College of Engineering and ScienceGraduate TA Training WorkshopDay 2: Active LearningDr. Lisa BensonMs. Justine Chasmar

August

12

- 1

3,

20

14

CES G

TA T

rain

ing W

ork

shop

Active Learning

• By the end of this session, you will be able to:• Summarize what active learning is• Summarize the potential benefits of using active learning

techniques in your class or lab• Identify active learning techniques that would be appropriate for

your class or lab• Practice an activity for your class or lab that engages students

beyond passively listening to a lecture

August

12

- 1

3,

20

14

CES G

TA T

rain

ing W

ork

shop

What is Active Learning?• Exercises in class:• Collaborative learning (peer instruction, paired problem solving,

etc.)• Problem formulation and prediction• Trouble-shooting • Brainstorming• Concept mapping

• More advanced active learning techniques:• Role-playing• Simulation and games• Case studies• Challenge-based (or discovery-based) learning• Project-based learning

August

12

- 1

3,

20

14

CES G

TA T

rain

ing W

ork

shop

Why Active Learning?• Brainstorm: List as many benefits to active learning as you can

with your neighbor(s)

August

12

- 1

3,

20

14

CES G

TA T

rain

ing W

ork

shop

Why Active Learning?• Improved attendance• Deeper questioning• Higher grades and lower

failing rates• Greater lasting interest in

the subject

August

12

- 1

3,

20

14

CES G

TA T

rain

ing W

ork

shop

From Freeman, Eddy, McDonough, Smith, Okoroafor, Jordt, and Wenderoth, 2014.

More evidence that active learning has positive effects on learning

CES G

TA T

rain

ing W

ork

shop

August

12

- 1

3,

20

14

From Freeman et al, 2014: Effect sizes by discipline. (A) Data on examination scores, concept inventories, or other assessments. (B) Data on failure rates. Numbers below datapoints indicate the number of independent studies; horizontal lines are 95% confidence intervals.

How do you fit it in?• Can you afford NOT to?• Our job is not to COVER material, but to UNCOVER it• Time managements tips (from NETI – National Effective Teaching

Institute)• Use handouts• Write material out to save stenography time• Leave holes and gaps

• axes without graphs• questions without answers

• Don’t spend class time on material for definitions and prerequisite stuff

August

12

- 1

3,

20

14

CES G

TA T

rain

ing W

ork

shop

How do you fit it in?• Time managements tips• Use handouts• Write material out to save stenography time• Leave holes and gaps

• axes without graphs• questions without answers

• Don’t spend class time on material for definitions and prerequisite stuff

August

12

- 1

3,

20

14

CES G

TA T

rain

ing W

ork

shop

How do you get started?• Assign one to two tasks during a 50-minute class period• Students work in groups of 3 - 5• Allow about 5 minutes per activity

August

12

- 1

3,

20

14

CES G

TA T

rain

ing W

ork

shop

How do you get started?

• Simple is good (at least for starters):• Sketch and label a flow chart (schematic, force diagram, etc) for

this system. • Draw a graph of what the problem solution should look like. • Give several reasons why you might need or want to know the

solution. • What's the next step? • What's wrong with what I just wrote? • How could I check this solution? • What question do you have about what we just did? • What variations of this problem might I put on the next test?

August

12

- 1

3,

20

14

CES G

TA T

rain

ing W

ork

shop

Example: Think Aloud Pair Problem Solving (TAPPS)

• Students work in pairs on a series of problems• Specific roles switch with each problem: Problem Solver

and Listener• The problem solver reads the problem aloud and talks through

a solution. • The listener follows all of the problem solver's steps• Listener may ask questions if the problem solver's thought

process becomes unclear• Instructor monitors activity and enforces rules

• Paying attention to Listeners• Emphasizing to Problem Solvers that getting the “right” answer is not

as important as verbalizing the route to the answer

August

12

- 1

3,

20

14

CES G

TA T

rain

ing W

ork

shop

How and why Problem Solvers reached the answer is more important than giving the correct answer• Problem Solver duties:• Having paper, pencil,

calculator, other resources needed to solve the problem

• Discussing possible approaches before solving the problem

• Reading the problem aloud • Starting to solve the problem• Verbalizing thoughts and

actions

• Problem Solver difficulties: • Thinking aloud isn’t easy • Continuing dialog when stuck:

“I’m stuck. I’d better start over.” “No, that won’t work . .”

• Listener duties:• Not interrupting when PS is

thinking • Reminding PS to verbalize

what s/he is thinking and doing

• Making sure that s/he understands each step that PS takes

• Not ignoring PS and/or starting to work the problem on his/her own

• Listener should not continue if: • S/he doesn’t understand• S/he thinks a mistake has

been made

TAPPS Activity: Fill the Container

You have only 2 containers, one of which will hold 9.0 liters when filled to a mark at the top, and another which will hold 4.0 liters when filled to a similar mark. You have an unlimited supply of water, but no other equipment of any kind.How can you measure out a volume of exactly 6.0 liters of water in the 9.0-liter container?From the National Effective Teaching Institute (NETI), Honolulu, HI, June 2007

Problem Solver duties: Having paper, pencil, calculator, other

resources needed to solve the problem Discussing possible approaches before

solving the problem Reading the problem aloud Starting to solve the problem Verbalizing thoughts and actions

Listener duties: Not interrupting when PS is thinking Reminding PS to verbalize what s/he

is thinking and doing Making sure that s/he understands

each step that PS takes Not ignoring PS and/or starting to

work the problem on his/her own

What about reluctant students?• “Remind” them to work together• Make yourself visible to them• After a few exercises, most go along with it• Food for thought: Even if 10% of your students don’t

participate, you’re better off than with lecturing and having 90% (or more) not participate

August

12

- 1

3,

20

14

CES G

TA T

rain

ing W

ork

shop

Further reading:• Freeman, Scott; Eddy, Sarah L.; McDonough, Miles; Smith, Michelle K.; Okoroafor,

Nnadozie; Jordt, Hannah; and Wenderoth, Mary Pat. 2014. Active learning increases student performance in science, engineering and mathematics. Proceedings of the National Academy of Science, published ahead of print May 12, 2014, doi:10.1073/pnas.1319030111 http://www.pnas.org/content/early/2014/05/08/1319030111.short?rss=1&ssource=mfr

• National Effective Teaching Institute Workshop Handout, available upon request at http://www4.ncsu.edu/unity/lockers/users/f/felder/public/NETI.html

• Johnson, D. W., Johnson, R. T., and Smith, K. A. 1998. Active learning: Cooperation in the college classroom (2nd ed.) Edina, MN: Interaction Book Co.

• King, A. 1993. From sage on the stage to guide on the side. College Teaching, 41(1), 30-35.

• Angelo, T. A. and Cross, K. P. 1993. Classroom Assessment Techniques: A handbook for college teaching (2nd ed.), San Francisco: Jossey-Bass.

• More tips and resources on active learning are available on the Clemson University College of Engineering and Science Graduate TA Training website: http://www.clemson.edu/ces/research/graduate-studies/current-students/gta-training/index.html

August

12

- 1

3,

20

14

CES G

TA T

rain

ing W

ork

shop