2. “ best practice” Active Learning Bo Mallory Kendall Gray www.unca.edu/~nruppert/Mathematics/best%20practice/ActiveLearning.ppt
3. Brian Rybarczyk, Ph.D. UNC Chapel Hill Department of Biology http://eog.nescent.org/NESCent%20-%20Major%20Initiatives%20-%20Education%20&%20Outreach_files/Introduction_to_Active_Learning_NESCent%5B1%5D.ppt . Introduction to Active Learning Energizing the Classroom
4. Active Learning Richard M. Felder North Carolina State University www.ncsu.edu/effective_teaching www2.informs.org/Edu/TMSWorkshop/TMS04/presentations/Felder.ppt
5. Active Learning Most ideas about teaching are not new, but not everyone knows the old ideas. Euclid, c. 300 BC
9. วิธีการสอนแบบ Active learning ใช้กิจกรรมได้หลายรูปแบบเช่น group discussions, problem solving, case studies, role plays, and structured learning groups แต่ถ้าห้องใหญ่ ๆ อาจจัดกลุ่มอะไรก็ยาก การให้เขียน หรือจับคู่กันน่าจะเหมาะสมกว่า
15. What is Active Learning? “ I hear and I forget. I see and I remember. I do and I understand” - Confucius Any instructional activity that involves students in DOING , and THINKING about what they are learning.
16. Pro’s / Research on Effectiveness Students learn best when they are engaged Promotes Student Focus Students will get excited about the topic Students will learn about a subject and how to think about the subject Higher-level thinking
17. Con’s The risks that students will not participate Students may not be willing to leave their passive roles behind Preparation Time (the pro) less course time will be needed for reviewing material and answering questions on content, and more time can be used for higher-level thinking and additional content.
18. Con’s Lack of needed materials, equipment, or resources ($$) Need for more rigorous research to provide a scientific foundation Experimental investigations rather than only Descriptive accounts
19. Learning through Active Reading and Writing One-minute papers Write on something they should have learned – do this at the beginning or end of class Research summaries or abstracts Ask students to write a summary and their reflections of a particular research article. Editing the work of others Peer reviews of written work can also be extremely helpful
20. Additional Active Learning Activities Brainstorming Paraphrasing Have students restating “in their own words” what they have heard and learned Visual media Response Systems WebQuest
21. Other Considerations Collaborative Learning Cooperative Learning Problem solving Problem-Based Learning Role Playing, Drama, and Simulations Debates Peer Teaching Hands-on or Interactive Learning
22. What is Active Learning? Time of class (min) 10 20 30 40 60 % Retained 50 100 50 0 From: McKeachie, Teaching tips: Strategies, research and theory for for college and university teachers, Houghton-Mifflin (1998) lecture active learning
24. What is Active Learning? students solve problems, answer questions, formulate questions of their own, discuss , explain, debate , or brainstorm during class Active Learning Problem-Based Learning Cooperative Learning Learn By Doing Inquiry-based learning
25. What is the purpose? Increase student participation Increase student engagement Increase student retention More student ownership in course Less lecturing by instructor More exciting classroom experience Higher level thinking
26. Improving Lectures Plan objectives Include graphics, charts, graphs, etc Plan what you want to annotate Learn students’ names Cue important points Give short activities Give students time to generate questions Have students summarize major points
27. Examples of Active Learning Dr. Robert Beichner – NCSU SCALE-UP – researching effectiveness of active learning in physics and chemistry http:// scaleup.ncsu.edu / Example of SCALE-UP Activity
28. Active Techniques Think-pair-share (pair-share) Role playing, simulations Muddiest point/clearest point Group quizzing Generate lists Cooperative learning Minute papers and writing assignments PBL and case studies Concept maps
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30. Reading Primary Literature Provide one figure/table to each student group Propose a title for the paper Delete abstract and have students write a summary
33. Concerns & Issues What are your concerns about using active learning activities & techniques?
34. Suggestions Describe to the students what is happening and why State expectations Incorporate assessments with activities Start off simple (low risk) Ask questions, walk around classroom, be attentive to student questions Have students rely on each other
35. Active Learning Richard M. Felder North Carolina State University www.ncsu.edu/effective_teaching www2.informs.org/Edu/TMSWorkshop/TMS04/presentations/Felder.ppt
36. In-Class Teams Form teams of 2-4, choose recorders. Give teams 30 seconds--5 minutes to Recall prior material Answer a question Start a problem solution Work out next step in a derivation Think of an example or application
37. Figure out why a given result may be wrong Brainstorm (object is quantity, not quality) Generate a question Summarize a lecture Collect some or all answers. This always works, regardless of class size.
38. Think-pair-share Students think of answers individually, then form pairs to synthesize response. Pairs share responses. More time-consuming, more instructive than immediate group work.
39. Cooperative Note-Taking Pairs At several points in the lecture, pairs summarize & compare what they have in their notes. Goal: More accurate & complete notes. Especially helpful in courses where students need note-taking support.
40. Guided Reciprocal Peer Questioning Each student prepares questions on the lecture or reading using high-level generic question stems. Examples: What is the main idea of ___? What conclusions can I draw about ___? What is the difference between __ & __? How are ___ and ___ similar? How does ___ affect ___? What is a new example of ___? ?
41. What if ___? Explain why… Explain how… How would I use ___ to ___? In class, groups of 3-4 students take turns answering their questions. Whole class comes together to discuss unanswered or interesting questions. ?
42. Writing Assignments Assign frequent, short writing assignments Students “write to learn” gaining deeper understanding of course material May be kept in a learning log
43. Problem-Based Learning Present real-world problem or scenario. Ask groups to define the problem build hypotheses to initiate the solution process identify what is known, what must be determined, and what to do generate possible solutions and decide on the best one complete the best solution and defend it reflect on lessons learned
44. Minute Paper Stop the lecture with two minutes to go. Ask students to write 1. the main point(s) 2. the muddiest (least clear) point(s) Collect the papers. Use responses to plan the next lecture.
45. TAPPS (Thinking-Aloud Pair Problem Solving) Students in pairs (dyads)--one problem solver, one listener Problem-solver talks through solution. Listener questions, prompts, gives clues. Instructor asks questions to make sure everyone is together. Pairs reverse roles and continue. Time-consuming, but powerful.
46. Implementing Active Learning Explain what you’re doing and why Call randomly on individuals to report (while working and after work is complete) Vary format (pairs, groups, think-pair-share, intervals between exercises) Put some course material on handouts, leave gaps & insert questions. Use time saved to do more active learning.
47. What might happen if you start using active learning? Initial awkwardness (the students & you), noncompliance Rapidly increasing comfort level except for a few students who remain resistant Much higher levels of energy & participation More & better answers Greater learning
