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MODULE 4
Learning Experiences using Active Learning
1st
2nd
3rd
The Backward Design
1st
2nd
3rdDefine Learning
Objectives
Define Evidences of Learning
and Assessment
tasks
Plan Learning
Experiences
Learning Objectives
• How to create a lesson plan?
• How to engage students in a course?
• What is the professor’s role in a learner-centered classroom?
• What is the purpose of using Active Learning?
• How to apply Active Learning to a course?
From Big Ideas to Lesson Plans
ActivitiesAssessment
Learning
Goals
Nature
of the
Content
Learning
Experiences
BIG IDEA
LESSON PLANS
Content Plan
Objectives
What students should be able to know and do by the end of the
course?
What students should be able to know and do by the end of the course?
From Big Ideas to Lesson Plans
BIG IDEA
Nature
of the
Content
How would you
summarize this concept
in one sentence?
Main Idea behind the
concepts and skills you
want to teach
What to teach?
Learning
GoalsObjectives
Content Plan
What students should do
to learn this concept or
skill?
From Big Ideas to Lesson Plans
Nature of the Content
Learning
experiences
What is the best way
to provide this
experience?
LESSON PLAN
Create a context that will
reproduce / illustrate the nature of
the content
Give students a role (thinking or acting) in this context
See
PerformListen
TalkAnalyze
Create Other…
Debrief: students should talk and reflect on the experience
Lesson Plan
Directions on how to help students to achieve the
desired results
Current knowledge and skills
Desired knowledge and skills
Lesson Plan
Where to start?
From
To?
Who your students are?
• What are the course objectives?
• What do your students already know?
• What is the gap? How to bridge it?
First, learn about your students!
Then, create or adjust lesson plan to fulfill students’ needs!
What do they Know?What do they Want to
learn?What they should
Learn?
Components of a Lesson Plan
Course number and name
Topic & Context
Big Ideas
Learning Objectives
ASSESSMENTS: Performance TasksOther formative assessment
activities
OBJECTIVES:
LEARNING ACTIVITIES:
Time Teaching MethodProfessor Instructions and Student Learning Activities
Material and Resources
The lesson plan will follow the same path from backward design!
Creating Learning Activities
“I hear, I forget
I see, I remember
I do, I understand” - Chinese Proverb
From “Understanding by Design”, Wiggins and McTighe
What students should do to achieve the desired results?
Class activities should engage students!
Principles of LCT
Weimer, 2002
Less teacher control
Less content coverage
Less focus on teacher
Less focus on grades
LCT strategies provide ways to engage students in active participation and to build their own understanding
How to engage students?
Teaching approaches that creates learning environments to engage
students to construct understanding based on:
By using LCT!
Create meaning
Real-life situations
Solve problems
Relevant to
students
Apply concepts
Perform authentic
tasks
Knobloch & Ball, n.d.)
What is the professor role in LCT environment?
Professors should act as facilitators, encouraging students interaction and discussions
• Prepare more class activities -> Students will construct their knowledge
• Prepare and give less lecture -> Interact more with students
• Create environment for interaction -> Manage class discussions
Professors will:
(http://academic.pgcc.edu/~wpeirce/MCCCTR/weimer.htm)
LCT Approaches
LCT strategies were grouped into three approaches:
Which one should I use?
It will depend on the learning experience needed to achieve
the objective
This Module:
Active
Learning
Active Learning
Students should do more than simply listen to a lecture!
Students should process and use the information in order to retain it
Active Learning is “anything that involves students in doing things and thinking about the things they are doing”(Bonwell & Eisen, 1991)
Why Active Learning?
The amount of information retained by
students declines substantially after ten
minutes of listening (Thomas, 1972)
Why is it important?
Students need to be physically and mentally involved in class activities to learn
Multiple Intelligences
Learning requires multi-modal approaches!
Why Active Learning?
Why does it help students to learn?
Students who actively engage with the material are more likely to recall information (Bruner, 1961)
Provide immediate feedback, raise questions, and make students think, building understanding
Different people learn in different ways
(Multiple Intelligences)
Active Learning Process
Knowledge Application
Feedback
Questions Understanding
Student’s existing
knowledge
A dynamic process!
Professor as facilitator
Multi-modal
delivery
Active Learning
Social
Real-time feedback
Verbal
Visual
Multi-modal delivery engages students in class activities that use multiple senses
How to use Active Learning?
Kinesthetic
Active Learning: Visual
Show students:• Videos• Demonstrations• Real objects• Graphs / Diagrams / Pictures• Animations / Flashes
Visual Instruction + Analysis
Use technology to present concepts:
• Animations / Flashes• Simulation• 3D images
Active Learning: Verbal
Story-tellingInvolving students
in the storyTeaching with enthusiasm
Teaching with songs
Use:• Analogies/metaphors• Stories• Real-life examples
Engaging Lectures!
Active Learning: Verbal
HumorCommunicate meaning,
relevance
Student’s mind
Previous experiences
Connects!
Teaching in chunks
Break lessons down into lessons segments (~10 min) and processing time (~2 to 10 min)
Active Learning: Social
• In pairs• With all students & professor as facilitator• Think-pair-share
In-class discussions
In-class debates
Peer-to-peer learning! Promotes Students’ interaction!
In-class small projects Peer teaching or Collaborative Learning
Active Learning: Social
In-class small scenarios and discussion
Brainstorming
Active Learning: Social
Student-led review sessions
Concept mapping
Ask students to create visual representations of models, ideas and relationship between concepts + share + discussion
Active Learning: Real-time Feedback
In-class writing
One-minute Paper / Essay:• Student will summarize last or current class, and write
questions to be clarified• Students will write down the key idea and what needs
clarification
Stump the professor
Students will write down difficult questions about the content to ask the professor. The objective is to ask questions that the professor is not able to
answer.
Review Games
Games can include matching, mysteries, and group competitions (jeopardy, bingo)
Active Learning: Real-time Feedback
Thumbs up / thumbs down / thumbs sideways or flash cards
Ask students to agree disagree to a statement, problem solution and discuss their reasoning
Use clickers to in-class quiz, student voting, opinion etc.
Active Learning: Real-time Feedback
Debriefing / reflection
Build Models
Active Learning: Kinesthetic
Learning by doing! Use the body!
Build models
Role-playing
Perform a task
Perform or review concepts
How to get started?
What specific activity professor could create that will provide students the
right learning experience?
What resources should be used?
Nature of the Content
Learning experiences
LESSON PLAN
Objectives & Learning
Goals
How would you summarize this concept
in one sentence?
What students should do to learn this concept or skill?
It may require Active Learning, Inquiry Learning or Contextual Learning
activities!
What students should know and be able to do at the end of the class?
How to get started?
A Nutrition Example
Describe and explain the digestion process
Nature of the
Content
Learning experiences
LESSON PLAN
Objectives & Learning
Goals
Digestion is a process; a sequence of events
• Listen
• See
• Talk about it
• Get involved in the process
• Show pictures or video while lecturing
• Peer-teaching, concept mapping
• Build a model, role-play
• Review • Quiz
Outcomes of each activity
Desired Outcomes / Objectives
Activity
1
2
Outcomes of each activity
Desired Outcomes / Objectives
Activity
1
2
Outcomes of each activity
Desired Outcomes / Objectives
Activity
1
2
Outcomes of each activity
Desired Outcomes / Objectives
Activity
1
2
Outcomes of each activity
Desired Outcomes / Objectives
Activity
1
2
Bottom line: different activities will lead to different outcomes!
Depending on the nature of the task, different outcomes can be achieved.
Tailor to students’ needs, interests and styles
Evaluate work and their progress
Provide opportunities to students to Reflect, Rethink and Revise
Equip students with opportunities to Experience and Explore the big
ideas
Hook the students and Hold their attention
Where is it going? Why?
Is my lesson plan engaging and effective?
Is it providing students a path to achieve the objectives?
Organize activities for maximum engagement and
effectiveness
Summary
ActivitiesAssessment
Learning
Goals
Nature
of the
Content
Learning
Experiences
BIG IDEA
LESSON PLANS
Objectives
Content Plan
From Big Ideas to Lesson Plans!
Summary
Learn about your students
Plan activities that will bridge the gap
Current knowledge and skills
Desired knowledge and
skillsLesson Plan
Write your Lesson Plan
Summary
Activities are effective and engaging?
Which activities?
Summary
Active Learning
Active Learning
Social
Real-time assessments
Verbal
Visual
Kinesthetic
Learning Objectives
• How to create a lesson plan?
• How to engage students in a course?
• What is the professor’s role in a learner-centered classroom?
• What is the purpose of using Active Learning?
• How to apply Active Learning to a course?
References• Understanding, Unpacking Standards, Big Idea, Essential Questions
Wiggins, Grant and McTighe, Jay. Understanding by Design. 2nd Edition. ASCD, Virginia, 2005.
• Multiple Intelligences
• http://en.wikipedia.org/wiki/Theory_of_multiple_intelligences
• http://www.shapingyouth.org/blog/?p=2071
• Active Learning: Creating Excitement in the classroom, by Charles C. Bonwell, Ph.D.
• Center for Teaching, Learning and Technology website, by Kathleen McKinney (http://www.cat.ilstu.edu/additional/tips/newActive.php)
References• Review and Summary of Learner-Centered Teaching by Maryellen Weimer (http://academic.pgcc.edu/~wpeirce/MCCCTR/weimer.htm)
• Active Learning Strategies:
• http://www.phy.ilstu.edu/pte/311content/activelearning/activelearning.html
• http://activelearning.uta.edu/FacStaff/ALtechniques.htm
• http://www.vcu.edu/cte/resources/active_learning.htm
• http://www.thiagi.com/interactive-lectures.html