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Planning and Implementing
(Inter)Active Learning
November 6, 2018
Kevin Barry & Kristi Rudenga
Goals
• After successfully completing this workshop you will be able to:• Describe the benefits of interactive learning• Identify strategies to increase student engagement and learning• Plan and use interactive learning strategies• Prepare for student resistance
Designing Learning Experiences
Learning Goals
Feedback &Assessment
Teaching &LearningActivities
Situational FactorsModified from Fink, 2003, 2013
1
Traditional (Lecture) vs Interactive Method
Model In Class Students’ Own Time
Instructor’s Own Time
Traditional First exposure Process Responses to all assignments
Interactive Method Process; response to daily short assignments and guidance for longer assignments
First exposure/some processing
Response to selected assignments
Choices about first exposure (Walvoord & Anderson, 2009)
Activity: Identifying Space For Interaction
• Thinking about a class that you teach, take 2-3 minutes to free write about:• How have you created, or could you create, space for in class
interaction?• What first exposure could happen outside of the classroom?
2
Active Learning Definitions (1)
• “Getting all students to do something course-related in class other than just watching and listening to the instructor and taking notes.”• Felder and Brent (2016). Teaching and Learning STEM: A Practical
Guide.
• “… in the context of the college classroom, active learning is anything that "involves students in doing things and thinking about the things they are doing."• Bonwell, C., & Eison, J. (1991)
Active Learning Definitions (2)
• “Learning is not a spectator sport. Students do not learn much just by sitting in class listening to teachers, memorizing prepackaged assignments, and spitting our 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)
3
Active Learning Definitions (3)
• ICAP Definitions• Interactive – learners engage in dialogues that meet two criteria: (a)
both partners’ utterances must be primarily constructive, and (b) a sufficient degree of turn taking must occur.•Constructive – learners generate or produce additional externalized
outputs or products beyond what was provided in the learning materials.•Active – learners undertake some form of overt motoric action or
physical manipulation that cause focused attention•Passive – learners being oriented toward and receiving information
from the instructional materials without overtly doing anything else related to learning.
Chi, M., & Wylie, R. (2014)
4
The ICAP Framework
Source: Chi, M. T., & Wylie, R. (2014). The ICAP framework: Linking cognitive engagement to active learning outcomes.Educational Psychologist,49(4), 219-243.
Category INTERACTIVE CONSTRUCTIVE ACTIVE PASSIVE
Characteristic Dialoguing Generating Manipulating Receiving
DefinitionGenerating additional inferences and information via dialoguing with a peer
Generating new inferences or information beyond what is presented
Manipulating learning materials to focus attention
Merely paying attention to receive the learning material
Knowledge-change processes
Co-Inferring(taking turns, mutual benefit)
Inferring,connecting,comparing, reflecting
Storingisolated, encapsulated info
Expected cognitive outcomes
Co-Creating,inventing new products
Transferringto new contexts, interpret
Applyingin similar contexts
Recallingverbatim in the identical context
Learning outcome Deepest understanding Deep understanding Shallow understanding Minimal understanding
Examplesof learning activities
- Defend a position in a group- Ask and answer in pairs- Debate justification with a peer
- Reflect out loud- Summarize in new words- Compare to another video
- Take verbatim notes- Highlight key information- Pause or replay
- Listen to a lecture- Read an article- Watch a video
Hypothesis I > C > A > P
Category INTERACTIVE CONSTRUCTIVE ACTIVE PASSIVE
Characteristic Dialoguing Generating Manipulating Receiving
DefinitionGenerating additional inferences and information via dialoguing with a peer
Generating new inferences or information beyond what is presented
Manipulating learning materials to focus attention
Merely paying attention to receive the learning material
Knowledge-change processes
Co-Inferring(taking turns, mutual benefit)
Inferring,connecting,comparing, reflecting
Integrating,activate prior, assimilate new
Storingisolated, encapsulated info
Expected cognitive outcomes
Co-Creating,inventing new products
Transferringto new contexts, interpret
Applyingin similar contexts
Recallingverbatim in the identical context
Learning outcome Deepest understanding Deep understanding Shallow understanding Minimal understanding
Examplesof learning activities
- Defend a position in a group- Ask and answer in pairs- Debate justification with a peer
- Reflect out loud- Summarize in new words- Compare to another video
- Take verbatim notes- Highlight key information- Pause or replay
- Listen to a lecture- Read an article- Watch a video
Hypothesis I > C > A > P
5
TABLE 1
Examples of Learning Activities by Mode of Engagement
PASSIVE Receiving ACTIVEManipulating CONSTRUCTIVE Generating INTERACTIVE Dialoguing
Repeating or rehearsing;
Copying solution steps;
LISTENING to a lecture Listening without doinganything else but oriented
toward instruction
READING a text Reading entire text passagessilently/aloud without doing
anything else
Taking verbatim notes
Underlining or highlighting;Summarizing by copy-and-
delete
Reflecting out-loud;Drawing concept maps;
Asking questions
Self-explaining;
Integrating across texts;
Taking notes in one’s own
words
Defending and arguing aposition in dyads or small group
Asking and answeringcomprehension questions
with a partner
OBSERVING a video Watching the video without
doing anything else
Manipulating the tape by
pausing, playing, fast-
forward, rewind
Explaining concepts in the
video; Comparing and
contrasting to prior
knowledge or other
materials
Debating with a peer about the
justifications;
Discussing similarities &
differences
TABLE 2
Example Activities, Knowledge-Change Processes, Knowledge Changes, Cognitive Outcomes, and Learning Outcome by Mode of Engagement
CATEGORY Characteristic PASSIVE Receiving ACTIVEManipulating CONSTRUCTIVE Generating INTERACTIVE Dialoguing
Example activities Listening to explanations;
Watching a video
Taking verbatim notes;
Highlighting sentences
Self-explaining;
Comparing and contrasting
Knowledge-change
processes
Isolated “storing” processes in
which information is stored
episodically in encapsulated
form without embedding it
in a relevant schema, no
integration
“Integrating” processes in
which the selected &
emphasized information
activates prior knowledge &
schema, & new information
can be assimilated into the
activated schema.
“Inferring” processes include:
integrating new information
with prior knowledge;
inferring new knowledge;
connecting, comparing &
contrasting different pieces
of new information to
infer new knowledge;
analogizing, generalizing,
reflecting on conditions of a
procedure, explaining why
something works.
Discussing with a peer;
Drawing a diagram with a
partner
“Co-inferring” processes
involve both partners taking
turns mutually creating. This
mutuality further benefits
from opportunities &
processes to incorporate
feedback, to entertain new
ideas, alternative
perspectives, new directions,
etc.
Expected changes
in knowledge
New knowledge is stored, but
stored in an encapsulated
way.
Existing schema is more
complete, coherent, salient,
and strengthened.
New inferences create new
knowledge beyond what was
encoded, thus existing
schema may become more
enriched; procedures may be
elaborated with meaning,
rationale and justifications;
and mental models may be
accommodated; and schema
may be linked with other
schemas.
New knowledge and
perspectives can emerge
from co-creating knowledge
that neither partner knew.
Expected cognitive
outcomes
Recall: knowledge can be
recalled verbatim in
identical context (e.g., reuse
the same procedure or
explanation for identical
problems or concepts).
Apply: knowledge can be
applied to similar but non-
identical contexts (i.e.,
similar problems or
concepts that need to be
explained)
Transfer: knowledge of
procedures can be applied to
a novel context or distant
problem; knowledge of
concepts permit
interpretation &
explanations of new
concepts.
Co-create: knowledge and
perspectives can allow
partners to invent new
products, interpretations,
procedures, and ideas.
Learning outcomes: ICAP Minimal understanding Shallow understanding Deep understanding, potential
for transfer
Deepest understanding,
potential to innovate novel
ideas
From: Chi, M., & Wylie, R. (2014). The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes.
6
Activity: Identify instances of ICAP elements
• Take 3-5 minutes • Think of one instance from a class that you have taught or taken
that exemplifies each ICAP element:• Interactive, Constructive, Active, Passive
• For each instance, reflect on the impact on learning
• Take 3 minutes• Discuss your reflections in pairs
7
Selected Methods for Active Learning in the Classroom
• Think(Write)-Pair-Share(http://bit.ly/w-p-s):Havestudentsworkindividuallyonaproblemorreflectonapassage.Studentsthencomparetheirresponseswithapartnerandsynthesizeajointsolutiontosharewiththeentireclass.
• Brainstorming:Introduceatopicorproblemandthenaskforstudentinput.Givestudentsaminutetowritedowntheirideas,andthenrecordthemontheboard.
• Freewrite:studentsspendasetamountoftimeindividuallywritingideaswithoutconcernforgrammarorspelling.
• Polling:Pollstudentsaboutatopicbyaskingquestionsthatcanbeansweredbyyes/nooragree/disagree,multiplechoice,etc.PollEverywhere.com,ResponseCardsorFingerscanbeusedtoobserveresponses.MadeinteractivebyincorporatingPeerInstruction(studentsdiscussresponsesandcometoconsensusbeforesecondround).
• PeerReview:Studentsareaskedtocompleteanindividualhomeworkassignmentorshortpaper.Eachstudentthentakestheirpartner'sworkand,dependingonthenatureoftheassignment,givescriticalfeedback,andcorrectsmistakesincontentand/orgrammar.
• CaseStudies:Usereal-lifestoriesthatdescribewhathappenedtoacommunity,family,school,industry,orindividualtopromptstudentstointegratetheirclassroomknowledgewiththeirknowledgeofreal-worldsituations,actions,andconsequences.
• ClarificationPauses:Throughoutalecture,particularlyafterstatinganimportantpointordefiningakeyconcept,stoppresentingandallowstudentstimetothinkabouttheinformation.Afterwaiting,askifanyoneneedstohaveanythingclarified.
• CooperativeGroups:Poseaquestionforeachcooperativegroupwhileyoucirculatearoundtheroomansweringquestionsandkeepingthegroupsontask.Afterallowingtimeforgroupdiscussion,askthepre-identifiedgroupspokespersontosharetheirdiscussionpointswiththerestoftheclass.
• Hands-onTechnology:Studentsusetechnologysuchassimulationprogramstogetadeeperunderstandingofcourseconcepts.Forinstance,studentsmightusesimulationsoftwaretodesignasimpledeviceoruseastatisticalpackageforregressionanalysis.
• Self-Assessment:Studentsreceiveaquiz(typicallyungraded)orachecklistofideastodeterminetheirunderstandingofthesubject.Conceptinventoriesorsimilartoolsmaybeusedatthebeginningofasemesterorthechaptertohelpstudentsidentifymisconceptions.
• RolePlaying:Herestudentsareaskedto"actout"apartorapositiontogetabetterideaoftheconceptsandtheoriesbeingdiscussed.Role-playingexercisescanrangefromthesimpletothecomplex.
• Team-basedLearning:Groupsoffourtofivestudentsformteams.Classstartswithindividualquizfollowedbygroupquiz(samequestions)whereteamssubmitconsensusanswers.Pointsareaccumulatedthroughoutthesemester.
8
Activity: Plan for Implementation
• Take 3-5 minutes• Begin planning for implementation of one or two learning
methods/activities that would place your students in the Interactive or Constructive ICAP modes.
We Never Said It Would Be Easy
9
Helping Your Students (and Yourself)
From “We Never Said It Would Be Easy” – http://bit.ly/Felder-Easy
10
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