Active Learning Strategies
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Transcript of Active Learning Strategies
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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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References Aslanian, C. & Brickell, H. (1980). Americans in transition: Life changes as reasons for adult Learning. New York, NY: College Entrance Examination Board. Beder, H. (1980). Reaching the hard-to-reach adult through effective marketing. In Reaching Hard-to-Reach Adults. New Directions for Continuing Education no. 8, Edited by G.G. Darkenwald and G.A. Larson. San Francisco, CA: Jossey-Bass, 1983. Brookfield, S. (1984). Self-directed adult learning: A critical paradigm. Adult Education Quarterly, 35, 59-71. Caffarella, R. & O’Donnell, J. (1987). Self-directed adult learning: A critical paradigm revisited. Adult Education Quarterly, 35, 59-71. Cross, K. (1981). Adults as learners. San Francisco, CA: Jossey-Bass. Darkenwald, G. (1984). Participation in education by young adults. New Directions for Continuing Education,, 15-28. Retrieved from
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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Kistler, M. (2011). Adult learners: Considerations for education and training. Techniques, 86
(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-
2069. New York, NY: William Morrow. Zemke, R. & Zemke, S. (1988). 30 things we know for sure about adult learning.
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.