Simple Techniques to Achieve Active Learning Marc Boots-Ebenfield Center for Teaching Innovation...
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Transcript of Simple Techniques to Achieve Active Learning Marc Boots-Ebenfield Center for Teaching Innovation...
Simple Techniques to Achieve Active Learning
Simple Techniques to Achieve Active Learning
Marc Boots-EbenfieldCenter for Teaching InnovationMH115x6718
Marc Boots-EbenfieldCenter for Teaching InnovationMH115x6718
Active LearningActive Learning
The term "Active Learning" covers a wide range of teaching techniques- punctuated lectures, collaborative learning, problem-based learning, inquiry, etc. We will start by exploring our own values as teachers, discuss a couple of scenarios that could be aided by various active learning techniques, and brainstorm ideas to assist in situations that you prose. References and sources for exploring Active Learning will be provided.
The term "Active Learning" covers a wide range of teaching techniques- punctuated lectures, collaborative learning, problem-based learning, inquiry, etc. We will start by exploring our own values as teachers, discuss a couple of scenarios that could be aided by various active learning techniques, and brainstorm ideas to assist in situations that you prose. References and sources for exploring Active Learning will be provided.
What is Active LearningWhat is Active Learning
Engaged interaction- with subject, instructor, peers & learning process
Student cognitively aware of process of learning: Active listening, active reading, active
writing, active studying Instructor provides guided
opportunities for active performing
Engaged interaction- with subject, instructor, peers & learning process
Student cognitively aware of process of learning: Active listening, active reading, active
writing, active studying Instructor provides guided
opportunities for active performing
Gaining AttentionGaining Attention
The following types of activities serve the teacher and the students by…
Engaging studentsMaking students think about their
relationship to a subjectPointing out information gapsPriming students for learningGiving an indication of what unit/course is
aboutDiscovering misconceptions
The following types of activities serve the teacher and the students by…
Engaging studentsMaking students think about their
relationship to a subjectPointing out information gapsPriming students for learningGiving an indication of what unit/course is
aboutDiscovering misconceptions
Engaged Learning= ?Engaged Learning= ?
Engaged learning = (motivation) x (active learning)
Brophy: Motivation is acquired competence developed through cumulative experience Why are students demotivated? How
can we break it?
Engaged learning = (motivation) x (active learning)
Brophy: Motivation is acquired competence developed through cumulative experience Why are students demotivated? How
can we break it?
RiskRisk
Risk- students moving from dualist model of right and wrong to relative model- Challenges ideas of self and model of
how world works Relativistic model is unsafe. Grey.
Uncertainty You might fail, demonstrate poor
understanding
Risk- students moving from dualist model of right and wrong to relative model- Challenges ideas of self and model of
how world works Relativistic model is unsafe. Grey.
Uncertainty You might fail, demonstrate poor
understanding
RiskRisk
Engaged learning is about taking risks 4 types of students…(Covington…
motivational analysis)1. Deep Learners (success oriented) learn for
learning’s sake2. Over-Strivers- successful, not very confident
and always questioning their grades, anxious they will be exposed
3. Failure Avoiders- avoid tasks that are too challenging in order to avoid failure and questioning self worth
4. Failure Accepting- resigned to failure, disengaged
Engaged learning is about taking risks 4 types of students…(Covington…
motivational analysis)1. Deep Learners (success oriented) learn for
learning’s sake2. Over-Strivers- successful, not very confident
and always questioning their grades, anxious they will be exposed
3. Failure Avoiders- avoid tasks that are too challenging in order to avoid failure and questioning self worth
4. Failure Accepting- resigned to failure, disengaged
MotivationMotivation
enjoy it, value it, and believe you can succeed. When students don’t succeed or
feel they cannot, they would prefer to question and have others question their effort rather than their ability.
enjoy it, value it, and believe you can succeed. When students don’t succeed or
feel they cannot, they would prefer to question and have others question their effort rather than their ability.
Achieving FlowAchieving Flow
Wlodkowski- motivation Helping students achieve flow-
engagement. 1. goals are clear and compatible2. feedback is immediate and continuous
and relevant3. the challenge balances skills, knowledge
with stretching current capabilities – somewhere between “been there, done that and “dazed and confused”
Wlodkowski- motivation Helping students achieve flow-
engagement. 1. goals are clear and compatible2. feedback is immediate and continuous
and relevant3. the challenge balances skills, knowledge
with stretching current capabilities – somewhere between “been there, done that and “dazed and confused”
Your focusYour focus
I would like to better understand… What is going on in my students’
heads in class What my students are doing out of
class(In terms of studying…)
What skills and knowledge my students bring to the class
I would like to better understand… What is going on in my students’
heads in class What my students are doing out of
class(In terms of studying…)
What skills and knowledge my students bring to the class
Student QuestionsStudent Questions
What am I supposed to be learning?
Do I understand the material? How can I learn this stuff? What grade am I getting in this
course?
What am I supposed to be learning?
Do I understand the material? How can I learn this stuff? What grade am I getting in this
course?
Attitude InventoryAttitude InventoryThe word “assessment” is used to describe many types of activities. This anonymous survey will give me a sense of how people in this class view “assessments.” It may be that we are thinking of very different things when we use the word. Your answers are anonymous and wil only be used to help shape the instruction in this workshop. They will be destroyed immediately after the workshop. Choose the answer that best fits your first reaction to the question.
SD=strongly disagree, D=disagree, N=neutral, A=agree, SA=strongly agree
SD D N A SA When I think of assessments I think of tests of knowledge My students don’t know what I want from them Students today don’t have the same drive for learning that students did 10 years ago
Assessments let you know what students have learned I wish I knew what was going through my students’ heads during class
Assessments let you know how to teach Students today do not learn well from traditional teaching methods
Students are responsible for structuring their own learning Assessments let you know what you need to teach Everything that students produce is a form of assessment Testing takes too much time, otherwise I would use formative assessments more often
Concept TestConcept Test
1. As seen from your current location, when will an upright flagpole cast no shadow because the Sun is directly above the flagpole?
A. Every day at noon.B. Only on the first day of summer.C. Only on the first day of winter.D. On both the first days of spring and fall.E. Never from your current location.
1. As seen from your current location, when will an upright flagpole cast no shadow because the Sun is directly above the flagpole?
A. Every day at noon.B. Only on the first day of summer.C. Only on the first day of winter.D. On both the first days of spring and fall.E. Never from your current location.
What makes CATs Different
What makes CATs Different
Anonymous No judgment Focused (snapshot of engagement of class) Process oriented (formative) Shared among everyone
results evaluation
Make the teaching process transparent Make learning process transparent
Anonymous No judgment Focused (snapshot of engagement of class) Process oriented (formative) Shared among everyone
results evaluation
Make the teaching process transparent Make learning process transparent
Road signs that help guide you to your destination
Knowledge, Recall, Understanding
Knowledge, Recall, Understanding
Muddiest Point“What was the muddiest point in…”
1 minute paper“What was the most important thing you learned in class, What important question remains unanswered?”
Background knowledge probeList, familiarity, identify,
1 Sentence summary Who does what to whom when where and why?
Muddiest Point“What was the muddiest point in…”
1 minute paper“What was the most important thing you learned in class, What important question remains unanswered?”
Background knowledge probeList, familiarity, identify,
1 Sentence summary Who does what to whom when where and why?
Reaction to InstructionReaction to Instruction
Chain notesImmediately before this reached you, what were you thinking about?
Punctuated Lectures Did you get distracted? Reaction How were you recording new information? How were you connecting new & old info? What will come next in the lecture & why?
Punctuated reading
Chain notesImmediately before this reached you, what were you thinking about?
Punctuated Lectures Did you get distracted? Reaction How were you recording new information? How were you connecting new & old info? What will come next in the lecture & why?
Punctuated reading
Learner Self-AwarenessLearner Self-Awareness
Opinion Polls Native Americans who stay on the reservation
are better off than those who leave. Strongly disagree, disagree, neutral, agree, strongly agree
January’s unusually warm weather is due to global warming
Self-Confidence SurveyI know how to put my course into WebCTvery confident, confident, neutral ,unconfident, very unconfident
Opinion Polls Native Americans who stay on the reservation
are better off than those who leave. Strongly disagree, disagree, neutral, agree, strongly agree
January’s unusually warm weather is due to global warming
Self-Confidence SurveyI know how to put my course into WebCTvery confident, confident, neutral ,unconfident, very unconfident
Process- In classProcess- In class Group Instructional Feedback- answer 3
questions in small groups. Specific things your instructor does that
really help you, specific things that make it more difficult, 1 or 2 practical changes Someone else administer this
Group Instructional Feedback- answer 3 questions in small groups. Specific things your instructor does that
really help you, specific things that make it more difficult, 1 or 2 practical changes Someone else administer this
Process- Out of ClassProcess- Out of Class
Time Logs- What did you do, when, how long, where Create a log sheet Try it out yourself as you prepare for class Decide how many days CONS- students overestimate
Process analysis- describe the steps you took to [study, write, research] write the questions you have after reading each section of the textbook.
Time Logs- What did you do, when, how long, where Create a log sheet Try it out yourself as you prepare for class Decide how many days CONS- students overestimate
Process analysis- describe the steps you took to [study, write, research] write the questions you have after reading each section of the textbook.
Process- Out of ClassProcess- Out of Class
Dual entry journals solve the problem/tell me why you solved it
this way One side notes from text, one side reactions
to it
Teacher designed feedback form combine a variety of techniques, your own evaluation
Dual entry journals solve the problem/tell me why you solved it
this way One side notes from text, one side reactions
to it
Teacher designed feedback form combine a variety of techniques, your own evaluation
GeneralGeneral
RSQC2 Recall, summarize, question, connect,
comment Recall and list the most important ideas
from.. reading/class Write a sentence summarizing the ideas Write one question about the material Make one connection between the new
material and something else done in class Comment on how confident they had felt
[doing homework, understanding..]
RSQC2 Recall, summarize, question, connect,
comment Recall and list the most important ideas
from.. reading/class Write a sentence summarizing the ideas Write one question about the material Make one connection between the new
material and something else done in class Comment on how confident they had felt
[doing homework, understanding..]
Implementing CATsImplementing CATs
Start Small Easy CAT Class that is going well
Pick a CAT that clearly fits your goals Tell students trying something new Give clear directions Allow a little extra time Close the loop
Start Small Easy CAT Class that is going well
Pick a CAT that clearly fits your goals Tell students trying something new Give clear directions Allow a little extra time Close the loop
Your activities?Your activities?
Assessments=?Assessments=?On a note card write out:
1. One CAT that you will use2. The class you will use it in3. What you hope to get out of using
the CAT
On a note card write out:
1. One CAT that you will use2. The class you will use it in3. What you hope to get out of using
the CAT
ReferencesReferences
Angelo, T. & Cross, P. (1993) Classroom Assessment Techniques. A handbook for college teachers. San Francisco: Jossey-Bass.
Bloomhttp://www.nwlink.com/~donclark/hrd/bloom.html
CATS http://www.wcer.wisc.edu/archive/cl1/flag/cat/catframe.asp
CATS Marc's Flash Module (Requires Flash Player)
Angelo, T. & Cross, P. (1993) Classroom Assessment Techniques. A handbook for college teachers. San Francisco: Jossey-Bass.
Bloomhttp://www.nwlink.com/~donclark/hrd/bloom.html
CATS http://www.wcer.wisc.edu/archive/cl1/flag/cat/catframe.asp
CATS Marc's Flash Module (Requires Flash Player)