ACTIVE LEARNING:

A VERY BRIEF LOOKBarbra A. Roller, Ph.D.

January 3, 2007

•What is active learning?

•Why use active learning?

•What are some examples of active learning that

I can incorporate into my courses?

Active Learning Quotes:All genuine learning is active, not passive. It is a process of discovery in which the student is the main agent, not the teacher.

(Adler, 1982)Students learn what they care about and remember what they understand. (Ericksen, 1984)

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.

(Chickering and Gamson, 1987)

The sort of teaching we propose requires that we encourage active learning and that we become knowledgeable about the ways in which our students hear, understand, interpret, and integrate ideas.

 (AAC task Group on General Education, 1988)

One must learn by doing the thing, for though you think you know it---you have no certainty until you try.

(Sophocles, 5th century B.C.)

Obstacles or barriers preventing faculty from using active learning strategies

•You cannot cover as much course content

in the time available

• There is a great deal of pre-class preparation involved

• Large class size prevents implementation of active learning strategies

• Most instructors think of themselves as being good lecturers

• There is a lack of materials or equipment needed for active learning activities

•Students resist non-lecture approaches

There are many risks involved. There are risks that students will not:•Participate actively

•Learn sufficient course content

•Use higher order thinking skills

•Enjoy the activities

There are also risks that the faculty member will not

•Feel in control of the class

•Feel self-confident

•Possess the necessary skills for this method

•Be positively viewed by other faculty members

•Be viewed by students positively, and receive poor evaluations

Selected Active Learning Strategies

    Pause Procedure

    Short Writes (includes summarizing the last lecture, journal entry, etc.)

    Surveys or questionnaires

    Un-graded quizzes

    Think-Pair-Share (think about your answer, then pair up and share your response)

    Brainstorming

    Pairs or groups develop an outline of the lecture.

    Structured group discussions with specific questions provided

    Individual or group presentations

    Pairs or groups develop applications related to the lecture content

    Students analyze something- such as a photo, cartoon, or problem

 Students work a problem, then evaluate each others’ work

 Role playing a concept from lecture

  Ask students to identify one question from the readings that they would like to have answered at the beginning of class

  Round table exercise- write a response to a question, then pass it to the next person in the group until all have had a chance to comment on it

  Have students work in small groups to make concept maps/flow charts showing relationships between concepts

Example of a Flow ChartExample of a Flow Chart

APPLY TO MEDICAL SCHOOL

Letters of Recommendation

GPA MCAT Volunteer/clinical experience/research

Application

essays

Calculus Algebra + Trig or Precalc

Physics 1,2 with or w/o calculus

Organic 1,2

Chemistry 1,2 Algebra

Bio 1,2

Professors Physicians

BCPM AO

Verbal Science Writing

Upper Division Lower Division

Physiology, Genetics,Biochemistry, etc.

Develop Reading Skills

Develop Writing Skills

HS Chemistry/Honors/AP/IB

HS Physics/Honors/AP/IB

HS Math

HS Biology/Honors/AP/IB

High SchoolEnglish

HS English

    Have students work in small groups to complete a small mini-test (not graded)

    Have students work in small groups to put a sequence of events in their proper order

    If computers are used in the classroom or lab, have students find data about a particular topic and then share with the class, not only the data, but how it was obtained

•Divide students into groups, and decide who the reporter is for the group. This can be by randomly giving out colored cards or playing cards in advance, or having them choose numbers and then calling out a number to be the reporter for the group

•Require students to figure out how to ‘act out’ a concept. This would follow the introductory information in a lecture. As examples in biology, I have students act out an action potential.

•Have a structured discussion following a film, but provide questions. I also provide a worksheet for students to complete while they watch the film.

•Pose a multiple- choice question to the class. On the count of 3 have them hold up the appropriate letter (a-d) or colored index card. The same thing can be done for true/false questions. Multiple -choice questions can also be assigned individually for homework or for extra credit, and can then be used on exams.

• Have students outline the day’s lecture. They then discuss it with a partner.

• Have students form groups and write good multiple choice questions on a topic just discussed, or discussed in the previous class. Students then present these questions to the class (via overhead projector).

•Use of “show and tell.” Students must be given a chance to touch, depending on subject material.

•Use of simulations. In biology there is incredible software for interactive simulations; also in many other disciplines

•Use of debate- students can be divided into teams to debate ethical issues

•Use of appropriate questioning

•Use of problem-solving either in groups, or individually. For example, I put up a problem, encourage them to talk with their neighbors, and then we go over the problem

•Send a problem (use of groups)

Use of games:• Scavenger hunt

•Reaction Course

•Fishing for Connection (“Go Fish”) Deck consists of sets of 3 cards with some relationship to each other

•Jeopardy

•Who Wants to Be a Millionaire?

•Quizo

 

 

 

 

 

    Quick Thinks: these are done to break up the lecture into small blocks

o  Select the best response

o  Correct the error

o  Complete a sentence

o  Compare or contrast

o  Support a statement

o  Reorder the steps

o  Reach a conclusion

o    Paraphrase the idea

 

Quick Thinks: these are done to break up the lecture into small blocks. Try to avoid lecturing >15 minutes at a time.

•Select the best response

• Correct the error

•Complete a sentence

•Compare or contrast

•Support a statement

•Reorder the steps

•Reach a conclusion

•Paraphrase the idea

Selected Active Learning sites:Selected Active Learning sites:

http://www.nea.org/he/advo99/advo9902/feature.htmlhttp://www.nea.org/he/advo99/advo9902/feature.html

http://www.active-learning-site.comhttp://www.active-learning-site.com

http://www.udel.edu/cte/pbl.htmhttp://www.udel.edu/cte/pbl.htm

http://www.cte.usf.edu/bibs/active_learn/intro.html http://www.cte.usf.edu/bibs/active_learn/intro.html

Thank you for your active participationBarbra A. Roller, Ph.D.

rollerb@fiu.edu