A new approach to promoting active learning in the classroom ppt
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The document discusses promoting active learning in K-12 classrooms. It defines active learning as student-centered approaches involving activities like discussions, debates and role-playing. Research shows active learning improves memory retention and ability to apply knowledge. It also helps develop soft skills employers prioritize like communication, collaboration and problem-solving, helping reduce the skills gap. The document proposes strategies for teachers including peer instruction, debates, case studies and role-playing. It provides guidance on planning active learning activities and using them to review concepts.
A new approach to promoting active learning in the classroom ppt
- 1. A New Approach to Promoting Active Learning in the Classroom Richard Dettling MSHRM Program Manager, School of Business University of Phoenix, South Florida Campus Alexandra Escobar MAED College Chair, College of Education University of Phoenix, South Florida Campus
- 2. Session Objectives 1. Discuss the importance of active learning in the K-12 classroom 2. Explore research on the effectiveness of active learning 3. Explain the Soft Skills Gap 4. Describe active learning techniques teachers can use in the classroom 5. Explain a new approach to promoting active learning in the classroom © 2010 University of Phoenix, Inc. All rights reserved.”
- 3. What is Active Learning? • Student-centered, not instructor centered. Students’ learning needs drive instruction and the activity • Multi-directional learning experience • Learning occurs teacher-to-student, student-to-teacher, and student-to-student • Involves activity-based learning experiences, can be whole group, small group, trios, pairs, individuals • May take many forms talking, writing, reading, discussing, debating, acting, role-playing, journaling, conferring, interviewing, building, creating...
- 4. Importance of Active Learning in the K-12 Classroom © 2010 University of Phoenix, Inc. All rights reserved.” • The active learning approach promotes learning among students from diverse backgrounds and who have diverse learning styles • Active learning strategies are also simply more interesting, for the instructor and for the students • Active learning strategies can be done with relatively little preparation, which makes it logistically easy for a K-12 classroom • Other active learning strategies may require more careful logistical preparation
- 5. What does research say about the effectiveness of active learning? • Research shows that when students engage with each other in learning tasks, they remember material better and they figure out how to apply and extend their new knowledge more effectively (UC Berkeley, 2015) • “For new standards to be a healthy challenge and not a threatening one for students, teachers must intentionally scaffold lessons using student-centric strategies with more frequency and in greater depth. It’s clear that the development of such skills requires a new way of thinking about the traditional teacher-centric classroom.” (Marazano & Toth, 2014, p. 10) © 2010 University of Phoenix, Inc. All rights reserved.”
- 6. What does the research say about the effectiveness of active learning? © 2010 University of Phoenix, Inc. All rights reserved.” “Many teachers say active learning would be great ‘if they had the time’. But the research shows that if you make the time for effective active learning by doing less didactic teaching, then your students will do better.” (Petty, 2014, p. 3)
- 7. © 2010 University of Phoenix, Inc. All rights reserved.” Active Learning
- 8. Soft Skills Gap © 2010 University of Phoenix, Inc. All rights reserved.”
- 9. © 2010 University of Phoenix, Inc. All rights reserved.”
- 10. © 2010 University of Phoenix, Inc. All rights reserved.” The consensus among employers Too many graduates lack vital skills required for today’s jobs Hard skills like accounting, psychology, nursing, and law enforcement for getting jobs are important Need graduates with strong soft skills - critical thinking, problem solving, effective communication skills, and the ability to collaborate in a team
- 11. Active Learning and the Soft Skills Gap 55% 63% 65% 65% 75% 0% 10% 20% 30% 40% 50% 60% 70% 80% Content/Job Releated Skills Collaboration/Teamwork Critical Thinking/Problem Solving Adaptibilty/Prioritation Written/Oral Communication Job Related Soft Skills © 2010 University of Phoenix, Inc. All rights reserved.”
- 12. 24% 24% 25% 26% 27% 28% 28% 29% 30% 37% 37% 59% 59% 57% 66% 65% 62% 55% 64% 62% 64% 46% 0% 10% 20% 30% 40% 50% 60% 70% Analyzing/solving complex problems Applying knowledge/skill the real world Being innovative/creative Critical/analytical thinking Written communication Oral communication Working with numbers/statistics Locating, organizing, evaluating information Ethical judgement and decision-making Working with others in teams Staying current in technology Preparedness across learning outcomes; students think they are better prepared Students Employers© 2010 University of Phoenix, Inc. All rights reserved.” (Jaschik, 2015)
- 13. Soft Skills Gap © 2010 University of Phoenix, Inc. All rights reserved.” Written/Oral Communication Adaptability/Prioritization Critical Thinking/Problem Solving Collaboration/Teamwork Content/Job Related Skills According to the Business Advisory Council of South Florida the following soft skills have been deemed a priority to use in the classroom
- 14. Active Learning Strategies © 2010 University of Phoenix, Inc. All rights reserved.”
- 15. Active Learning Strategies The following is a selection of active learning strategies you can use in your classroom Peer Instruction Class Debate Role-Playing Case Studies Creative Scenarios and Simulations
- 16. • Peer Instruction • To move the site of teaching and learning from the instructor to the students • To have students connect or apply concepts by explaining to another student or trying to convince another student • To enable students to evaluate their understanding of the instructor’s explanation • Peer instruction can be used in review sessions to move students to a higher learning level, beyond their concern over what to memorize
- 17. • Class Debate • To encourage students to organize their thoughts in a critical or argumentative way that takes into account the complexity of issues and the existence of alternative and opposing views • To increase students’ public speaking and presentation skills, including the ability to think quickly on one’s feet • Class debate can also be used to develop students’ research skills and give them a chance to become experts on a particular subject
- 18. • Role-Playing • To increase student awareness of the interconnectedness of knowledge and the subtle complexities of a situation • To include affective learning as well as cognitive understanding • To expand personal experience by simulating a situation • Role-playing can be used make learning more active
- 19. • Case Studies • To facilitate intuitive and integrated understanding of complex, interconnected issues • To encourage students to integrate theory with practice • Case studies can be used to enliven the material by making it concrete and relating it to the lived world
- 20. • Creative Scenarios and Simulations • To encourage students to extrapolate beyond the information they receive in class • To stimulate creative and original thinking by forcing students to look at their knowledge from a new perspective • To foster a greater awareness of the interdependence of theories and facts • Creative scenarios and simulations can also be used to make students more active in their learning and to increase their research skills
- 21. New Approach to Active Learning © 2010 University of Phoenix, Inc. All rights reserved.”
- 22. Categories of Active Learning Strategies 1. Individual activities 2. Paired activities 3. Informal small groups 4. Cooperative student projects Teachers can incorporate a variety of strategies and adapt as needed based on the objectives of your lesson, the number of students, space, and time considerations. (University of Minnesota, 2015)
- 23. Planning an Active Learning Activity • What are your objectives? • Will you give students any time to reflect on their learning and action plan to address the activity prior to starting? • How will students be grouped? • What time will the activity take place and how long will it take? • Is the activity graded or non-graded? Will it be submitted? • Will you call on volunteers? • What preparation do students need to participate in the activity fully? (University of Minnesota, 2015)
- 24. New Approach to Active Learning © 2010 University of Phoenix, Inc. All rights reserved.” Written/Oral Communication Adaptability/Prioritization Critical Thinking/Problem Solving Collaboration/Teamwork Content/Job Related Skills Peer Instruction Class Debate Role-Playing Case Studies Creative Scenarios and Simulations Active Learning Strategies Soft Skills Gap
- 25. Peer Instruction – Review of Frayer Model © 2010 University of Phoenix, Inc. All rights reserved.” With a partner, review your completed graphic organizer on Active Learning. What similarities and differences did you both have? What special approaches to active learning do you have in your classroom?
- 26. Review the Handout © 2010 University of Phoenix, Inc. All rights reserved.” The following handout is a primer of active learning/soft skills activities for you to use in your classroom
- 27. References Marzano, R.J. & Toth, M.D. (2014, March). Teaching for Rigor: A Call for a Critical Instructional Shift. Why essential shifts in instruction are necessary for teachers and students to success with college and career readiness standards. West Palm Beach, FL: Learning Sciences Marzano Center Petty, G. (2014). Active Learning Works. Retrieved from www.geoffpetty.com/downloads/WORD/ActiveLearningWorks.doc University of Minnesota (2015). What Is Active Learning? Retrieved from http://www1.umn.edu/ohr/teachlearn/tutorials/active/what/index.html © 2010 University of Phoenix, Inc. All rights reserved.”