![WHAT ARE SOME ACTIVE LEARNING STRATEGIES?
Think-Pair-Share
[Frank Lyman, University of Maryland, early 1980s]
Peer-Instruction
[Eric Mazur, Harvard University, early 1990s]
Many others:
Debates, Role-play, Jigsaw, problem-based learning, productive
failure.
Source:IITBX](https://image.slidesharecdn.com/lecture1activelearning-190102092642/85/Active-Learning-12-320.jpg)
Active Learning
- 1. ACTIVE LEARNING AND CLASSROOM STRATEGIES - By Dr. Kiran Kakade Source:IITBX This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License. Source : https://goo.gl/images/RSBfjd
- 2. WHAT IS ACTIVE LEARNING? Approach to teaching and learning whose goal is to engage students with the content via specific activities that get students to talk, write, reflect and express their thinking. There are several instructional strategies that can come under active learning. Many informal strategies may have the same goal, but to be termed as active learning, they need to meet the following requirements. Source:IITBX
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- 4. REQUIREMENTS OF ACTIVE LEARNING STRATEGIES: Instructor creates carefully designed activities that require students to talk, write, reflect and express their thinking. Students go beyond listening, copying of notes, execution of prescribed procedures. Explicitly based on theories of learning. Evaluated repeatedly through empirical research. Source:IITBX
- 5. INTRODUCTION WHY, WHAT and HOW of active learning Active learning strategies lead to student-centered teaching where students go beyond just listening and taking notes Students get actively engaged with the content being taught in the class Source:IITBX
- 6. ACTIVE LEARNING : WHY? Source:IITBX
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- 9. Source:IITBX SOME EVIDENCE FOR NEED FOR ACTIVE LEARNING 9 • Experiment: 2 video lectures, same content and instructor. -Fluent mode: speaks fluently, no notes, upright, eye-contact. -Disfluent: speaks haltingly, often sees notes, “poor” body language. • Measurement: How much learning? Measured by a post-test. - Predicted: fluent > disfluent - Finding: fluent = disfluent Implication: Improving the fluency of lectures does not necessarily imply better learning. So we need to focus on identifying what does lead to better learning. doi: 10.3758/s13423-013-0442-z
- 10. ACTIVE LEARNING : WHY? EMPIRICAL DATA Source:IITBX
- 11. Source:IITBX Students engage in problem-solving activities during class time. Specific student ideas are elicited and addressed. Students are asked to “figure things out for themselves.” Students are asked to express their reasoning explicitly. Students work collaboratively. Students receive rapid feedback on their work. Qualitative reasoning and conceptual thinking are emphasized. FEATURES OF ACTIVE LEARNING STRATEGIES 11
- 12. WHAT ARE SOME ACTIVE LEARNING STRATEGIES? Think-Pair-Share [Frank Lyman, University of Maryland, early 1980s] Peer-Instruction [Eric Mazur, Harvard University, early 1990s] Many others: Debates, Role-play, Jigsaw, problem-based learning, productive failure. Source:IITBX