![Page 8Putting the “Learning” back into Active Learning
Learning Outcomes for this Webinar
[Application]
[Knowledge]
On successful completion of this webinar, participants will be able to….
[Skills]
LO1
Articulate an understanding of Active Learning
LO2
Examine learning and teaching practices for Active
Learning
LO3
Implement Active Learning using Bloom’s Taxonomy and
Flipped Learning](https://image.slidesharecdn.com/1-190424010847/85/Putting-the-learning-back-into-active-learning-8-320.jpg)
![Page 9Putting the “Learning” back into Active Learning
Remember
Understand
Apply
Analyse
Create
Evaluate
Produce new or original work
design, assemble, construct, conjecture, develop, formulate, author, investigate
Justify a stand or decision
Appraise, argue, defend, judge, select, support, value, critique, weigh
Draw connections among ideas
differentiate, organize, relate, compare, contrast, distinguish, examine
Use information in new situations
execute, implement, solve, use, demonstrate, interpret, operate
Explain ideas or concepts
classify, describe, discuss, explain, identify, locate, select
Recall facts and basic concepts
define, duplicate, list, memorise, repeat
[Application]
[Skills]
[Knowledge]
(Re)Introducing Bloom’s Taxonomy](https://image.slidesharecdn.com/1-190424010847/85/Putting-the-learning-back-into-active-learning-9-320.jpg)
![Page 10Putting the “Learning” back into Active Learning
Example Student Activities
Remember
Understand
Apply
Analyse
Create
Evaluate
View a video and record observations
Chunk information and create a mnemonic
Point out real-world applications for a system
Grade a peer’s work using a rubric
Compare and contrast two solutions to a problem
Rewrite the ending of a story
[Application]
[Skills]
[Knowledge]](https://image.slidesharecdn.com/1-190424010847/85/Putting-the-learning-back-into-active-learning-10-320.jpg)
![Conventional vs Flipped Learning
During Class
Before Class
After Class
Icons made by Freepik from www.flaticon.com
[Application]
[Skills]
[Knowledge]
Putting the “Learning” back into Active Learning](https://image.slidesharecdn.com/1-190424010847/85/Putting-the-learning-back-into-active-learning-12-320.jpg)
![Active Learning with Bloom’s Taxonomy
Page 13
Create
Evaluate
Analyse
Apply
Understand
Remember
After
Class
During
Class
Before
Class
Write a summary
Read the text
Work out a solution with guidance
Identify a gap in learning
Prepare a presentation
[Knowledge]
[Skills]
[Application]
Analyse solutions across a range of
problems
Putting the “Learning” back into Active Learning](https://image.slidesharecdn.com/1-190424010847/85/Putting-the-learning-back-into-active-learning-13-320.jpg)
![Active Learning ‘Cheat Sheet’ – Page 1
Page 16Putting the “Learning” back into Active Learning
Phase Bloom’s
Category
Key Question Examples of Active Learning
Before Class
[Knowledge]
Remember What tasks will students
complete to help them
remember and understand
key ideas from the text?
Read an article and attempt a quiz
View a video and record their observations
Identify concepts and prepare a glossary
Chunk information and create a mnemonic
Understand Write a summary on OR mind-map ideas from an article
Post an explanation of a concept using plain language
Re-present a formula using visuals, narratives or a play!
Diagram a software program with a flowchart
Storyboard a process
During Class
[Skills]
Apply What activities will students
participate in to apply their
understanding of key ideas and
analyse this application of
understanding?
Jointly construct a report with peers or the teacher
Solve a problem with guidance from peers, the teacher or
with the help of a scaffold
Make changes to a computer program OR essay
Explain a concept or demonstrate a task to peers
Point out real-world applications for a system
Role play
Recreated from https://www.adelaide.edu.au/flipped-classroom/resources/Flipped_Classroom_Design_Template.pdf](https://image.slidesharecdn.com/1-190424010847/85/Putting-the-learning-back-into-active-learning-16-320.jpg)
![Active Learning ‘Cheat Sheet’ – Page 2
Page 17Putting the “Learning” back into Active Learning
Phase Bloom’s
Category
Key Question Examples of Active Learning
During Class
[Skills]
Analyse What activities will students
participate in to apply their
understanding of key ideas and
analyse this application of
understanding?
Compare and contrast peer-written summaries
Organise peer annotations on an article by themes
Participate in a ‘Gallery Walk’ and ask questions
Form ‘expert’ groups and share research ideas
Independently solve a problem with less guidance
Predict additional problems from solutions to a problem
Critique relevance to ‘real’ world situations
After Class
[Application]
Evaluate What opportunities will
students be offered to evaluate
what they have learnt so far
and to extend this learning
(create)?
Post a ‘what-I-have-learnt’ response to the class blog
Attempt a test-for-understanding quiz
Review a teacher-prepared checklist
Grade a peer’s work using rubrics
Create Write a report OR code for a programming module
Record a podcast / demonstration
Propose a (new) theory with justification
Prepare a presentation
Contribute a quiz question
Respond to questions on the discussion board
Redefine or extend a concept with justification
Summarise / Synthesize class discussions
Recreated from https://www.adelaide.edu.au/flipped-classroom/resources/Flipped_Classroom_Design_Template.pdf](https://image.slidesharecdn.com/1-190424010847/85/Putting-the-learning-back-into-active-learning-17-320.jpg)
![References
• Bergmann J., (2016, April 17). Reframing the Flipped Learning Discussion [Blog post]. Retrieved from
http://www.jonbergmann.com/reframing-the-flipped-learning-discussion
• Prince, M. (2004). Does active learning work? A review of the research. Journal of engineering education, 93(3),
223-231.
• Gomes, L., & Paul, A. (2018, September 13). Scaffolding learning and maximising engagement out of class
[Webinar]. In Learning and Teaching at Navitas Series. Retrieved from https://learningandteaching-
navitas.com/playagain/scaffolding-learning-maximising-engagement-class
• Mariani, L. (1997). Teacher support and teacher challenge in promoting learner autonomy. Perspectives: A Journal of TESOL Italy,
XXIII (2). Retrieved from http://www. learningpaths. org/papers/papersupport. htm.
• Wilson, K., & Devereux, L. (2014). Scaffolding theory: High challenge, high support in Academic Language and
Learning (ALL) contexts. Journal of Academic Language and Learning, 8(3), A91-A100.
Page 18Putting the “Learning” back into Active Learning](https://image.slidesharecdn.com/1-190424010847/85/Putting-the-learning-back-into-active-learning-18-320.jpg)
Putting the ‘learning’ back into active learning
- 1. Putting the “Learning” back into Active Learning Anselm Paul, Senior Learning Designer Navitas Learning and Teaching Services | Melbourne, Australia
- 2. Page 2Putting the “Learning” back into Active Learning Activity – What is Active Learning?
- 3. What is Active Learning? “Active learning is generally defined as any instructional method that engages students in the learning process.” (Prince, 2004, p223) Page 3Putting the “Learning” back into Active Learning
- 4. The Active Learning ‘Advocate’ Page 4Putting the “Learning” back into Active Learning “I’ve been teaching business accounting at the college for 20 years. I must be a very well-liked teacher. My students say I’m charismatic and humorous. I believe the best way for students to learn is through active learning. Active learning happens best in a fun, friendly environment with lots of peer-to-peer interactions and games – lots of it!” – Mr A Learning and Teaching Issue: Low pass rates
- 5. The Active Learning ‘Adversary’ Page 5Putting the “Learning” back into Active Learning “I am a fully-qualified psychologist with more than 10 years’ working experience. I teach an introductory Psychology unit. My students say I am really knowledgeable in my discipline and that they find me engaging. I don’t believe in active learning. I think the best way for students to learn is to listen closely and carefully to expert knowledge being shared. I show them videos to break it up a little sometimes!” – Dr B Learning and Teaching Issue: Low lecture attendance
- 6. What is Learning? Learning is a process by which a person assimilates information, ideas, actions and values and thus acquires knowledge, skills and/or the application of the knowledge and skills. Page 6Putting the “Learning” back into Active Learning 2013 AQF Glossary of Terminology
- 7. How can we ‘see’ Learning? Learning outcomes are the expression of the set of knowledge, skills and the application of the knowledge and skills a person has acquired and is able to demonstrate as a result of learning. Page 7Putting the “Learning” back into Active Learning 2013 AQF Glossary of Terminology
- 8. Page 8Putting the “Learning” back into Active Learning Learning Outcomes for this Webinar [Application] [Knowledge] On successful completion of this webinar, participants will be able to…. [Skills] LO1 Articulate an understanding of Active Learning LO2 Examine learning and teaching practices for Active Learning LO3 Implement Active Learning using Bloom’s Taxonomy and Flipped Learning
- 9. Page 9Putting the “Learning” back into Active Learning Remember Understand Apply Analyse Create Evaluate Produce new or original work design, assemble, construct, conjecture, develop, formulate, author, investigate Justify a stand or decision Appraise, argue, defend, judge, select, support, value, critique, weigh Draw connections among ideas differentiate, organize, relate, compare, contrast, distinguish, examine Use information in new situations execute, implement, solve, use, demonstrate, interpret, operate Explain ideas or concepts classify, describe, discuss, explain, identify, locate, select Recall facts and basic concepts define, duplicate, list, memorise, repeat [Application] [Skills] [Knowledge] (Re)Introducing Bloom’s Taxonomy
- 10. Page 10Putting the “Learning” back into Active Learning Example Student Activities Remember Understand Apply Analyse Create Evaluate View a video and record observations Chunk information and create a mnemonic Point out real-world applications for a system Grade a peer’s work using a rubric Compare and contrast two solutions to a problem Rewrite the ending of a story [Application] [Skills] [Knowledge]
- 11. Where are we? A shared understanding of active learning Anchored our conception of active learning on learning ‘Unpacked’ learning through Bloom’s Taxonomy Example activities to platform learning Next Steps How can we make learning more active? Putting the “Learning” back into Active Learning
- 12. Conventional vs Flipped Learning During Class Before Class After Class Icons made by Freepik from www.flaticon.com [Application] [Skills] [Knowledge] Putting the “Learning” back into Active Learning
- 13. Active Learning with Bloom’s Taxonomy Page 13 Create Evaluate Analyse Apply Understand Remember After Class During Class Before Class Write a summary Read the text Work out a solution with guidance Identify a gap in learning Prepare a presentation [Knowledge] [Skills] [Application] Analyse solutions across a range of problems Putting the “Learning” back into Active Learning
- 14. Supporting Active Learning Page 14Putting the “Learning” back into Active Learning High challenge tasks Low challenge tasks High supportLow support Anxiety / Frustration Boredom / Pointlessness Learned Helplessness Engagement / Transformation (Mariani, 1997; Wilson & Devereux, 2014)
- 15. Questions Putting the “Learning” back into Active Learning
- 16. Active Learning ‘Cheat Sheet’ – Page 1 Page 16Putting the “Learning” back into Active Learning Phase Bloom’s Category Key Question Examples of Active Learning Before Class [Knowledge] Remember What tasks will students complete to help them remember and understand key ideas from the text? Read an article and attempt a quiz View a video and record their observations Identify concepts and prepare a glossary Chunk information and create a mnemonic Understand Write a summary on OR mind-map ideas from an article Post an explanation of a concept using plain language Re-present a formula using visuals, narratives or a play! Diagram a software program with a flowchart Storyboard a process During Class [Skills] Apply What activities will students participate in to apply their understanding of key ideas and analyse this application of understanding? Jointly construct a report with peers or the teacher Solve a problem with guidance from peers, the teacher or with the help of a scaffold Make changes to a computer program OR essay Explain a concept or demonstrate a task to peers Point out real-world applications for a system Role play Recreated from https://www.adelaide.edu.au/flipped-classroom/resources/Flipped_Classroom_Design_Template.pdf
- 17. Active Learning ‘Cheat Sheet’ – Page 2 Page 17Putting the “Learning” back into Active Learning Phase Bloom’s Category Key Question Examples of Active Learning During Class [Skills] Analyse What activities will students participate in to apply their understanding of key ideas and analyse this application of understanding? Compare and contrast peer-written summaries Organise peer annotations on an article by themes Participate in a ‘Gallery Walk’ and ask questions Form ‘expert’ groups and share research ideas Independently solve a problem with less guidance Predict additional problems from solutions to a problem Critique relevance to ‘real’ world situations After Class [Application] Evaluate What opportunities will students be offered to evaluate what they have learnt so far and to extend this learning (create)? Post a ‘what-I-have-learnt’ response to the class blog Attempt a test-for-understanding quiz Review a teacher-prepared checklist Grade a peer’s work using rubrics Create Write a report OR code for a programming module Record a podcast / demonstration Propose a (new) theory with justification Prepare a presentation Contribute a quiz question Respond to questions on the discussion board Redefine or extend a concept with justification Summarise / Synthesize class discussions Recreated from https://www.adelaide.edu.au/flipped-classroom/resources/Flipped_Classroom_Design_Template.pdf
- 18. References • Bergmann J., (2016, April 17). Reframing the Flipped Learning Discussion [Blog post]. Retrieved from http://www.jonbergmann.com/reframing-the-flipped-learning-discussion • Prince, M. (2004). Does active learning work? A review of the research. Journal of engineering education, 93(3), 223-231. • Gomes, L., & Paul, A. (2018, September 13). Scaffolding learning and maximising engagement out of class [Webinar]. In Learning and Teaching at Navitas Series. Retrieved from https://learningandteaching- navitas.com/playagain/scaffolding-learning-maximising-engagement-class • Mariani, L. (1997). Teacher support and teacher challenge in promoting learner autonomy. Perspectives: A Journal of TESOL Italy, XXIII (2). Retrieved from http://www. learningpaths. org/papers/papersupport. htm. • Wilson, K., & Devereux, L. (2014). Scaffolding theory: High challenge, high support in Academic Language and Learning (ALL) contexts. Journal of Academic Language and Learning, 8(3), A91-A100. Page 18Putting the “Learning” back into Active Learning
- 19. Page 19Putting the “Learning” back into Active Learning Thank You