Active Learning

Unit I: Active LearningUnit I: Active Learning

How to Maximize the Retention and Comprehension of Course

Content Material in Training

How to Maximize the Retention and Comprehension of Course

Content Material in Training

Learning ObjectiveLearning Objective

Learners will be able to create an Active Learning plan for their training regimen using the principles and techniques learned in the lesson.

Learners will be able to create an Active Learning plan for their training regimen using the principles and techniques learned in the lesson.

Learning AgendaLearning Agenda

Section I: Active Learning

Section II: Incorporating Learning PreferencesVARKTeaching Using VARK

Section III: Application

Section I: Active Learning

Section II: Incorporating Learning PreferencesVARKTeaching Using VARK

Section III: Application

Section I: Active LearningSection I: Active Learning

“Real learning is not memorization. Most of what we memorize is lost in hours. Learning can't be swallowed whole. To retain what has been taught, students must chew on it."

Mel Silberman

“Real learning is not memorization. Most of what we memorize is lost in hours. Learning can't be swallowed whole. To retain what has been taught, students must chew on it."

Mel Silberman

Active Vs. Passive Learning


Passive Learning

Teacher-Centered

Teacher is “Sage on the Stage”

Student is “Empty Glass”

Traditional Pedagogy

Passive Learning

Teacher-Centered

Teacher is “Sage on the Stage”

Student is “Empty Glass”

Traditional Pedagogy



Active Learning

Learner-Centered

Teacher is facilitator – “Guide by the Side”

Learner is ultimately responsible for learning

Progressive Andragogy

Active Learning

Learner-Centered

Teacher is facilitator – “Guide by the Side”

Learner is ultimately responsible for learning

Progressive Andragogy

How Does Active Learning Work?

How Does Active Learning Work?

InputActive Learning involves input from multiple sources through multiple senses - seeing, hearing, feeling, etc. (VARK). – Delivery of Content>Learning Activities

ProcessActive Learning involves process: interacting with other people and materials, stimulating multiple areas of the brain to act. – Learning Activities

Output Active Learning involves output: requiring students to produce a response or a solution or some evidence of the interactive learning that is taking place. – Learning Evaluations

InputActive Learning involves input from multiple sources through multiple senses - seeing, hearing, feeling, etc. (VARK). – Delivery of Content>Learning Activities

ProcessActive Learning involves process: interacting with other people and materials, stimulating multiple areas of the brain to act. – Learning Activities

Output Active Learning involves output: requiring students to produce a response or a solution or some evidence of the interactive learning that is taking place. – Learning Evaluations

Introducing….The Sacred Pyramids

Introducing….The Sacred Pyramids

The “Sacred” Pyramid#1

The “Sacred” Pyramid#1

Bloom’s Taxonomy of the Cognitive Domain (Revised)

The “Sacred” Pyramid #1


Bloom’s Taxonomy of the Cognitive Domain (Revised)

Are These Related?Are These Related?

Learning Pyramid

Teaching Others/ Immediate Use

Practice by Doing

Discussion Group

Demonstration

AV

Reading

Lecture

Remembering

Understanding

Applying

Analyzing

Evaluating

Creating

Bloom’s Taxonomy of the Cognitive

Domain(Revised)

Inverse CorrelationInverse Correlation

Learning Pyramid

Bloom’s Taxonomy of the

Cognitive Domain(Revised)

Com

ple

xit

y o

f th

ought

Rete

nti

on o

f In

form

ati

on

Inte

ract

ion

wit

h c

onte

nt/

oth

ersTeaching Others/ Immediate

Use

Practice by Doing

Discussion Group

Demonstration

AV

Reading

LectureRemembering

Understanding

Applying

Analyzing

Evaluating

Creating

So. . . . So. . . .

Learning Activities that:Use more complexity of thought, andForce greater interaction with

content and/or others

Generally result in:Greater retention of course content

material

Learning Activities that:Use more complexity of thought, andForce greater interaction with

content and/or others

Generally result in:Greater retention of course content

material

Using Learning ActivitiesUsing Learning Activities

The important thing is to:

Get them involved and engaged-Thinking about the subjectDoing something realistic with the

subject if possible- real world applications or simulations

Working with others if possibleReflecting upon what they did and

maybe sharing with others

The important thing is to:

Get them involved and engaged-Thinking about the subjectDoing something realistic with the

subject if possible- real world applications or simulations

Working with others if possibleReflecting upon what they did and

maybe sharing with others

Using Learning ActivitiesUsing Learning Activities

Thoughts on this model of Active Learning so far? Do you agree/disagree???

Thoughts on this model of Active Learning so far? Do you agree/disagree???

Active Learning Learning Activity

Active Learning Learning Activity

Pardon the Palindrome!What kinds of things can an instructor do to:

Get students thinking about the subject? Get students doing something realistic with

the subject? Get students working with others in learning

the subject? Get students reflecting on what they have

done with the subject? Get students sharing and discussing ideas and

results with others students?

Pardon the Palindrome!What kinds of things can an instructor do to:

Get students thinking about the subject? Get students doing something realistic with

the subject? Get students working with others in learning

the subject? Get students reflecting on what they have

done with the subject? Get students sharing and discussing ideas and

results with others students?

Section II: Incorporating Learning Preferences

Section II: Incorporating Learning Preferences

What is a “Learning Preference"?To put it simply, your learning

preference (or learning style) is the way you tend to learn best.

Taking in Organizing Making sense of information.

What is a “Learning Preference"?To put it simply, your learning

preference (or learning style) is the way you tend to learn best.

Taking in Organizing Making sense of information.

Learning PreferencesLearning Preferences

Benefits of understanding Learning Preferences: People learn most effectively when the

learning strategies used are closely matched with their preferred learning style.

Sometimes we can improve our teaching by knowing what our student’s strengths are and then doing more of what they’re good at .

Different situations and learning environments require different learning strategies, so it's best to have a large repertoire from which to draw.

Benefits of understanding Learning Preferences: People learn most effectively when the

learning strategies used are closely matched with their preferred learning style.

Sometimes we can improve our teaching by knowing what our student’s strengths are and then doing more of what they’re good at .

Different situations and learning environments require different learning strategies, so it's best to have a large repertoire from which to draw.


VARK=

Visual

Aural/Auditory

Reading/Writing

Kinesthetic

VARK=

Visual

Aural/Auditory

Reading/Writing

Kinesthetic


Visual (V)This preference includes the

depiction of information in charts, graphs, flow charts, and all the symbolic arrows, circles, hierarchies and other devices that instructors use to represent what could have been presented in words.

Visual (V)This preference includes the

depiction of information in charts, graphs, flow charts, and all the symbolic arrows, circles, hierarchies and other devices that instructors use to represent what could have been presented in words.


Aural / Auditory (A)This perceptual mode describes a

preference for information that is "heard." Students with this modality report that they learn best from lectures, tutorials, tapes, group discussion, speaking, web chat, talking things through.

Aural / Auditory (A)This perceptual mode describes a

preference for information that is "heard." Students with this modality report that they learn best from lectures, tutorials, tapes, group discussion, speaking, web chat, talking things through.


Read/write (R)This preference is for information

displayed as words. Not surprisingly, many academics have a strong preference for this modality. This preference emphasizes text-based input and output — reading and writing in all its forms.

Read/write (R)This preference is for information

displayed as words. Not surprisingly, many academics have a strong preference for this modality. This preference emphasizes text-based input and output — reading and writing in all its forms.


Kinesthetic (K) By definition, this modality refers to

the perceptual preference related to the use of experience and practice (simulated or real). Although such an experience may invoke other modalities, the key is that the student is connected to reality- either through experience, example, practice or simulation.

Kinesthetic (K) By definition, this modality refers to

the perceptual preference related to the use of experience and practice (simulated or real). Although such an experience may invoke other modalities, the key is that the student is connected to reality- either through experience, example, practice or simulation.

Personal Learning Preferences

Personal Learning Preferences

Learning Activity #1:

Complete Learning Preference Questionnaire

Determine Your Personal Learning Preferences

Discuss your results with the group.

Class Discussion: Would you consider using these in your instruction? Why or why not? If yes, how?


Complete Learning Preference Questionnaire

Determine Your Personal Learning Preferences

Discuss your results with the group.

Class Discussion: Would you consider using these in your instruction? Why or why not? If yes, how?

VARK Strategies for Teaching

VARK Strategies for Teaching


Examine the VARK Study Strategy Sheets

How can an instructor find ways to reach different students using the information from the study strategies?


Examine the VARK Study Strategy Sheets

How can an instructor find ways to reach different students using the information from the study strategies?

Section III: ApplicationSection III: Application

1. Think of the Active Learning principles and techniques we have examined and how they might be applied to training in your own work environment.

2. If you are a trainer, think of how you might fit these into your current training regimen. If you’re not a trainer, think of how these might be used to train someone how to do your job.

3. Use the Active Learning Application worksheet to create an Active Learning plan for your training.

1. Think of the Active Learning principles and techniques we have examined and how they might be applied to training in your own work environment.

2. If you are a trainer, think of how you might fit these into your current training regimen. If you’re not a trainer, think of how these might be used to train someone how to do your job.

3. Use the Active Learning Application worksheet to create an Active Learning plan for your training.

Unit I: Application Reinforcement

Unit I: Application Reinforcement

Reflection MethodsJournalingShort paperGroup or class discussion

Did you think of examples for all of the different methods presented in the lesson and how they could be incorporated into your training regimen?

Do you think that this helped you come up with new ways to engage and involve your students/trainees?

Reflection MethodsJournalingShort paperGroup or class discussion

Did you think of examples for all of the different methods presented in the lesson and how they could be incorporated into your training regimen?

Do you think that this helped you come up with new ways to engage and involve your students/trainees?

Unit I: Evaluation MethodsUnit I: Evaluation Methods

InformalDebriefing through class discussion

Instructor ObservationQuestion and Answer

FormalSubmittal and grading of the

Application Worksheet

InformalDebriefing through class discussion

Instructor ObservationQuestion and Answer

FormalSubmittal and grading of the

Application Worksheet

ConclusionsConclusions

Active Learning gets students involved in the learning process and helps them participate in the construction of their own knowledge, giving them a sense of ownership.

Active learning is Learner-centered as opposed to teacher-centered.

Active learning involves input from multiple sources using multiple senses.

Active learning often involves collaborative work with other learners.

The use of active learning strategies can increase retention and comprehension of course content material.

Add???

Active Learning gets students involved in the learning process and helps them participate in the construction of their own knowledge, giving them a sense of ownership.

Active learning is Learner-centered as opposed to teacher-centered.

Active learning involves input from multiple sources using multiple senses.

Active learning often involves collaborative work with other learners.

The use of active learning strategies can increase retention and comprehension of course content material.

Add???

SourcesSources

Active Learning Online http://www.acu.edu/cte/activelearning/focus.htm

Active Learning http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/

teachtip/active.htm

VARK http://www.vark-learn.com/documents/general.pdf

Assessment and Instructional Alignment http://thunder1.cudenver.edu/CFD/assessment/module2/index.htm

Learning Pyramid http://www.civil.usyd.edu.au/current/undergraduate/learning.shtml

Active Learning Online http://www.acu.edu/cte/activelearning/focus.htm

Active Learning http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/

teachtip/active.htm

VARK http://www.vark-learn.com/documents/general.pdf

Assessment and Instructional Alignment http://thunder1.cudenver.edu/CFD/assessment/module2/index.htm

Learning Pyramid http://www.civil.usyd.edu.au/current/undergraduate/learning.shtml

Active Learning

Education

Transcript of Active Learning