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Active Learning Strategies

Mary Jo Self, Ed. D.College of Education Occupational Education/Career and Technical Education

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Active Learning Strategies Active = engaged Learning = measurable or

observable change Strategies = ways to do things

In other words, what are ways to provide an environment where learning will take place?

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Education in our Society

Formal education

Education for Earning a

Living

Education for Life

Informal Education

Most Relevant

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Skills of Effective EducatorsQuality planningEffective organizationProviding positive environmentUsing proven techniquesProfessional behavior

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Concept of Constructivism Focus is on a student-centered

approachLearners connect new

information with what they already know

Not blank slates or empty vessels but rather learners who are active

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MisconceptionsOnly the words I speak as a teacher are

important.If I don’t teach it, they won’t learn it.I can fully prepare students for their

future lives in this 3 credit hour course (or in their university academic careers)

Student should learn information the same way I do as a teacher.

My job is to put the information out there; up to the student to learn it.

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Teaching is defined as . . The actions of someone who is

trying to assists others to reach their fullest potential in all aspects of development.

A building process much like the construction of a house or a wall.

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Three Part Process1. Motivation2. Curriculum Design3. Learning Environment

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1. MotivationSelf directedCan be related to a life change

event (83%)“person’s life structure” When a need is perceived

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2. Curriculum DesignAnchoring new information to old

information/experiencesLittle patience with irrelevant or

simply nice to know information Coping with uncertainty and

change

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3. Learning EnvironmentMore flexibility; less rigidityKeep discussions civil; allow

multiple perspectivesOne to one access to expertNot a sage on the stage but a

guide from the side

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3. Learning Environment Context not contentPersonal traits of the educatorPhysical and psychological

comfortBuilding bridges/connections

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Learning EnvironmentEasy access to

comforts/amenitiesBalance of breaks, alternate

activities with contentChoices when appropriateFocus on learnersDevelopment of a ‘co-learning’

environmentExpectations prior to the learning

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To Review: Remember - - 1. Needs Assessment2. Knowledge of students3. Expectations of educator and students4. Immediate relevance5. Applicability of content6. Physical comfort7. Engaging students8. Balance of activities9. Skill level of educator10.Evaluation and assessment to use in the

future

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6 Strategies that Work1. Needs assessment – self

evaluations2. Icebreakers – Bell Ringers3. Free Writes4. INSERT5. Anticipation Guides6. Graphic Representations

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Strategy 1: Needs Assessment Helping the teacher to get a

better idea of what is already known by the participants.

Learning Equation:◦Learning = New Information +

Connection to Previously Known Information

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RememberDon’t single out a participantUse aggregate (group) dataUse it for planningUse it for feedback and review at

the end of instruction

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Strategy #2: IcebreakersGetting to Know youDesigned to break the ‘ice’

◦So What’s the Ice? Used to encourage students to relax and

engage in the learning processWhy use them:

◦Students come from different backgrounds◦People need to bond quickly to work towards

a common goals◦The topics you are discussing are new or

unfamiliar to many people involved.

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BTW: It is also a special-purpose ship or boat designed to move and navigate through ice covered watersMany, many great icebreakers

exist:◦http://wilderdom.com/games/icebrea

kers.html◦http://www.eslflow.com/ICEBREAKER

Sreal.html◦http://www.mindtools.com/pages/arti

cle/newLDR_76.html

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Strategy #3: Free WritesPurpose: clarify thoughts, develop ability to

communicate in written formHow to do this:

◦ Provide the focus◦ Set the time limit◦ Make sure all are engaged◦ May not stop writing◦ Must write in complete sentences◦ Can model for them◦ Have students read if they would like◦ Collect free writes◦ Could read several out loud (anonymously) and

share your own

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Strategy #4: INSERTInteractive Notating System for

Effective Reading and Thinking Purpose: improve

comprehension while reading; being able to synthesize and evaluate ideas during reading.

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How to use INSERTProvide guide for symbolsGive reading to be completedAs students read, the symbols

are used – can be completed lightly in pencil; using post-it notes; pieces of notebook paper.

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To Begin:Might use a check mark and

question markPut the chart on the wall or easily

viewed locationUse symbols appropriate to your

teaching content:◦C = Cause; E =Effect◦F = Fact; O=Opinion

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Next Steps:After students have read and

used INSERT;Have small group or classroom

discussion based on notations;Large group discussion and/or

writing activity such as cubing.

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INSERTI agree. This confirms what I already knew.

I have a question about this.

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Other symbolsI really don’t understand at all!!

This is important!

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Strategy #5 – Anticipation GuidesUsed to help students’ anticipate

instruction;Easily constructedEach statement concerns the important

concept of the lessonAll statements are plausibleEach statement rephrases what the text

saysSome statements are worded in such a

way as to provoke critical thinking about key concepts.

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Strategy #6 – Graphic RepresentationsPurpose:

◦Preview; use prediction; read critically; visually represent text and use key vocabulary terms to show important relationships

◦Sometimes called mind mapping or concept mapping

◦Great study tools for students (and for teachers too!)

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Needs Assessments

Free Writes

INSERT

Anticipation GuidesGraphic

RepresentationsCubing

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http://search.proquest.com/docview/63451476?accountid=4117 Darkenwald, G. & Merriam, S. (1982). Adult education: Foundations of practice. New York, NY:

Harper & Row. Gray, K. & Herr, E. (1998). Workforce education: The basics. Needham Heights, MA: Allyn & Bacon. Johnstone, J. & Rivera, R. (1965). Volunteers for learning: A study of the educational pursuits of American adults. Chicago, IL: Aldine. (7), 57-77. Retrieved from http://search.proquest.com/docview/203375582?accountid=4117.  

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(2), 28-30. Knowles, M. (1970; 1980). The modern practice of adult education. New York, NY: Association Press. Levinson, D. & Levinson, J. (1996). The seasons of a woman’s life. New York, NY: Ballantine. Mannheim, K. (1952). The problem of generations. In Kecskemeti, P. (ed.), Essays on

the Sociology of knowledge. London: Routledge & Kegan Paul, pp. 276-322. Meyer, L. (2005). Teach! The art of teaching adults. Hayward, CA: LAMA Books. Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco, CA:

Jossey- Bass. Parry, E. & Urwin, P. (2009). Tapping into talent. London: CIPD. Stephey, M. (2008, April). Gen-X: the ignored generation? Time Magazine, pp. 1-2. Strauss, W. & Howe, N. (1991). Generations: the history of America’s future, 1584-

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Training, 25

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QuotableWhere yesterday’s teacher used

to be the leader and provider, today’s teacher is the catalyst and navigator.