ready) the teacher calls a number (1, 2, 3, or 4), and all students with that number can raise their hands to respond

What is Cooperative Learning?

Any classroom learning situation in which students of all levels of performance work together in structured groups to achieve acommon learning goal.

Key Principles:• Positive Interdependence (e.g., ‘your gain is my gain’)• Individual Accountability (the individual is tested)• Equal Participation (as far as is possible)

Why use Cooperative Learning?

Research has shown that cooperative learning techniques (whenused effectively):• Promote student learning and academic achievement• Increase retention of the subject content• Enhance student motivation• Help develop skills in oral communication & teamwork• Promote student self-esteem

(Kagan 2004)

Building Cooperative Learning into Lessons

• Use Cooperative Learning as an addition to the lecture, tutorial or other method, not in place of these methods (Use for between 10-30% of the lesson time)

• Use Structures that facilitate the specific learning you want within the lesson design (For example, after a period of lecturing, it is useful to provide a means for students to digest the information, identify points for further clarity and generate questions. Therefore, select a structure(s) that facilitates this learning)

• Adjust Methods for maximum benefit (Less content can be covered in cooperative learning, which may necessitate covering some material through e-learning, homework, etc). Balance the benefits of cooperative learning with other methods of teaching and learning support.

Preparation and Management • Group formation (teacher selected, heterogeneous, 2-6 students)• Duration of a group (long enough to be successful. Groups that stay

together for longer periods can tackle more complex tasks. Don’t quickly break groups up because they are not working – this failure often transfers to new groups)

• Focus on a learning goal to be mastered by all (require students to learn something, not just to do something. If the group is simply asked to complete a task, one or two students will work and the others will freeload)

• Make the learning meaningful (connect to the learning objectives. Students must see the learning as relevant, not activity for its own sake or the teacher avoiding work)

• Make the Structure Explicit (show, don’t simply tell instructions -have a group model the step. Circulate, observe, listen and intervene where necessary. Develop and practice a Quiet or Zero-Noise signal)

The principles of good small group management apply

Timed Pair ShareBasic Theme:In pairs, students share with a partner for apredetermined time while the partner listenscarefully. Then partners switch roles

Steps1 Teacher announces a topic and states 4 Partner B acknowledges what was the question/problem each student will learned (e.g., “One thing I learned as I have to share on listened to you was…”)2 Teacher provides instructions on how to 5 Pairs switch roles: Partner B speaks; select partner and allocates time for task Partner A listens3 In pairs, Partner A speaks; Partner B 6 Partner A acknowledges learning listens

A useful adaptation of this is to allow a THINK time before the sharing – known as Think-Pair-Share)

RoundRobin

Basic Theme:In teams, student take turns responding orally

Steps1 Teacher assigns a topic or question with multiple possible answers

2 In teams, students respond orally, each in turn, taking the same amount of time

Circle the Sage

Basic Theme:Each teammate gathers around a different “Sage” to learn the content; they then return to compare notes

Steps1 Teacher identifies “Sages.”

2 “Sages” spread out around the 4 Sages teach; disciples take notes room and stand

3 Each member of each team 5 Disciples return to their teams, and gathers around a different sage, compare notes with teammates. to become a “Disciple.”

Questions• How to teach students who absolutely dislike the subject matter – even course?• What are other active learning strategies that can be used in large classes?• How to align the 3 demands on cognitive capacity to autonomy learning?• Saljo’s 5 learning conceptions – all correct, different levels of learning – right?• What is the difference between facilitation and lecturing in the context of active

learning?• How to teach less, get students to learn more and push the boundaries of their thinking?• How to adopt active learning to psychomotor based modules?• Should we use active learning sparingly – otherwise students will be thinking the whole

day – can be tiring?• How do we assess active learning?• How to use role play to teach first year fundamental concepts in engineering – how?

Now what Active - indeed Experiential - Learning Experiences could I weave in here?

Active Learning Methods and Tools

• Questioning • Small group activities (e.g., cooperative learning structures,

buzz groups, poster tours, etc)• Case studies, Scenario-Based Learning, Projects and PBL

activities• Games, Role Play & Simulations • Discussion/Debates• Other Performance Tasks (experiments, troubleshooting, etc)• Thinking Tools (e.g., Mind mapping, Plus-Minus-Interesting,

Force-Field Analysis, Thinking Hats, etc)

Big Point...

A method is typically only a part of the overall instructional strategy – it’s how a number of them are weaved together to create an experiencethat results in student engagement and effective learning

Pedagogic Design

A systematic approach, using evidence-based principles and practices, for creating learning experiences (strategies incorporating instructional methods, activities and resources) to facilitate desired learning outcomes for a group of learners

Good pedagogic design is both systematic and creative – skillfully utilizing available resources and being responsive to the situated context (adaptable to what actually happens in real learning situations)

A metaphor for Good Learning Design

Variety & Novelty - Stories, Humour, Activities,Examples – Woven through good Presentation Style

What is SHAPE ?

Stories Humour

Act

iviti

es

Presentation Style

Exa

mpl

es

A Heuristic for the design of creative learning experiences

The Power of SHAPE“We understand everything in human life through stories”

(Jean-Paul Sartre)

“Humour is by far the most significant behaviour of the brain”(Edward De Bono)

“Learning activities are the best and most productive way to learn”

(Lambert and Coombs)

“The meaning of your communication is the response that you get”

(Bandler & Grinder)

“A fine example nurtures learners, enhancing their concentration and effort”

(Wlodkowski)

Using SHAPE to Shape the learning experience

• Stories told to provide context, understanding and emotional anchors

• Humour used to achieve rapport and provide novelty• Activities provided to integrate, apply and consolidate

learning• Presentation style employed (e.g., words, tone, body

language – as well as observation and listening) to provide clarity, meaning and influence student attention, beliefs and psychological states

• Examples used to illustrate facts, concepts, principles, procedures

…and use these Resources Creatively

SHAPE as a Metaphor for Expert Teaching

“...expert teachers use a repertoire of strategies, selecting the most appropriate for use in a particular context and adapting it if necessary for a group of learners

A pedagogic repertoire consists of two aspects: approaches, activities, examples, analogies and illustrations for representing facts, skills, concepts, beliefs and attitudes to others; and the skills and strategies used as an integral part of these approaches “

(Turner-Bisset, 2001, p.69)

“Against boredom even the gods themselves struggle in vain”Friedrich Nietzsche

Locally Known as the “Chilli Crab Syndrome”

Typical Attention Span

Minimize Forgetting through Review

10 next next next minutes day day week

with continuous periodic reviews

Recall without reviews

Recall with reviews at intervals

100%

Prob

abili

ty o

f rec

all

Noted Gen Y characteristics - how do they play out in the classroom – what challenges are

presented?

NOW

Have been referred to as a generation that has been ‘treasured’, considered special since birth, and generally been more sheltered than its predecessors.Product of a child-centred philosophy

(Howe and Strauss, 2009)

Everything is Experience (& Perception)

As human being we are stuck in a process of continuous Experience – even when sleeping

Given a choice, people seek experiences that are perceived as pleasurable, novel, and pain reducing – because they satisfy needs (Survive, Belong, Power, Freedom, Fun – from the work of William Glasser)

The Serial Position Curve80

70

60

50

40

30

20

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Position on List

Pro

port

ion

Cor

rect

Primacy Effect

Recency Effect

von Restorff Effect

Psychological Effects

• Primacy Effect (the tendency for the first items presented in a series to be remembered better or more easily)

• Recency Effect (the tendency for the most recently presented items or experiences to be remembered best)

• Von Restorff Effect (the tendency to remember distinct or novel items and experiences)

The Need for a Motivational Strategy?

“..if something can be learned, it can be learned in a motivating manner” (p.23)

“..every instructional plan also needs to be a motivational plan” (p.24)

(Wlodkowski, R. J., 1999, Enhancing Adult Motivation to Learn)

Reasons for Active Learning

Learning is not a spectator sport. Students do not learn much just by sitting in class listening to teachers, memorizing pre-packaged assignments, and spitting out answers. They must talk about what they are learning, write about it, relate it to past experiences, apply it to their daily lives. They must make what they learn part of themselves.

Arthur W. Chickering and Zelda F. Gamson, "Seven Principles for Good Practice," AAHE Bulletin 39: 3-7, March 1987

Active Learning is NOT

Activity for Activity Sake

Thinking Tools and Techniques• Mind-mapping (A useful all round learning & thinking tool)

• Thinking Hats (A thought management tool)

• Plus-Minus-Interesting (A simple practical tool for identifying positives, negatives and unsure elements in a situation)

• Five W’s & H (A questioning format to promote critical thinking)

• Force-Field Analysis (A critical and creative thinking tool for managing change)

• Forced Associations (A creative thinking technique to break out of traditional patterns of perception and thinking)

• PO (A creative thinking technique)

• SCAMPER (A creating thinking tool)

• Morphological Matrix (A creative thinking tool for creating multiple combinations)

Note: thinking tools and techniques don’t do the thinking, they only provide a means for organizing your thinking

Mind Map of Edward De Bono’s Thinking Hats

Blue Hat

Red Hat

Black Hat

Green Hat

Yellow Hat

MetacognitionOverview

FeelingsOwn view

NegativeLogical

PositiveOptimistic

CreativeNew ideas

Mind Maps can promote alltypes of thinking as well as aid memory and learning

White HatFacts onlyNo opinions

Plus-Minus-InterestingPLUS MINUS

INTERESTING

5 W’s and an H

Who? What? Where? When? Why? How?

Who - identifies the people involved

What - identifies things, resources, etc

Where - identifies places or locations

When - identifies time-frames or situations

Why - identifies reasons

How - identifies steps, activities or actions

Force-Field Analysis

Equilibrium

Forces driving change Forces resisting change

The objective is to move the balance to the right which can be achieved by:• identifying forces, their causes and strength• planning and acting to assist the driving forces• planning and acting to reduce the resisting forces• using some of the resisting forces against each other if possible

CurrentSituation

CurrentSituation

DesiredSituation

DesiredSituation

Potency: 7 6 5 4 3 2 1 1 2 3 4 5 6 7 :Potency

Forced Associations (Random Triggers)

Forced Associations is a technique for linking another thinking pattern into the one we are presently using. We do this by selecting a random concrete nounfrom a different field and combining it with the problem under consideration.

For example, we might be looking at ways to make lifts quicker.

By choosing a random word ‘Mirror’ could lead to installing mirrors by lifts. As we know this is a popular solution for ‘slow lifts’. The lift doesn’t go faster,but people waiting don’t notice this as they look in the mirror.

Force Associate with ‘Mirror’

PO (Provocative Operation)

PO involves making deliberately provocative statements, which seek toforce thinking out of established patterns.

Examples: “Everybody should go to prison”“Lets abolish schools”

Having made a provocative statement, it is then necessary to suspend judgementand use the statement to generate ideas. For example, you can generate ideas by examining:

• The consequences of the statement• What the benefits could be?• What would need to change in order to make it a sensible statement?• What would happen if a sequence of events changed?

S C A M P E R

SCAMPER is a checklist that helps tothink of ways to improve existing products

or create new ones

SubstituteCombine

AdaptMagnify, Minify, Modify

Put to other useEliminateReverse

Morphological Matrix

This tool encourages new possibilities through combining options

X A B C D E

A XB XC XD X

E X

OPTIONS

OP

TIO

NS

Deciding on Methods 1

• One method is not inherently superior to another. All methods have strengths and limitations, which need to be borne in mind when planning sessions. The following are important questions to ask yourself concerning your choice of methods for a given session will they:

facilitate the content you want to deal with and the types of learning required (e.g., knowledge, skills, and attitudes) and meet the objectives effectively

suit the nature of the learning group and the individual’s who comprise it (e.g., age, ethnic background, prior experience, etc)?

utilize the resources you have available and ‘fit’ the environment? fit into your style or range of teaching skills - are you comfortable and

competent in using it?

Deciding on Methods 2

• All methods (including explanation and demonstration) need to be systematically and creatively ‘weaved’ into an effective and efficient instructional strategy, based on sound principles of learning

• Also, it is to be noted that a good learning design, while of key importance, requires the expertise of delivery and management - which includes the ability of good observation and thinking on one’s feet

• Finally, all methods will result in students experiencing the “chilli crab syndrome” over time