Atlas-InHouse [Compatibility Mode]

8/14/2019 Atlas-InHouse [Compatibility Mode]

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Active Teaching and Learning

Approaches in Science

(ATLAS) Workshop

Phase 1Phase 1


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Aims

The workshop aims to introduce theThe workshop aims to introduce the

artici ants to a wide ran e of teachinartici ants to a wide ran e of teachin

and learning approaches designed toand learning approaches designed to::


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raise the motivation and achievement ofstudents in science

put constructivist principles into practice

,

skills

encourage collaborative learning

assist the teaching of ideas and evidence


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OutcomesParticipants in the workshop will have:

gained knowledge and understanding

of a range of effective teaching and

learning approaches

gained first-hand experience of using,

as well as being involved in a range

of effective teaching and learning

approaches


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developed the confidence to write

curriculum materials which

incorporate the teaching and learningapproaches

trialed, reviewed, evaluated and

discussed the potential use of the

approaches


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AverageRetentionRate

5%

10%Reading

Lecture

Learning Pyramid

30%

50%

75%

90%Teach others / Immediateuse of Learning

Practice by Doing

Discussion Group

Demonstration


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It is important to be aware that in most groups

Types of learner and

preferred learning styles

,each having a preferred learning style. These

have been identified as follows:


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Type oflearner Theorist PragmatistReflectorActivist

Preferredlearningstyle

stand backand observe

review thelearnin

structuredsituation, clearpurpose

s stem or

relevancyandusefulness

o ortunit

newexperiences

activeartici ation

thinking anddecisionmaking

modelobserved

analysis andgeneralisation

to tackle realproblems in at the

deep endchallenges


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Main Differences Between ActiveAnd Passive Learning

Teaching-centred passive learning ischaracterised by:

teacher exposition

accent on competition

whole-class teaching teacher responsible for the

learning


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teacher providing knowledge

students seen as empty vessels which need

filling up

subject knowledge valued teacher-imposed discipline

teacher and student roles stressed

teacher decides curriculum

passive student roles

limited range of learning styles and

activities


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student ownership of ideas and work

process skills are valued

self-discipline

students seen as a source of knowledgeand ideas

student involved in curriculum planning

student actively involved in learning

wide range of learning styles employed


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Active teaching takes place when theteacher:

encourages student responsibility for learning

gets students to think for themselves

offers a wide range of learningopportunities and strategies

encourages any activities that lead tothe active learning situations

described above


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Active learning takes place whenstudents:

have personal involvement in their learning

work

own their work

test their own ideas

plan and design their own experiments


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report their results to the rest of the class

evaluate their results

solve problems discuss and interact purposefully in

reflect on the work they have done

and formulate their ideas


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Activity 1

What active teaching and learning approaches do

you use?

approaches you use.

You will be asked to give at least one approachfrom your list during the following brainstorm.


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When introducing Active Learning tryto:

be realistic about the situations you present tostudents and the outcomes you expect

begin with a short activity and a simple task


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extend existing teaching methods,

e.g. if you run group discussions make thesemore student led

prepare yourself for limited initial success.Students need to acquire the necessary skillsprogressively over a period of time.


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What forms of reading take place in

science?

Blackboard,

OHPs(Instructions,notes, etc.)

Worksheets

Text books

Which of these reading forms do you think lead toactive reading? Which lead to passive reading?

Reference books

Exercise books


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Searching forinformation

Practicalinvestigation

Active readingprocess

The active processes

encouraged by active

reading are directly

Comparison of active reading and

science practical work

Evaluating

Grouping and

classifying

Collectinginformation

ordered processes used

all the time during

practical investigations


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Collecting and sorting information

library searches to find out specific information

for project work can be made more active if theinformation is classified or sorted in some way

pre-selected passages of text can be used to

limit the degree of initial research necessary


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Cloze

cloze is a predicting exercise

words are deleted from a text at certain intervals

students asked to reconstruct the text by

predicting the missing words

e.g. Digestion is the process which insoluble food,consisting large molecules, is broken into solublecompounds having molecules.

Deletion on an irregular basis offers even greater potential:

e.g. Digestion is the process by which insoluble food,consisting of molecules, is broken down into compoundshaving smaller molecules.


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ClozeCloze

with irregular deletion the teacher has control

over the word omitted

can choose important or key words to

leave out

cloze works best when the initial fewlines have no deletions at all

it helps students to follow the text style

a final paragraph without deletions

is also useful.


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Cloze can be used:

as a basic study skill to assess a pupils understanding of ato ic

to involve students in decision making to increase motivation

to stimulate group discussion


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If cloze is used, guard against thefollowing:

it needs to be used selectively it can produce unpredictable responses

deletions need to be carefull

considered too many deletions are frustrating

the technique makes no attempt

to analyse text if deletions areregular


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Pictograms

similar to exercises found in childrens puzzle

books where a word is changed into a picture

fun to do and can motivate students, especiallyyounger ones


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Emphasis

this technique can be used to pick out singlewords, phrases, sentences, paragraphs or data

.

emphasising helps with revision and the

general organisation of work.


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Try encouraging students to:

emphasise key words or concepts

c ass y wor us ng co our co ng,underlining, highlighting or ringing

highlight areas of text according to purpose,

e.g. statement of fact, opinion, application

of idea, etc.


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Sequencing

powerful technique allied to the cloze method

the text is physically divided up and then

shuffled

students rearrange the pieces of text into the

correct order


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can also be done with the aid of diagrams

particularly useful for developing planning

skills for practicals

e.g. practical instructions can be muddled and given

to a student, who must then put them into order.

This can be made more difficult by omitting someinstructions.


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Labelling

the labelling of diagrams can be used to encourage

active reading for information.

to begin, labels can be supplied for cutting outand sticking on to prepared diagrams.

students can progress from this to examining

text to find appropriate labels for diagrams.


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labelling can be used:

to encourage students to ask questions

about text

to et students to consider ideas hidden

in text

to annotate diagrams as an aide-

memoir

to help students classify text


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But remember!

careful selection of diagrams and textis important

too many labels can causeconfusion


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Activity 2: Active Reading

try some of the active reading activities provided

how do they actively engage the students inthe learning?

n your teams wr te one example o a clozeactivity, an emphasis activity, and a

sequencing activity


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Active Writing

Developing activewriting in Science

Types of active writing

D ar es

Newspaperreports

Presentations

Prose

Plays

Letters

Poetry


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What types of active writing can be used?

Active and creative writing include:

diaries

investigation reports

newspaper reports

poetry

plays letters

These writing approaches help students to clarify

their own thinking in science, just as small group

discussion allows students to explore ideas.

TV and radio interviews Which? Type consumer reports


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Why encourage active writing?

Active writing encourages students to:

take responsibility for their own writing

clarify and express their own ideas

communicate their findings to others

express personal feelings and reactionsto scientific issues and theories


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Diaries

give students the opportunity to reflect on their

own learning

allow students to communicate their own ideas

on a to ic before an teachin be ins

give teachers valuable insight into studentunderstanding, particularly useful in mixed

ability classes

provide writing opportunities for real

communication and allow students to clarify

and record information

L tt


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Letters

Writing letters in science:

aids revision

develops and reinforces concepts

helps teachers to identify things students have

misunderstood introduces a style of science writing that is

useful in later life

Writing letters at the end of a module, unit ortopic provides students with a context for

communicating what they have learnt.


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What are the possible problems?

The following comments point out shortfalls in active

writing exercises which should be guarded against:

This is a waste of time Not newspapers again

I dont know what to put why are we writing like this?

I dont want eo le to look at m diar

liaise with other departments

with diaries, ensure privacy

provide a range of activities

keep initial projects short

encourage group discussion ofactivities to provide ownership

To counteract this, the teacher can:


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Establishing the ground rules


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Establishing the ground rules

for group workStudent-centred active learning needs to be

well structured and controlled. It is therefore

important, particularly with larger groups , to

establish ground rules at an early stage.

What are the rules for establishing ground rules?

There is really only one!

Get the group to establish the ground rules

themselves.

Suggested ground rules


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Suggested ground rules

Compare your students ground rules with thefollowing suggested set of ground rules

dont interrupt anybody listen to each other

stick to the rules!

respect each others opinions

dont say anything if you dont wish to

no snide remarks

refrain from making trouble

How can we encourage


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g

students to keep to the rules

keep reminding them

display rules in a prominent place

remind them that the rules are their own and so,their responsibility

make sure there is consensus and that the rules

represent a contract between the group

A ti li t i


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Active listening

active listening is an essential component of

discussion work

it is important that students can build on what

too often we think someone communicates wellbecause they speak well

the best communicators are also efficientlisteners.

A ti li t h ld


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An active listener should:

sit quietly and look at the speaker

relax and make any non-verbal responses that

come naturally, e.g. no ng or sm l ng

concentrate on listening and suspend all

judgements and questions

make verbal responses that only reflect orparaphrase the main points discussed

How can we improve students


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p

listening skills?There are a number of things we can do to

encourage students to be more active listeners:

pose questions to a wide range of students

ask students to make brief notes on a talk, demonstration,

video, etc.

bring students around the front bench with note books. They

will feel more involved in the proceedings

move around the laboratory to get closer to students sitting

further back

practice active listening skills. E.g. begin a class discussion

and then ask successive students to reflect on key phrases

talked about before adding something of their own.


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