Active Learning - Jh
-
Upload
mila-mujaadilah -
Category
Documents
-
view
227 -
download
3
description
Transcript of Active Learning - Jh
Adult Education and
Active Learning
Co-ResponsibilityMBA - ITB
January 2015
Outline of Plenary
1. MBA Learning Objective
2. Education Model
3. Adults Learning Theory
4. Adults Learning Principles
OPERATIONSOPERATIONSMANAGERMANAGER
MANAGERIALDECISIONS
MANAGERIALDECISIONS
TECHNICALDECISIONSTECHNICALDECISIONS
TECHNICALSUPPORTS
OPERATIONSOPERATIONSPROBLEMSPROBLEMS
OPERATIONSOPERATIONSPROBLEMSPROBLEMS
TECHNICALSKILLS
MANAGERIALDECISION-MAKING
SKILLS
TEACHER CENTERED
ACTIVE LEARNING
1.1.MBA LEARNING OBJECTIVEMBA LEARNING OBJECTIVE: : DEVELOPDEVELOP MANAGERIAL DECISION - MAKING MANAGERIAL DECISION - MAKING
SKILLSSKILLS
UNDERGRADEUNDERGRADEPROGRAMPROGRAM
MBA PROGRAM
2. EDUCATION MODELS2. EDUCATION MODELS
EDUCATIONMODELS
TEACHER-CENTERED(Traditional)
ADULT/ACTIVE-LEARNING1. Self-directed learning2. Student-centered3. Humanistic4. Progressive
I hear, and I forget;I see, and I remember;I do, and I understand.
Confucius
May 22-23, 2006
CHARACTERISTICS1. Teacher-centered
2. Teaching as telling = Transfer of information from expert to novice
3. Expert controls: syllabus, pace and sequencing, mode of preparation
4. Limited interchanges between expert and novice
5. No interaction among students
6. Students forget as much as 50% of course content within a few months
EDUCATION MODELS
Primary goals: Primary goals: INFORMATION TRANSFERINFORMATION TRANSFERTEACHER-CENTERED MODEL:TEACHER-CENTERED MODEL:
CHARACTERISTICSCHARACTERISTICS
Dewey: Lecturing can be compared to selling commodities. No one can sell unless someone buys
CHARACTERISTICSCHARACTERISTICS
Dewey: Lecturing can be compared to selling commodities. No one can sell unless someone buys
Primary goals: TEACHER & STUDENT LEARN AS PARTNER
ADULTS/ACTIVE LEARNING MODEL:
EDUCATION MODELS
Student Competencies: 1. the ability to use knowledge; 2. to think creatively; and 3. to continue learning on one’s own
Student Competencies: 1. the ability to use knowledge; 2. to think creatively; and 3. to continue learning on one’s own
HOW ADULT LEARN BEST (LIEB, 1991)
a.Problem-based and Collaboration rather than Didactic;
b.Emphasizes more Equality between the Teacher and Learner
3.3. ADULT LEARNING THEORYADULT LEARNING THEORY
4.4. ADULT LEARNING ADULT LEARNING PRINCIPLESPRINCIPLES
a. Adults are internally motivated and self directed (mature people);
b. Adults bring life experiences and knowledge to learning experiences;
c. Adults are goal oriented;
d. Adults are relevancy oriented;
e. Adults are practical;
f. Adults learner like to be respected.
Active Learning: Students Motivated to Learn
Dr. Theresa R. Moore
Outline of Plenary
1. What is Active Learning?
2. Examples of Active Learning
3. Why do Active Learning?
4. Learning Theorists & Learning Styles
1. What is active learning?
……… [it is] when students are engaged in more activities than just listening.
They are involved in dialog, debate, writing, and problem solving, as well as higher-order thinking.
(Bonwell, C., and Eison, J., 1991)
Active Learning Process
InstructorFacilitates & Receives Feedback
Subject
StudentParticipates & Evaluates
Proliteracy and The UPS Foundation Increasing Intensity of Instruction Project
Why Active Learning?
a) Strategies that increase student engagement with materials and are aligned with student learning outcomes
b) Theory that derives from two basic assumptions: (1) that learning is by nature an active endeavor and (2) that different people learn in different ways
(Meyers and Jones, 1993).
Traditional vs. Active Learning
Traditional Methodsa. Instructor-led
b. Instructor contains knowledge, student lacks knowledge
c. Develops memorization skills
d. Instructor controls the pace of learning
e. Student less likely to retain knowledge over a period of time
Active LearningActive Learninga.a.Student-centeredStudent-centered
b.b.Instructor utilizes Instructor utilizes student’s student’s experiences & experiences & current knowledge current knowledge
c.c. Develops higher Develops higher order thinking order thinking skillsskills
d.d.Student helps Student helps control the pace control the pace of learningof learning
e.e.Student more likely Student more likely to use and retain to use and retain knowledge over a knowledge over a period of timeperiod of time
Proliteracy and The UPS Foundation Increasing Intensity of Instruction Project
Traditional Methodsf. Instructor sets
learning goals
g. Instructor gives answers or solutions to student
h. Primarily uses auditory learning
i. Feedback typically provided via tests or assessments
Active LearningActive Learningf. Instructor and
students set learning goals
g.Instructor poses problems for student to solve, building on skills
h.Utilizes a variety of learning styles and senses
i. Instructor provides feedback throughout instruction
Proliteracy and The UPS Foundation Increasing Intensity of Instruction Project
Traditional vs. Active Learning
2. Examples of Active Learning
1. Small group work2. Presentations and debates3. Journaling4. Role playing5. Learning Games6. Field Experiences7. Problems solving or Case Studies8. Class Discussions 9. Collaborative learning groups 10. Student-led review sessions 11. Student-generated exam
questions12. Simulations….more!
(Mc Keachie, 1994 and Silberman, 1996)
CASEMETHOD
CASEAttendance
Class-Room
StudentPrepara-
tionInstructorPrepara-
tion
GroupDiscuss-
ion
Participa-tion
Consis-tency
ClassDiscuss-
ion
English
ReadingMaterials
CASE METHOD REQUIREMENTS
May 22-23, 2006
3. Why do active learning?
www.foundationcoalition.orgP
AS
IVE
AC
TIV
E
May 22-23, 2006www.acu.edu/cte/activelearning/whyuseal2.htm
3. Why do active learning?
May 22-23, 2006
1. Retention levels are enhanced when active learning methods are used (McKeachie, 1999; Silberman, 1996)
2. Active learning produces: higher achievement, more positive relationships
among students, healthier psychological
adjustment. (Johnson, D. W., R. T. Johnson, and K. Smith , 1991)
Retention Ratewww.foundationcoalition.org
Active Learning Grading System(Example)
GradingTwo Tests 40% Final Exam 40%Homework 15%Participation 5%
GradingFinal Exam 30% Midterm Exam
20%Group Work
10%Reading Quizzes 10%Participation
10%Homework
5%Reflections 5%Presentation
5%Learning Portfolio
5%
Old Active
May 22-23, 2006
4. Learning Theorists and Learning Styles
John Dewey (1916) - important for learning:
Individual experiences, and Collaboration with others
“School is primarily a social institution. Education is a social
process….therefore [it] is a process of living, not preparation for living”
May 22-23, 2006
Constructivist principles
a. Knowledge is constructed from experience;
b. Learning results from personal interpretation of knowledge;
c. Learning is an active process;
d. Learning is a collaborative process.
May 22-23, 2006
Benjamin Bloom
a. Viewed education as goal attainment, not competition;
b. Acknowledged individual differences and environment as crucial;
c. Studied high achieving adults - found they excelled because of MENTORSHIP.
Bloom’s Taxonomy of (Intellectual) Learning “Higher
Order Thinking Skills”
CREATION
EVALUATING
ANALYSIS
APPLICATION
Understanding
Remembering
BLOOM’S REVISED TAXONOMYCreating
Generating new ideas, products, or ways of viewing thingsDesigning, constructing, planning, producing, inventing.
Evaluating
Justifying a decision or course of actionChecking, hypothesising, critiquing, experimenting, judging
Analysing
Breaking information into parts to explore understandings and relationships
Comparing, organising, deconstructing, interrogating, finding
ApplyingUsing information in another familiar situationImplementing, carrying out, using, executing
Understanding
Explaining ideas or conceptsInterpreting, summarising, paraphrasing, classifying, explaining
Remembering
Recalling informationRecognising, listing, describing, retrieving, naming, finding
BibliographyBloom, B.S. (Ed.) (1956). Taxonomy of educational objectives: The classification
of educational goals: Handbook I, cognitive domain. New York ; Toronto: Longmans, Green.
Bonwell, C. and Eison, J. (1991). “Active learning: Creating excitement in the classroom.”ASHE-ERIC Higher Education Report No. 1.
Bonwell C. and Sutherland, T. (eds.). (1996). Using Active Learning in College Classes: A Range of Options for Faculty. Jossey-Bass Publishers.
Dewey, J. (1938). Experience and Education. New York: Collier Books.
Felder, R.M., Felder, G.N., Dietz, E.J. (1998). “A Longitudinal Study of Engineering Student Performance and Retention V. Comparisons with Traditionally Taught Students.” Engineering Education, 98(4), 469-480.
Fink, L. D. (2003). Creating significant learning experiences: An integrated approach to designing college courses. Jossey-Bass: San Francisco.
Huba, M. E. and Freed, J. E. (2000). Learner-centered assessment on college campuses: Shifting the focus from teaching to learning. Allyn and Bacon.
Johnson, D.W., Johnson, R.T., and Smith, K. (1991). Active learning: Cooperation in the college classroom, Edina, MN: Interaction Book Company.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.
BibliographyMc Keachie, W. J. (1994). Teaching Tips: Strategies, research, and
theory for College Teachers. 9th edition. Lexington, Maryland: D.C. Heath.
Meyers, C. and Jones, T.B. (1993). Promoting active learning: Strategies for the college classroom. San Francisco: Jossey-Bass, 1993.
Paiget, J. (1970). The Science of Education and the Psychology of the Child. NY: Grossman.
Silberman, M. (1996). Active learning: 101 Strategies to teach any subject. Allyn & Bacon.
Sousa, D. A. (2000). How the brain learns: A classroom teacher's guide. Thousand Oaks, CA: Corwin Press.
Stice, J. E. (1987). “Using Kolb’s Learning Cycle to Improve Student Learning.” Engineering Education, 77(5), 291-296.
Vygotsky, L.S. (1971). Mind in society: The development of higher psychological processes.. (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds. & Trans.). Cambridge: MA: Harvard University Press.