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Active Learning StrategiesWorkshop Session
26 March 2013
Education
(images extracted from the Internet)
Outline
• Introduce to some techniques of active learning
• Experience the way of putting one of the technique into practice while learning other techniques
• Sharing of active learning example
A simple exercise
• Finding friend(s) for each season
Spring
Autumn
Winter
Summer
Content
• Getting to know Active Learning• The need for active learning• Methods of active learning
5 minutes Discussion
Find your partners in …
Topics
What is active learning mean to you? What are some of the engaging learning methods you have
used? List down some important life skill?
Good Practice – Active Learning(CDIO standard 8)
• Engage students directly in thinking and problem solving
• Increase student learning motivation• Help students recognize what and how they learn• Help students form habits of lifelong learning
WHAT ?
WHY ?
(based on CDIO 2008 workshop)
How Does the Way Students Organize Knowledge Affect Their Learning?
Novice• contingent on concept
formation and assimilation
• identified disparate individual issues
Expert• constructivist process using
active concept integration and self-initiated strategies
• able to articulate systemic issues
Source: “How People Learn” by John D. Bransford [et al], 2000
5 minutes Discussion
Find your partners in …
Topics
Who do you think needs active learning and why?
Good Practice – Active Learning(CDIO standard 8)
• Active learning trains weaker students the learning skills and give guidance to them
• Active learning add to the knowledge of better students
WHO NEEDS?
Methods
Muddy Cards
Recitation
Concept Questions
Jigsaw Classroom
Formulate-Share-Create-
Revise
Guided Note-Taking
ACTIVE LEARNING
Problem Based
Learning
Case Studies
Project Based Learning
Simulations
Experiential Learning
(based on CDIO 2008 workshop)
students take on roles that simulate professional practices
Active Learning Method
JIGSAW CLASSROOM
Procedure – to teach 3 concepts(based on CDIO 2008 workshop)
Activity onJIGSAW CLASSROOM
STAGE 1
• Divide into Base Groups of 3, and number yourselves 1 to 3
• Refer to HANDOUT for three active learning methods
• Person 1 studies only Method 1, Person 2 studies only Method 2, etc.
5 minutes(based on CDIO 2008 workshop)
Activity onJIGSAW CLASSROOM
STAGE 2
• Form Expert Groups – all 1’s, all 2’s and all 3’s
• Discuss what you have read and learned and consider how best to explain to others
• You may use any of the following:» Mind map» Flow chart» Visual representation» Others
(based on CDIO 2008 workshop)
Activity onJIGSAW CLASSROOM
STAGE 3
• Back to your own Base Groups and share your new knowledge – teach each other what you have learned
• List which method your group think is best and why?
10 minutes
(based on CDIO 2008 workshop)
Checking For Understanding
CONCEPT QUESTIONS
CONCEPT QUESTION
Q. Which active learning technique clarifies and reinforces independent learning through peer-peer discussion?
» Formulate – Share – Create – Revise» Mud Cards» Recitation / Ticking
» discuss with your partner(s): • Benefits of Formulate-Share-Create-Revise
(based on CDIO 2008 workshop)
√
CONCEPT QUESTION
Q. Which active learning technique motivates students to spend more time in private study by requiring them to explain their learning to the class?
» Formulate – Share – Create – Revise» Mud Cards» Recitation / Ticking
» discuss with your partner(s):• Benefits of Recitation/ Ticking
(based on CDIO 2008 workshop)
√
CONCEPT QUESTION
Q. Which active learning technique encourages students to reflect on their learning and provides immediate feedback to the instructor?
» Formulate – Share – Create – Revise» Mud Cards» Recitation / Ticking
» discuss with the class:• Benefits of Mud Cards
√
Muddy card
Q. What is still “clear as mud” to you?
Q. What methods for engaging students might you now introduce to your teaching?
JIGSAW CLASSROOM(Review)
• A coopertive learning approach in which:• The role of the instructor is not to lecture but is to facilitate
student learning• Students form ‘learning teams’ in which they teach
themselves and each other
• A ‘learning contract’ is formed between team members
• Students are motivated to take responsibility for their own and each others’ learning
• Enhances student engagement with material• Facilitates interaction between students• Develop communication and teamwork skills
• An efficient way to cover content
(based on CDIO 2008 workshop)
Thank You !
Rose HuangSenior Lecturer Academic Mentor
DID. [email protected]
Singapore PolytechnicSchool of ABE500 Dover RoadT3A35Singapore 139651
Ng Geok LingSenior Lecturer Academic Mentor
DID. [email protected]
Singapore PolytechnicSchool of ABE500 Dover RoadT303Singapore 139651