Active learning methods in higher education [compatibility mode]
- 1. Active Learning Methods (ALM) Dr. Z. Zayapragassarazan, PhD. Associate Professor Department of Medical Education Jawaharlal Institute of Postgraduate Medical Education & Research (JIPMER) (An Institution of National Importance) Puducherry-6. E-mail: zprazan@yahoo.co.in
- 2. Objectives At the end of this session the participants shall be able to: -state the meaning of active learning -explain the need for active learning -describe the different types of active learning methods -provide hands on experience on active learning through group tasks
- 3. Please share your views on: -the effective methods that your college teachers taught you
- 4. State some ways you learn best now as a faculty !
- 5. Levels of Teaching/Learning Memory level Understanding Level Reflective level
- 6. What does it mean ““to learn””? • Think • Read •• Write • Do • Share • Compromise for further learning
- 7. What does it mean ““to learn””? Think Read WWrriittee Do Share Compromise for further learning
- 8. What iiss AAccttiivvee LLeeaarrnniinngg?? Provides opportunities for the learners to : Meaningfully Talk TThhaannkkss Listen RReeaadd Write Reflect on the content, ideas, issues and concerns of an academic subject. Share Compromise for further learning
- 9. What is Active Learning? It allows learners answer questions, formulate questions of tthheeiirr oowwnn,, ddiissccuussss,, eexxppllaaiinn,, debate, brainstorm and solve problems during class.
- 10. When Active Learning Takes Place? Active learning is more likely to take place when learners do something besides listening.
- 11. Passive Vs Active Learning I see and I forget I hear and I remember I do and I understand - Confucius
- 12. Passive Vs Active Learning
- 13. What is the purpose? • Increase learners participation • Increase learners engagement • Increase retention •• More ownership in learning • Less lecturing by facilitators • More exciting classroom experience • Higher Order Thinking Skills (HOTS)
- 14. Group Task Selected Methods ooff AAccttiivvee LLeeaarrnniinngg
- 15. Think, Pair and Share The think, pair, share strategy is a cooperative learning technique that encourages individual participation and is applicable across all grade levels and class sizes. Learners think through questions using three distinct steps: Think Pair Share
- 16. Think, Pair and Share Steps • Decide on how to organize learners into pairs. • Pose a discussion topic or pose a question. • Give learners at least 1-2 minutes to think on their own. (“think time”). • Ask learners to pair with a partner and share their thinking. • Call on a few learners to share their ideas with the rest of the class.
- 17. Think, Pair and Share
- 18. Roundtable Brainstorming Purpose: Generate as many answers to the question as possible. This involves taking turns and having teammates contribute one answer at a time.
- 19. Roundtable Brainstorming Steps: 1. Listen to the question. 2. Think about all the answers that might be appropriate. 3. Write one answer on a paper while saying it out loud. 4. Pass the paper to the teammate on your left. 5. Listen to the one answer that each of your teammates will write. 6. Write an additional answer that no one has mentioned the next time the paper comes to you. 7. Listen to the additional answers from your teammates. 8. Continue contributing answers, one at a time, until time is up.
- 20. Circular Questioning •Divide into two groups •Each member of the group asks a question to another group member, who briefly answers the question. •The exercise is complete when everyone has asked a question. •The facilitator can wrap up the session by summarizing questions asked and responses.
- 21. One minute paper What I learned Today (WILT) Please take a minute to respond to the following questions: 1. Here’s what I learned in today’s lecture: 2. Here are some questions I still have: 3. Here are some things I don’t even understand well enough to ask about: 4. Other comments or suggestions:
- 22. JJiigg ssaaww mmeetthhoodd • Number the students as 1,2,3,4.. • Group them as Group 1, Group 2 , Group 3 and Group 4 each containing students numbered 1,2,3,4.. • Break an assignment topic into four parts/sub-topics. • Assign part 1 to students numbered as 1 and part 2 to students numbered as 2 and so on. •• AAllll tthhee ssttuuddeennttss wwiillll rreeaadd,, gglleeaann kkeeyy iiddeeaass aanndd bbeeccoommee ffaammiilliiaarr wwiitthh their topic. • Students of same number will meet as a team (Team-1, Team-2,..) to discuss their sub-topic and arrive at a consensus about the sub-topic. • Students return to their home group with the information about their sub-topic and share the same with the other member of their home team. • This facilitates all students to gain knowledge about the whole topic.
- 23. JJiigg ssaaww mmeetthhoodd - GGrroouupp ttaasskk Topic: Reforms to improve medical education in India Sub topic 1 : Reforms in Selection of students SSuubb ttooppiicc 22:: RReeffoorrmmss iinn iimmpprroovviinngg tthhee ccoonntteennttss (Syllabus) Sub topic 3: Reforms in delivery of contents (T/L methods) Sub topic 4: Reforms in assessment Sub topic 5 : Reforms in community practice
- 25. Why should we Use Active Learning ? • Involves learners more actively with the course content • Helps them apply what they are learning and use higher order thinking skills. • Appeals to a wide variety of learning styles and intellectual strengths. • Active learning involves the whole student in the learning process: head, heart and hand (3H). • Active learning makes learners do. • Active learning can excite learners about the subject matter, thus getting them more personally involved in their own learning process.
- 26. OOuuttlliinniinngg Outlining is a standard way to organize information for presentation by grouping facts and concepts; learning is at a higher level than just memorization of facts. I. First item II. Second item A. sub item B. sub item • 1. sub-sub item • 2. sub-sub item • III. Third item, etc.
- 27. Outlines on Major Aspects of Aids • I. Transmittal of AIDS A. Transfusions B. Body fluids 1. Sexual 2. Non-sexual • II. Societal Consequences of AIDS A. Epidemic ddiisseeaassee ppaatttteerrnn 1. Teenagers 2. Women 3. Homosexuals B. AIDS babies C. Increased homophobia D. Overburdened health care • III. Research Solutions to AIDS A. AZT B. HIV virus C. Other viruses
- 28. Concept Mapping http://www.youtube.com/watch?v=A625Yh6v6uQ http://www.youtube.com/watch?v=5IXfyOi5PtI
- 29. Students Resource • The most unused resource in teaching today is learners. • Learners can teach each other and help their peers and themselves to achieve more in learning. • By giving learners responsibility, it can promote higher learning outcomes.
- 31. Peer Teaching “I Teach You, Then You Teach Me” Peer teaching is the process by which a competent learner, with minimal training and with a facilitator’s guidance, helps one or more students at the same grade level learn a concept or skill.
- 32. Ways to Learn • Learn by trial and error. • Learn by dramatization, by acting it out. • Learn by grouping, categorizing, and clarifying. • Learn by forming concepts based on evidence and reason. • Learn by creating conceptual maps of relationships among items or ideas. • Learn by picturing—by seeing and recalling things that are. • Learn by visualizing—by imagining things that might be. • Learn by thinking metaphorically: link the known to the unknown. • Learn about ideas by connecting them to what yyoouu aallrreeaaddyy kknnooww.. • Learn from failure how not to fail; from success, how to succeed. • Learn from simulations. • Learn by taking a job that requires the performance you seek. • Learn by thinking for yourself—forming opinions, reaching conclusions. • Learn intuitively: discover what you know instinctively. • Learn by competing with others. • Learn by playing spontaneously or in games. • Learn from observing yourself: your thoughts, emotions, and actions. • Learn by striving to achieve an ambitious goal. • Learn from reflection and contemplation in solitude. • Learn from travel—new places, new people, new activities. • Learn by doing what has moral value (for example, helping others).
- 33. • Learn by being told—through lessons, lectures, presentations. • Learn by being shown—from examples, demonstrations, and models. • Learn from an on-line or distance education course. • Learn by observing intensely. • Learn by studying books or other print resources. • Learn by asking someone what you want to know. • Learn by searching the Internet. • Learn by imitating a skilled performance. • Learn by practicing repeatedly, especially coached practice. • Learn by mentally rehearsing. • Learn by seeking direct experiences. • Learn by conducting an experiment. • Learn by taking action in the field, by doing it. • Learn by working cooperatively with others as a team. • Learn by teaching someone else. • Learn by teaching yourself. • Learn by studying media: videos, CDs, tapes, and DVDs. • Learn by preparing a public presentation. • Learn by working or studying with a mentor.
- 34. Take home message Create learning situations, involve students, be a learning partner and energize the learning environment through ALM.
- 35. Thank TTThhhaaannnkkk yyyyoooouuuu ffffoooorrrr yyyyoooouuuurrrr AAAAtttttttteeeennnnttttiiiioooonnnn