Debra Dunlap RunsheJanuary 19, 2011

BEST PRACTICES IN COLLEGE TEACHING:Creating an Active Learning Environnent

K – W - L

What do you know about

active learning?

What would you like to

know about active

learning?

What have you learned about active

learning?

Active Learning

By the end of this session, participants will:• articulate a rationale for using active learning in

the classroom• describe instructional methods that encourage

active learning• identify techniques that can be incorporated into

their classes to create an active learning environment

• improve student retention and success

What is Active Learning?

Active Learning

simple complex

Pause Proce

dure

Class disc

ussion

Short, low-risk

(Bonwell & Sutherland, 1996)

Minute Paper

Think-Pair-S

hare

Pro-Con G

rid

CATs

Cooperative le

arning

Problem-based le

arning

Longer duration, higher-risk

Experie

ntial L

earning

Already doing it?

• Writing exercises• Tests & quizzes• Computer exercises• Labs• Student presentations

Why Active Learning?

Why Active Learning?

Research has shown that knowledge retention can be significantly increased by creating a welcoming environment and incorporating active learning strategies into your teaching.

Bloom’s Taxonomy

(Bloom, 1956)

KnowledgeKnowledge

ComprehensionComprehension

ApplicationApplication

AnalysisAnalysis

SynthesisSynthesis

EvaluationEvaluation

Seven Principles for Good Practice

1. Encourages contact between faculty and students.2. Develops reciprocity and cooperation among

students.3. Uses active learning techniques.4. Gives prompt feedback.5. Emphasizes time on task.6. Communicates high expectations.7. Respects diverse talents and ways of learning.

(Chickering and Gamson, 1987)

Passive vs. Active Learning

• Students learn both passively and actively. • Passive learning takes place when students

take on the role of “receptacles of knowledge”; that is, they do not directly participate in the learning process.

• Active learning is more likely to take place when students are doing something besides listening.

(Ryans and Martin, 1989)

Retention of Information

After 24 hours, what percent of information is retained by students in a lecture environment?

a. 5%b. 10%c. 20%d. 40%e. 50%

Passive vs. Active Learning

0102030405060708090

Teaching Method

Lecture

Reading

Audio-Visual

Demonstration

Discussion

Practice by Doing

Teaching Others

(Sousa, 2001)

Why Active Learning?

Kuh et al identified a positive correlation between active learning and gains in general education and intellectual skills

Also determined that, among good practice variables, active learning is the best predictor of gains for both men and women at colleges and universities

(Kuh, Pace, & Vesper, 1997)

Why Active Learning?

Students who have little mainstream culture experience and limited English proficiency may feel less isolated through participation.

Instructors can identify terminology preferences made by social groups that may be hindering or strengthening the learning process.

(McKeachie, 2009)

Instructors can engender a sense of success in students through frequent written and oral feedback.

(Wlodkowski & Ginsberg, 1995)

Why Active Learning?

More Evidence on Impact:Interactive engagement methods leads to improved test performance

Collaborative learning methods enhance/improve academic achievement, student attitudes, and retention

Problem-based learning develops positive student attitudes, interpersonal skills, problem solving and lifelong learning skills, knowledge retention

Cooperative learning methods enhance student achievement, interpersonal skills, self-esteem

(Prince, 2004)

More control Less control

Limited interaction Extensive interaction

Student Involvement is the Key to Learning

Research supports this:

“Analysis of the research literature. . . suggests that students must do more than just listen. They must read, write, discuss, or be engaged in solving problems.” --Bonwell & Eison, 1991

“The body of research on the impacts of the college academic experience is extensive. The strongest general conclusion [is that] the greater the student’s involvement or engagement in academic work, the greater his or her level of knowledge acquisition.” -- Pasquerilla & Terenzini, 1991

Active Learning

Are there cons?

Start Right Away!

Use an active learning technique on the first day of class – it sets an expectation of participation form the very beginning of the semester.

Start with an activity that is quick and easy. This will help students acclimate to your teaching style as well as help them learn how to participate in collaborative learning

Punctuate your lecture:

• Pause 3 times for two minutes each during a lecture to allow students to consolidate, share, and compare notes.

• Assign short, ungraded written exercises followed by class discussion.

• Give two mini-lectures separated by a small group study session built around a study guide.

Where do I start?

Easy to Implement Techniques

Classroom Assessment Techniques (CATs) simple, ungraded activities that can:

• provide feedback about how your students are doing

• help your student monitor their own learning• focus your students attention on course

content through reflection, writing, and speaking

• allow you to punctuate your lecture with learning activities

Purpose of CATs

“. . . to improve learning in progress by providing teachers with the kind of feedback they need to inform their day-to-day instructional decisions, and by providing students with information that can help them learn more effectively."

‑Tom Angelo

Characteristics of CATs

• Learner‑Centered• Teacher‑Directed• Mutually Beneficial• Formative • Context‑Specific • Ongoing• Rooted In Good Teaching Practice

Basic Assumptions of CATs

• Learning is directly related to teaching.• Effective assessment begins with clear,

specific goals and objectives. • Students need appropriate feedback, early

and often.• The best type of assessment to evaluate

teaching and learning is that which is created and conducted by the faculty, themselves.

• Classroom assessment does not require specialized training.

(Angelo & Cross, 1993)

Examples of Low-Preparation CATs

•Background Knowledge Probe•Punctuated Lectures•Minute Paper•The Muddiest Point•Think – Pair – Share•Complete a Sentence Starter

(Angelo & Cross, 1993)

Purpose of a Background Knowledge Probe

For students, it highlights key information to be studied, offering a preview of material to come and/or a review of prior knowledge.

For teachers, it helps determine the best starting point and the most appropriate level for a lesson

For both, it can be used for either pre- or post-lesson assessment of learning

Examples of Background Knowledge Probe

• Pro-Con Grid• Survey/inventory• Place yourself along the continuum.• “Signs up”

Background Knowledge Probe

How familiar are you with Angelo and Cross’s Classroom Assessment Techniques: A Handbook for College Teachers?

What assessment techniques, if applicable do you routinely use in your classes?

Pro-Con Grid

Develop a list of what you think would be pros and cons of using active learning techniques and of lecturing.

We will then come back together and share what some of those pros and cons are.

Pro-Con Grid

Pros Cons

Active Learning Strategies

Lecturing

Focus Question

Think

While active learning has the potential to revolutionize instruction, there are many reasons why it doesn’t take place. What are barriers to active learning in the classroom?

Focus Question

Think into the future

As students leave the university, what are the skills, strategies, concepts, aptitudes, and personal qualities that they will need to be a productive and successful citizen in the coming years?

Focused Listing

Purpose: To help determine what learners recall about a specific topic, including concepts they associate with a central point.

When to use this? Before, during or after a lesson.

Steps:1. Students write key word at the top of a page.

For 2 – 3 minutes, just down related terms important to the understanding of that topic.

2. Pair up with peer, sharing lists and explanations of why concepts were included. This will build their knowledge base and clarify their understanding of the topic.

One Minute Paper

What technique do you think you will implement in your next course?

Specifically, where do you see its use?

Complete a Sentence Starter

Angelo and Cross’s “Minute Paper”, where students typically respond to two questions is the best-known and most widely-used CAT because. . .

P – M - I

Pluses Minuses Interesting Points

Muddiest Point

What about incorporating active learning and classroom assessment techniques into your classroom is still confusing to you?

Memory Matrix

Course Objective

Beginning of

semester routine

End of semester routine

Specific evidence of growth

To develop flexible strategies for generating, revising, editing and proofreading

To write and to read with an awareness of purpose appropriate to the needs of the audience

To narrow the focus of an essay, using a thesis statement appropriately

Defining Features Matrix

What are the differences between formative evaluation and summative evaluation?

Formative Summative

Defining Features Matrix

What are the differences between formative evaluation and summative evaluation?

Formative Summative• Developmental• Non-graded• Anonymous• Occurs more

frequently

•Formal •Graded evaluations (quizzes, exams, papers)

•Occurs at course transitions

•Often too late for students

Concept Maps

• Brainstorm terms and short phrases related to the topic.

• Create a shape for your central topic.• Create levels of association with shapes and

lines.• Insert logical connectives on the lines

connecting the concepts (such as includes, excludes, causes, results in, predicts, contradicts, supports).

Concept Maps

Central Theme

Subtopic

SubtopicSubtopic

Detail

Concept Maps

Branches of the

GovernmentLegislative

Judicial Executive

Vice President

PresidentSupreme

Court

Congress

Senate

House of Representatives

Active Learning Beyond the Classroom

Two ways to actively engage your students through the use of technology:• Chat Sessions• Discussion Forums

At the beginning of the semester:• Assess student technology experience and

access to the environment.• Include a demonstration of the online

environment.• Establish ground rules for on-line

interactions.

Benefits of eLearning

• Low participants and shy students sometimes open up.

• There are minimal off-task behaviors.• Delayed collaboration is more extensive

and rich than real time; real time is more immediate and personal.

• Students can generate tons of information or case situations on the Web.

(Bonk & King, 1998)

Benefits of eLearning

• Minimal student disruptions and dominance.

• Students are excited to publish work.• Many forms of online advice are available.

Practitioner, expert, instructor, and student online feedback are all valuable and important.

(Bonk & King, 1998)

Benefits of eLearning

• With the permanence of the postings, one can print out discussions and perform retrospective analysis and other reflection activities.

• Discussion extends across the semester and creates opportunities to share perspectives beyond your classroom.

• E-learning encourages instructors to coach and guide learning.

(Bonk & King, 1998)

Chat Room Activities

• Debate• Guest Speaker• Office Hours

Discussion Forum Activities

• Peer Review of Projects• Scavenger Hunt• Electronic Séance• Jigsaw

How do I choose?

What do I want my students to know?

What do I want my students to be able to do?

How will I assess my students?

Objectives

Activities Assessment

How do I Choose?

Inexperienced Experienced

(Bonwell & Sutherland, 1996)

More control Less control

Limited interaction Extensive interaction

Acquisition of knowledge Acquisition of skills/attitudes

How do I choose?

Course Objectives

Personal Style

Student Experience

How do I choose?

Students are Active/Lower Level of Risk

DemonstrationsSelf-assessmentsBrainstorming activities Quizzes or testsLecture with pauses or discussion Surveys/questionnaires

Students are Active/Higher Level of Risk

Role playingSmall group presentations Individual presentationsGuided imagery exerciseUnstructured small group discussionResponsive lecture

Students are Inactive/Lower Level of Risk

Show a film for the entire class period.Lecture for the entire class period.

Students are Inactive/Higher Level of Risk

Invite a guest speaker.

What do you think?

• What techniques are suitable for your class? What techniques are you already using?

• Write down an area of your course you believe is appropriate for active learning and the technique you would use.

Plan, Plan, Plan

• Create your learning goals and objectives for the session activity is to take place as well as the course.

• Plan the activity.• Articulate your goals and objectives to your

students in verbal and written instructions.• Debrief after the activity. What did they

learn? What about the process?• Assess the activity.• Refine the objectives, activity, and

assessment for next time.

• When I hear, I forget.• When I hear and see, I remember a little.• When I hear, see, and ask questions about it or

discuss it, I begin to understand.• When I hear, see, discuss, and do, I acquire

knowledge and skill.

(Silberman, 1996)

Words of Wisdom

Final thoughts...

PUBLICATIONSAngelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for

college teachers. San Francisco: Jossey-Bass.Bean, J. C. (1996). Engaging ideas: The professor's guide to integrating writing, critical

thinking, and active learning in the classroom. San Francisco: Jossey-Bass.Bligh, D. A. (2000). What's the use of lectures? San Francisco: Jossey-Bass.Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the

classroom. ASHE-ERIC Higher Education Report, no. 1. Washington, D.C.: The George Washington University, School of Education and Human Development.

Bransford, J. D., Brown, A. L., Cocking., R. R. (Eds.). (2000). How people learn: Brian, mind, experience, and school. Washington, DC: National Academy Press.

Chickering, A. W., and Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin 39(7): 3-7.

Chickering, A., & Erhmann, S. (1996, October). Implementing the seven principles: Technology as lever. AAHE Bulletin, October. Retrieved from http://www.tltgroup.org/programs/seven.html

Resources

PUBLICATIONSDavis, B. G. (2009). Tools for teaching (2nd ed.). San Francisco: Jossey-Bass.Diamond, R. M. (2008). Designing & assessing sources & curricula: A practical guide

(3rd ed.). San Francisco: Jossey-Bass.Finkel, D. L. (2000). Teaching with your mouth shut. Portsmouth, NH: Boynton/Cook

Publishers.Halpern, D. F. & Hakel, M. D. (2003). Applying the science of learning. Change.

(July/August). 37-41.Hatfield, S. R. editor; with David G. Brown ... [et al.]; and special sections by Martin

Nemko, contributing editor. (1995). The seven principles in action: improving undergraduate education. Bolton, MA: Anker Publishing.

Johnson, D. W. & Johnson, R. T. (1994). Learning together and alone: Cooperative, competitive, and individualistic learning (4th ed.). Needham Heights, MA: Allyn and Bacon.

Kuh, G. D., Pace, C. R. & Vesper, N. (1997). The development of process indicators to estimate student gains associated with good practices in undergraduate education. Research in Higher Education 38(4):435-454.

Resources

PUBLICATIONSMacGregor, J. (2000). Strategies for energizing large classes: From small groups to

learning communities. San Francisco: Jossey-Bass.Meyers, C. & Jones, T. B. (1993). Promoting active learning: Strategies for the college

classroom. San Francisco: Jossey-Bass.Millis, B. J., & Cottrell, P. G. (1998). Cooperative learning for higher education faculty.

Phoenix, AZ: Oryx Press. Pascarella, E. T., & Terenzini, P. T. (1998). Studying college students in the 21st

century: Meeting new challenges .The Review of Higher Education, 21(2),151-165. Silberman, M. L. (1996). Active learning: 101 strategies to teach any subject. Boston:

Allyn & Bacon.Sousa, D. A. (2001). How the brain learns: A classroom teacher's guide (2nd ed.).

Thousand Oaks, CA: Corwin Press.Svinicki, M. D. (2004). Learning and motivation in the postsecondary classroom.

Bolton, MA: Anker Pub. Co.

Resources

Resources

CASE STUDY TEACHING WEB SITESNational Center for Case Study Teaching in Science http://ublib.buffalo.edu/libraries/projects/cases/case.html

Virginia Tech Case Study Sitehttp://www.edtech.vt.edu/edtech/id/models/casebased.html

Harvard University Case Site for Businesshttp://www.hbs.edu/case/index.html

Penn State University Case Sitehttp://tlt.its.psu.edu/suggestions/cases/

Institute for Case Developmenthttp://www.wested.org/icd/welcome.html

Resources

PROBLEM BASED LEARNING WEB SITESIllinois Mathematics and Science Academy Center for Problem Based Learninghttp://www2.imsa.edu/programs/pbl/cpbl.html

Maricopa Center for Teaching and Learninghttp://www.mcli.dist.maricopa.edu/pbl/

Samford Universityhttp://www.samford.edu/ctls/archives.aspx?id=2147484112

Problem Based Learning at McMaster Universityhttp://chemeng.mcmaster.ca/pbl/pbl.htm

Problem Based Learning Initiativehttp://www.pbli.org/

Process Oriented Guided Inquiry Learning (POGIL)http://www.pogil.org/

University of Delawarehttp://www.udel.edu/pbl/