Active LearningActive Learning Strategies and Strategies and TechniquesTechniques

Nancy Allen, Ph.D.Nancy Allen, Ph.D.

College of EducationCollege of Education

Qatar UniversityQatar University

Workshop ObjectivesWorkshop Objectives

By the end of this workshop, participants are expected to be able to:By the end of this workshop, participants are expected to be able to:

1.1. Investigate current research related to how people learn. Investigate current research related to how people learn.

2.2. Describe common learning styles and identify instructional Describe common learning styles and identify instructional methods consistent with each style.methods consistent with each style.

3.3. Relate the theories of learning styles and active research. Relate the theories of learning styles and active research.

4.4. Use these theories to modify and improve current teaching Use these theories to modify and improve current teaching practices.practices.

Learning StylesLearning Styles

DefinitionDefinition

Learning style is simply the Learning style is simply the way a person prefers to way a person prefers to process information.process information.

Some researchers Some researchers currently identify three currently identify three main learning styles:main learning styles:

auditory, auditory, visual, and visual, and kinesthetic/tactile kinesthetic/tactile

Other researchers identify Other researchers identify more. more.

The important thing to The important thing to remember is:remember is:

We all have a mix of learning styles, We all have a mix of learning styles, and that we can develop areas that and that we can develop areas that we currently do not frequently use. we currently do not frequently use.

How do we get a “learning How do we get a “learning style”?style”? Learning styles are a result of a complex Learning styles are a result of a complex

combination of heredity, experience, and combination of heredity, experience, and opportunity. opportunity.

There is no right or wrong learning style; There is no right or wrong learning style; however, schools have been designed for however, schools have been designed for mostly auditory learners.mostly auditory learners.

Students whose strengths are in other Students whose strengths are in other

forms may have to learn to build on their forms may have to learn to build on their current strengths while building others.current strengths while building others.

Determining Personal Determining Personal Learning StyleLearning Style

There are many print-based and There are many print-based and online quizzes for determining online quizzes for determining personal learning style. personal learning style.

What is your personal What is your personal learning style?learning style?

Kinesthetic Learners Can Kinesthetic Learners Can Benefit from:Benefit from:

Studying in short blocks. Studying in short blocks. Taking lab classes.Taking lab classes. Role playing. Role playing. Taking field trips, visiting museums.Taking field trips, visiting museums. Studying with others.Studying with others. Using memory games.Using memory games. Using flash cards to memorize. Using flash cards to memorize.

(About.com, 2008). (About.com, 2008).

Learning Techniques for Learning Techniques for Visual LearnersVisual Learners Draw a map of events in history or draw scientific Draw a map of events in history or draw scientific

process.process. Make outlines of everything! Make outlines of everything! Copy what’s on the board. Copy what’s on the board. Ask the teacher to diagram. Ask the teacher to diagram. Take notes, make lists. Take notes, make lists. Watch videos. Watch videos. Color code words, research notes.Color code words, research notes. Outline reading.Outline reading. Use flashcards.Use flashcards. Use highlighters, circle words, underline. Use highlighters, circle words, underline.

(About.com, 2008).(About.com, 2008).

Auditory Learners Can Auditory Learners Can Benefit from:Benefit from: Using word association to remember facts Using word association to remember facts

and lines. and lines. Recording lectures.Recording lectures. Watching videos.Watching videos. Repeating facts with eyes closed.Repeating facts with eyes closed. Participating in group discussions. Participating in group discussions. Using audiotapes for language practice.Using audiotapes for language practice. Taping notes after writing them. Taping notes after writing them.

(About.com, 2008). (About.com, 2008).

Some educators Some educators recognize four learning recognize four learning styles rather than three.styles rather than three.

Visual/ Verbal Visual/ Verbal Visual/ NonverbalVisual/ Nonverbal Tactile/KinestheticTactile/Kinesthetic Auditory/ VerbalAuditory/ Verbal

The Visual/ Verbal Learning The Visual/ Verbal Learning StyleStyle

You learn best when information is You learn best when information is presented visually and in a written presented visually and in a written language format. language format.

In a classroom setting, you benefit from In a classroom setting, you benefit from instructors who use the blackboard (or instructors who use the blackboard (or overhead projector) to list the essential overhead projector) to list the essential points of a lecture, or who provide you points of a lecture, or who provide you with an outline to follow along with during with an outline to follow along with during lecture. lecture.

The Visual/ Verbal Learning The Visual/ Verbal Learning StyleStyle

You benefit from information obtained from You benefit from information obtained from textbooks and class notes. textbooks and class notes.

You tend to like to study by yourself in a You tend to like to study by yourself in a quiet room.quiet room.

You often see information "in your mind's You often see information "in your mind's eye" when you are trying to remember eye" when you are trying to remember something. something.

Learning Strategies for the Learning Strategies for the Visual/ Verbal Learner: Visual/ Verbal Learner: To aid recall, make use of "color coding" To aid recall, make use of "color coding"

when studying new information in your when studying new information in your textbook or notes.textbook or notes.

Using highlighter pens, highlight different Using highlighter pens, highlight different kinds of information in contrasting colors.kinds of information in contrasting colors.

Write out sentences and phrases that Write out sentences and phrases that summarize key information obtained summarize key information obtained from your textbook and lecture. from your textbook and lecture.

Learning Strategies for the Learning Strategies for the Visual/ Verbal Learner: Visual/ Verbal Learner: Make flashcards of vocabulary words Make flashcards of vocabulary words

and concepts that need to be and concepts that need to be memorized.memorized.

Use highlighter pens to emphasize key Use highlighter pens to emphasize key

points on the cards.points on the cards.

Limit the amount of information per Limit the amount of information per card so your mind can take a mental card so your mind can take a mental "picture" of the information."picture" of the information.

Visual/ Verbal Visual/ Verbal

When learning information presented in When learning information presented in diagrams or illustrations, write out diagrams or illustrations, write out explanations for the information. explanations for the information.

When learning mathematical or technical When learning mathematical or technical information, write out in sentences and key information, write out in sentences and key phrases your understanding of the material. phrases your understanding of the material.

When a problem involves a sequence of When a problem involves a sequence of steps, write out in detail how to do each step. steps, write out in detail how to do each step.

Visual/ Verbal Visual/ Verbal

Make use of computer word processing. Make use of computer word processing. Copy key information from your notes and Copy key information from your notes and textbook into a computer. Use the print-outs textbook into a computer. Use the print-outs for visual review. for visual review.

Before an exam, make yourself visual Before an exam, make yourself visual reminders of information that must be reminders of information that must be memorized. Make "stick it" notes containing memorized. Make "stick it" notes containing key words and concepts and place them in key words and concepts and place them in highly visible places --on your mirror, highly visible places --on your mirror, notebook, car dashboard, etc.. notebook, car dashboard, etc..

The Visual/ Nonverbal The Visual/ Nonverbal Learning StyleLearning Style You learn best when information is presented visually You learn best when information is presented visually

and in a picture or design format. and in a picture or design format. In a classroom setting, you benefit from instructors In a classroom setting, you benefit from instructors

who use visual aids such as film, video, maps and who use visual aids such as film, video, maps and charts. charts.

You benefit from information obtained from the You benefit from information obtained from the pictures and diagrams in textbooks.pictures and diagrams in textbooks.

You tend to like to work in a quiet room and may not You tend to like to work in a quiet room and may not like to work in study groups.like to work in study groups.

When trying to remember something, you can often When trying to remember something, you can often visualize a picture of it in your mind. visualize a picture of it in your mind.

You may have an artistic side that enjoys activities You may have an artistic side that enjoys activities having to do with visual art and design. having to do with visual art and design.

The Visual/ Nonverbal The Visual/ Nonverbal Learning StyleLearning Style

You learn best when information is You learn best when information is presented visually and in a picture or presented visually and in a picture or design format. design format.

In a classroom setting, you benefit from In a classroom setting, you benefit from instructors who use visual aids such as film, instructors who use visual aids such as film, video, maps and charts. video, maps and charts.

You benefit from information obtained from You benefit from information obtained from the pictures and diagrams in textbooks.the pictures and diagrams in textbooks.

Learning Strategies for the Learning Strategies for the Visual/ Nonverbal Learner: Visual/ Nonverbal Learner: Limit the amount of information per Limit the amount of information per

card, so your mind can take a mental card, so your mind can take a mental "picture' of the information."picture' of the information.

Mark up the margins of your textbook Mark up the margins of your textbook with key words, symbols, and diagrams with key words, symbols, and diagrams that help you remember the text.that help you remember the text.

Use highlighter pens of contrasting Use highlighter pens of contrasting colors to "color code" the information. colors to "color code" the information.

Learning Strategies for the Learning Strategies for the Visual/ Nonverbal Learner: Visual/ Nonverbal Learner:

Use the computer to assist in organizing material Use the computer to assist in organizing material that needs to be memorized. that needs to be memorized.

Using word processing, create tables and charts with Using word processing, create tables and charts with graphics that help you to understand and retain graphics that help you to understand and retain course material.course material.

Use spreadsheet and database software to further Use spreadsheet and database software to further organize material that needs to be learned.organize material that needs to be learned.

As much as possible, translate words and ideas into As much as possible, translate words and ideas into symbols, pictures, and diagrams.symbols, pictures, and diagrams.

Learning Strategies for the Learning Strategies for the Visual/ Nonverbal Learner: Visual/ Nonverbal Learner:

When learning mathematical or technical When learning mathematical or technical information, make charts to organize the information, make charts to organize the information. information.

When a mathematical problem involves a When a mathematical problem involves a sequence of steps, draw a series of boxes, each sequence of steps, draw a series of boxes, each containing the appropriate bit of information in containing the appropriate bit of information in sequence.sequence.

Use large square graph paper to assist in creating Use large square graph paper to assist in creating charts and diagrams that illustrate key concepts. charts and diagrams that illustrate key concepts.

The Tactile/ Kinesthetic The Tactile/ Kinesthetic Learning Style Learning Style

– You learn best when physically engaged in a You learn best when physically engaged in a "hands on" activity. In the classroom. "hands on" activity. In the classroom.

– You benefit from a lab setting where you can You benefit from a lab setting where you can man ipulate materials to learn new information. man ipulate materials to learn new information.

– You learn best when you can be physically active You learn best when you can be physically active in the learning environment.in the learning environment.

– You benefit from instructors who encourage in-You benefit from instructors who encourage in-class demonstrations, "hands on" student class demonstrations, "hands on" student learning experiences, and field work outside t he learning experiences, and field work outside t he classroom. classroom.

Strategies for the Tactile/ Strategies for the Tactile/ Kinesthetic Learner:Kinesthetic Learner:

To help you stay focused on class lecture, sit near the To help you stay focused on class lecture, sit near the front of the room and take notes throughout the class front of the room and take notes throughout the class period. period.

Don't worry about correct spelling or writing in complete Don't worry about correct spelling or writing in complete sentences. Jot down key words and draw pictures or sentences. Jot down key words and draw pictures or make charts to help you remember the information you make charts to help you remember the information you are hearing. are hearing.

When studying, walk back and forth with textbook, When studying, walk back and forth with textbook, notes, or flashcards in hand and read the information notes, or flashcards in hand and read the information out loud. out loud.

Think of ways to make your learning tangible, i.e. Think of ways to make your learning tangible, i.e. something you can put your hands on. For example, something you can put your hands on. For example, make a model that illustrates a key concept. make a model that illustrates a key concept.

Strategies for the Tactile/ Strategies for the Tactile/ Kinesthetic Learner:Kinesthetic Learner:

Spend extra time in a lab setting to learn an Spend extra time in a lab setting to learn an important procedure.important procedure.

Spend time in the field (e.g. a museum, hi storical Spend time in the field (e.g. a museum, hi storical site, or job site) to gain first-hand experience of site, or job site) to gain first-hand experience of your subject matter. your subject matter.

To learn a sequence of steps, make 3'x 5' To learn a sequence of steps, make 3'x 5' flashcards for each step.flashcards for each step.

Arrange the cards on a table top to represent the Arrange the cards on a table top to represent the correct sequence. correct sequence.

Put words, symbols, or pictures on your flashcards Put words, symbols, or pictures on your flashcards -- anything that helps you remember the -- anything that helps you remember the information. information.

Strategies for the Tactile/ Strategies for the Tactile/ Kinesthetic Learner:Kinesthetic Learner:

Limit the amount of information per card to Limit the amount of information per card to aid recall. Practice putting the cards in aid recall. Practice putting the cards in order until the sequence becomes order until the sequence becomes automatic. automatic.

When reviewing new information, copy key When reviewing new information, copy key points onto a points onto a

Make use of the computer to reinforce Make use of the computer to reinforce learning through the sense of touch. learning through the sense of touch.

Strategies for the Tactile/ Strategies for the Tactile/ Kinesthetic Learner:Kinesthetic Learner: Using word processing software, copy Using word processing software, copy

essential information from your notes and essential information from your notes and textbook. textbook.

Use graphics, tables, and spreadsheets to Use graphics, tables, and spreadsheets to further organize material that must be further organize material that must be learned. learned.

Listen to audio tapes on a Walkman tape Listen to audio tapes on a Walkman tape player while exercising. Make your own tapes player while exercising. Make your own tapes containing important course information.containing important course information.

The Auditory/ Verbal The Auditory/ Verbal Learning Style Learning Style

You learn best when information is presented You learn best when information is presented auditory in an oral language format. auditory in an oral language format.

In a classroom setting, you benefit from listening to In a classroom setting, you benefit from listening to lecture and participating in group discussions.lecture and participating in group discussions.

You also benefit from obtaining information from You also benefit from obtaining information from audio tape. audio tape.

When trying to remember something, you can often When trying to remember something, you can often "hear" the way someone told you the information, or "hear" the way someone told you the information, or the way you previously repeated it out loud. the way you previously repeated it out loud.

You learn best when interacting with others in a You learn best when interacting with others in a listening/speaking exchange. listening/speaking exchange.

Strategies for the Auditory/ Strategies for the Auditory/ Verbal Learner: Verbal Learner: Join a study group to assist you in learning Join a study group to assist you in learning

course material. Or, work with a "study course material. Or, work with a "study buddy" on an ongoing basis to review key buddy" on an ongoing basis to review key information and prepare for exams. information and prepare for exams.

When studying by yourself, talk out loud When studying by yourself, talk out loud to aid recall. to aid recall.

Get yourself in a room where you won't Get yourself in a room where you won't be bothering anyone and read your notes be bothering anyone and read your notes and textbook out loud. and textbook out loud.

Strategies for the Auditory/ Strategies for the Auditory/ Verbal Learner: Verbal Learner:

Tape record your lectures. Tape record your lectures.

When learning mathematical or When learning mathematical or technical information, "talk your technical information, "talk your way" through the new way" through the new information.information.

Strategies for the Auditory/ Strategies for the Auditory/ Verbal Learner: Verbal Learner: State the problem in your own words.State the problem in your own words.

Reason through solutions to problems by Reason through solutions to problems by talking out loud to yourself or with a study talking out loud to yourself or with a study partner. partner.

To learn a sequence of steps, write them To learn a sequence of steps, write them out in sentence form and read them out out in sentence form and read them out loud (Miller, S., 2000).loud (Miller, S., 2000).

The more we know The more we know about our personal about our personal strengths, the more we strengths, the more we can use these strengths can use these strengths to learn.to learn.

We are all different, We are all different, but we can all learn.but we can all learn.

We may have We may have different different “intelligences,” but “intelligences,” but we are all we are all intelligent.intelligent.

The important point to The important point to remember is that if we remember is that if we choose ways to study that choose ways to study that are best for us, we may are best for us, we may improve our study and improve our study and learning habits.learning habits.

What does it mean “to What does it mean “to learn”? learn”? ThinkThink WriteWrite ShareShare CompromiseCompromise

Discussion

Think, Pair, Share

Learning PairsLearning Pairs Cognitive processing: build knowledge, comprehensionCognitive processing: build knowledge, comprehension

QQuick discussion or lengthy tasks. uick discussion or lengthy tasks.

FFrom low level cognitive processing rom low level cognitive processing (comprehension) to higher level (comprehension) to higher level processing (problem solving). processing (problem solving).

Input and output vary for each Input and output vary for each situation, but the process always situation, but the process always requires that learners requires that learners work in work in paipairsrs

Assumptions About Assumptions About LearningLearning

We can “give” students knowledge.

If we teach it, they will If we teach it, they will learn.learn.

Assumptions About Assumptions About LearningLearning People easily transfer learning from one People easily transfer learning from one

situation to another if they have learned the situation to another if they have learned the fundamental skills and concepts. fundamental skills and concepts.

Learners are "receivers" of knowledge in verbal Learners are "receivers" of knowledge in verbal forms from books, experts and teachers. forms from books, experts and teachers.

Learning is entirely behaviorist, involving the Learning is entirely behaviorist, involving the strengthening of bonds between stimuli and strengthening of bonds between stimuli and correct responses. correct responses.

Learners are blank slates ready to be written Learners are blank slates ready to be written on and filled with knowledge. on and filled with knowledge.

Skills and knowledge are best acquired Skills and knowledge are best acquired independent of realistic contexts for use. independent of realistic contexts for use.

BrainstormingBrainstorming

Define the problem Define the problem

Keep the session focused Keep the session focused

No criticismNo criticism

Include everyoneInclude everyone  

Have funHave fun

Make connections between ideasMake connections between ideas

Take notesTake notes

How do people learn?How do people learn?

When there were no When there were no schools, how did people schools, how did people learn? learn?

Where there are no Where there are no schools, how do people schools, how do people learn? learn?

ResourcesResources

National Research Council (2000).National Research Council (2000). How People LearnHow People Learn..

Jensen, E. (2005). Jensen, E. (2005). Teaching with Teaching with the Brain in Mindthe Brain in Mind, 2, 2ndnd Ed. Ed.

Knowledge OverloadKnowledge Overload Human knowledge is currently Human knowledge is currently

doubling every 6 months.* doubling every 6 months.*

We can’t teach it all.We can’t teach it all.

*William J. Clinton. Remarks by the President to the National Association of Attorneys General. March 12, 1998. (retrieved 23 Dec. 2004).

A new definition of A new definition of knowledge…knowledge… ……the meaning of “knowing has the meaning of “knowing has

shifted from being able to shifted from being able to remember and repeat information remember and repeat information to being able to find and use it.” to being able to find and use it.” (Herbert Simon, Nobel laureate, (Herbert Simon, Nobel laureate, 1996)1996)

What Current Research What Current Research SaysSays Key findings were drawn from Key findings were drawn from

cognitive theory– about how cognitive theory– about how people think, brain physiology – people think, brain physiology – how the brain in made and works, how the brain in made and works, and educational research – how and educational research – how students change in regard to students change in regard to classroom practice. classroom practice.

Key FindingsKey Findings

Students come to the classroom with Students come to the classroom with preconceptions about how the world preconceptions about how the world works. works.

If their initial understanding is not If their initial understanding is not engaged, they may fail to grasp the engaged, they may fail to grasp the new concepts and information that new concepts and information that they are taught, they are taught,

or they may learn them for purposes or they may learn them for purposes of a test but revert to their of a test but revert to their preconceptions outside the preconceptions outside the classroom. classroom.

Key FindingsKey Findings

To develop competence in an area of To develop competence in an area of inquiry, students must: inquiry, students must:

(a) have a deep foundation of factual (a) have a deep foundation of factual knowledge, knowledge,

(b) understand facts and ideas in the (b) understand facts and ideas in the context of a conceptual framework, and context of a conceptual framework, and

(c) organize knowledge in ways that (c) organize knowledge in ways that facilitate retrieval and application. facilitate retrieval and application.

Key FindingsKey Findings

A “metacognitive” approach to A “metacognitive” approach to instruction can help students instruction can help students learn to take control of their own learn to take control of their own learning by defining learning learning by defining learning goals and monitoring their goals and monitoring their progress in achieving them. progress in achieving them.

What does this mean What does this mean for teaching?for teaching? Learning and learners, not teaching and Learning and learners, not teaching and

teachers, must be the focusteachers, must be the focus

Depth, not breath, must determine Depth, not breath, must determine contentcontent

Classroom experiences must include Classroom experiences must include development of metacognitive skills and development of metacognitive skills and learning independence.learning independence.

The problem of The problem of TRANSFERTRANSFER

Transfer is the ability to use Transfer is the ability to use what is learned in one setting what is learned in one setting (e.g. school) in new settings (e.g. school) in new settings (e.g. life situations)(e.g. life situations)

““We know that learning is a We know that learning is a matter of making connections matter of making connections between the brain cells and that between the brain cells and that the experiences our student the experiences our student have shape their brains.have shape their brains.

… the … the strongest connections are strongest connections are often made through concrete often made through concrete experience (constructionist experience (constructionist learning)learning). .

Pat Wolfe Ed. D Pat Wolfe Ed. D

The Importance of Active Learning

JigsawJigsaw

1.1. Form temporary "expert groups" by having one student from Form temporary "expert groups" by having one student from each jigsaw group join other students assigned to the same each jigsaw group join other students assigned to the same segment.segment.

2.2. Give students in these expert groups time to discuss the main Give students in these expert groups time to discuss the main points of their segment and to rehearse the presentations they points of their segment and to rehearse the presentations they will make to their jigsaw group.will make to their jigsaw group.

3.3. 4.4. Bring the students back into their jigsaw groups.Bring the students back into their jigsaw groups.

5.5. Ask each student to present her or his segment to the group. Ask each student to present her or his segment to the group. Encourage others in the group to ask questions for clarification.Encourage others in the group to ask questions for clarification.

6.6. Float from group to group, observing the process. Float from group to group, observing the process.

7.7. At the end of the session, give a quiz on the material so that At the end of the session, give a quiz on the material so that students quickly come to realize that these sessions are not just students quickly come to realize that these sessions are not just fun and games but really count. fun and games but really count.

ValueValue

TType of cooperative learning in which students ype of cooperative learning in which students become experts on one part of the material and become experts on one part of the material and teach it to other studentsteach it to other students

PPromotes positive interdependence and romotes positive interdependence and individual accountabilityindividual accountability

EEasy to learnasy to learn and fun to use and fun to use

Flexible in time requirement and depth of Flexible in time requirement and depth of commitmentcommitment

Teaching increases understanding and retentionTeaching increases understanding and retention

How The Brain Learns and How The Brain Learns and RemembersRemembers

The neuron produces new The neuron produces new dendrites when the brain is dendrites when the brain is actively engaged in learning. The actively engaged in learning. The more a nerve is stimulated, the more a nerve is stimulated, the more dendrites it grows. more dendrites it grows.

Dendrite

What if we want divergent What if we want divergent (creative) rather than (creative) rather than convergent (analytical) convergent (analytical) thought)?thought)?

The key is to form MULTIPLE The key is to form MULTIPLE connections – neural networks – connections – neural networks – by providing diverse experiences. by providing diverse experiences.

How the Brain Learns and How the Brain Learns and RemembersRemembers

2 ways to build learning and 2 ways to build learning and memorymemory

– Stronger connections (axon covered Stronger connections (axon covered with myelin for strong, single-route with myelin for strong, single-route connection)connection)

– Broader connection pattern (dendrites Broader connection pattern (dendrites connect with many neurons)connect with many neurons)

How the Brain Learns and How the Brain Learns and RemembersRemembers

2 ways to build learning and 2 ways to build learning and memorymemory

– Stronger connections – repetition, Stronger connections – repetition, direct instruction, practicedirect instruction, practice

– Broader connection pattern– multiple Broader connection pattern– multiple modes of input, exploration, new modes of input, exploration, new contextscontexts

Summary of dendrite-Summary of dendrite-based learningbased learning

Repeated use strengthens brain Repeated use strengthens brain connections.connections.

If connections are not used, they are If connections are not used, they are “pruned” away“pruned” away

The brain “grows itself” for whatever The brain “grows itself” for whatever environment it experiences.environment it experiences.

What about emotions What about emotions and learning?and learning?

Ability to learn……Ability to learn……

Increasing stress

Ready for flight or fight;Impulses only

Asleep

Best learning

Experiences that Strengthen Experiences that Strengthen Neural Connections – Cause Neural Connections – Cause LearningLearning Are frequent, regular, and Are frequent, regular, and

predictablepredictable Occur in the context of a warm, Occur in the context of a warm,

supportive relationshipsupportive relationship Are associated with positive emotion Are associated with positive emotion

(fun, excitement, humor, comfort)(fun, excitement, humor, comfort) Involve several sensesInvolve several senses Are responsive Are responsive to the student’sto the student’s

interests or initiative interests or initiative

The 2 single-most The 2 single-most effective strategies:effective strategies:

ChallengeChallenge

FeedbackFeedback

SummarySummary

M a jo r P o in ts to Re m e m b er

A n ch o rs then ew le arn ing

to ex istingd e nd r tie s.

A llow s then e w m a te r ia l to

e n te r in tolo ng -te rm m em o ry

F in d o u t wh a tth e s tud en t a lrea dy

kn o w s.

U se pe e r- tea ch inga nd co op era tive

g ro up inge xpe rie nces

U tilize g rouple arn in g exp er ie nces

fo r p ra ctice .

G iv e s tu de n tsim m ed ia te

fe e db ack wh enp ossib le

A llow stu de nts tole arn from the iro w n m is take s.

S tu de n ts m us t bea c tiv e to le arn .

Educational Educational PhilosophiesPhilosophies

Direct InstructionDirect Instruction1.1. Teacher is activeTeacher is active2.2. Learning is Learning is

“poured” into the “poured” into the student by reading student by reading or lecturing.or lecturing.

3. Textbook Driven3. Textbook Driven4. Drill – Rote Memory4. Drill – Rote Memory5. Practice - Rote5. Practice - Rote6. Student is 6. Student is

observing.observing.

Constructivist Constructivist LearningLearning

1.1. Student is activeStudent is active2.2. Discovery LearningDiscovery Learning3. Sources - Library3. Sources - Library4.4. Concrete ExperienceConcrete Experience5.5. Trial and Error Trial and Error

Learning- Correct Learning- Correct MistakesMistakes

6.6. Teacher FacilitatorTeacher Facilitator

Concept Mapping

Graphic OrganizersMindmapping

more

Active learningActive learning

It is a process whereby learners are It is a process whereby learners are actively actively engaged engaged in the learning in the learning process, rather than "passively" process, rather than "passively" absorbing lectures. Active learning absorbing lectures. Active learning involves involves reading, reading, writingwriting, , discussion, and engagement in discussion, and engagement in solving problems, analysis, solving problems, analysis, synthesis, and evaluation. synthesis, and evaluation.

Active Learning Active Learning

--A A multi-directional learning experience in multi-directional learning experience in which learning occurs teacher-to-student, which learning occurs teacher-to-student, student-to-teacher, and student-to-student.student-to-teacher, and student-to-student.

- Activity-based learning experiences: whole - Activity-based learning experiences: whole class involvement, teams, small groups, class involvement, teams, small groups, trios, pairs, individuals.trios, pairs, individuals.

Bloom’s TaxonomyBloom’s Taxonomy

Activities Listed by Cognitive SkillActivities Listed by Cognitive Skill(Bloom's Taxonomy)(Bloom's Taxonomy) Higher Order Thinking SkillsHigher Order Thinking Skills

Knowledge:Knowledge: recalling or remembering specific facts, information, or recalling or remembering specific facts, information, or general concepts without necessarily understanding .general concepts without necessarily understanding .

Comprehension:Comprehension: involves understanding learned material. involves understanding learned material.

Demonstrating ability to grasp meaning, explain, and restate ideas. Demonstrating ability to grasp meaning, explain, and restate ideas.

Application:Application: demonstrating ability to use learned material in new demonstrating ability to use learned material in new situations, to put ideas and concepts to work in solving problems. situations, to put ideas and concepts to work in solving problems.

Analysis:Analysis: involves breaking down information into its component parts involves breaking down information into its component parts

to see interrelationships and ideas. to see interrelationships and ideas. Synthesis:Synthesis: ability to put together separate ideas to form a new whole, ability to put together separate ideas to form a new whole,

establish new relationships. establish new relationships. Evaluation:Evaluation: involves judging the value of evidence based on definite involves judging the value of evidence based on definite

criteria. criteria.

Dale's Cone diagrams effectiveness of learning according Dale's Cone diagrams effectiveness of learning according to the media involved in learning experiences :to the media involved in learning experiences :

©Raymond S. Pastore, Ph.D.

Roundtable Brainstorming

Purpose: Generate as many answers to the question as possible.

Unlike other versions of brainstorming that you may have experienced, this one involves taking turns and having teammates contribute one answer at a time.

InstructionsInstructions1. Listen to the question. 2. Think about all the answers that might be

appropriate. 3. Write one answer on a paper while saying it out

loud. 4. Pass the paper to the teammate on your left. 5. Listen to the one answer that each of your

teammates will write. 6. Write an additional answer that no one has

mentioned the next time the paper comes to you.7. Listen to the additional answers from your

teammates.8. Continue contributing answers, one at a time,

until time is up.

Why should we Use Why should we Use Active Learning ?Active Learning ? Involves students more actively with the course contentInvolves students more actively with the course content

Helps them apply what they are learning and use Helps them apply what they are learning and use higher order thinking skillshigher order thinking skills..

Appeals to a wide variety of Appeals to a wide variety of learning styleslearning styles and and intellectual strengthsintellectual strengths. .

Active learning involves the whole student in the learning Active learning involves the whole student in the learning process: heart and hand and head. process: heart and hand and head.

Active learning makes students Active learning makes students do.do.

Active learning can Active learning can exciteexcite students about the subject students about the subject matter, thus getting them more personally involved in their matter, thus getting them more personally involved in their own learning process.own learning process.

Learning Styles and Multiple Learning Styles and Multiple IntelligencesIntelligences

Fun with Learning Styles!Fun with Learning Styles! not an excuse, nor a not an excuse, nor a label…label…

Learning StylesLearning Styles

Indicates our preferences for taking Indicates our preferences for taking information into the brain and information into the brain and communicating them "outside.” communicating them "outside.”

What is your “preferred” learning What is your “preferred” learning style? Or are you multimodal?style? Or are you multimodal?

Does your preferred learning style Does your preferred learning style affect the way you are teaching? If affect the way you are teaching? If yes, how?yes, how?

Activities Listed by Learning StyleActivities Listed by Learning Style

ActiveActive learners like group work, learn through doing: discussing, learners like group work, learn through doing: discussing, explaining, and applying. explaining, and applying.

ReflectiveReflective learners prefer working alone, like to think quietly. learners prefer working alone, like to think quietly. SensingSensing learners prefer learning facts, like solving problems by well- learners prefer learning facts, like solving problems by well-

established methods, dislike complications and surprises, are patient established methods, dislike complications and surprises, are patient with details and good at memorizing facts and doing hands-on work, with details and good at memorizing facts and doing hands-on work, are practical and careful, prefer learning that relates to the real are practical and careful, prefer learning that relates to the real world. world.

IntuitiveIntuitive learners prefer to discover possibilities and relationships, like learners prefer to discover possibilities and relationships, like innovation and dislike repetition, grasp new concepts quickly, are innovation and dislike repetition, grasp new concepts quickly, are comfortable with abstractions and mathematical formulations, are comfortable with abstractions and mathematical formulations, are innovative and work quickly, dislike memorization and routine innovative and work quickly, dislike memorization and routine calculations. calculations.

Learning Styles Cont.Learning Styles Cont.

VisualVisual learners remember best what they see (pictures, learners remember best what they see (pictures, diagrams, flow charts, time lines, films, and diagrams, flow charts, time lines, films, and demonstrations). demonstrations).

VerbalVerbal remember best what they hear and read. remember best what they hear and read. SequentialSequential learners gain understanding in linear steps, each learners gain understanding in linear steps, each

step following logically from the previous one; tend to step following logically from the previous one; tend to follow logical stepwise paths in finding solutions. follow logical stepwise paths in finding solutions.

GlobalGlobal learners tend to learn in large jumps, absorbing learners tend to learn in large jumps, absorbing material almost randomly without seeing connections, material almost randomly without seeing connections, and then suddenly "getting it," are able to solve complex and then suddenly "getting it," are able to solve complex problems quickly or put things together in novel ways problems quickly or put things together in novel ways once they have grasped the big picture, but they may once they have grasped the big picture, but they may have difficulty explaining how they did it.have difficulty explaining how they did it.

Multiple IntelligencesMultiple Intelligences

Verbal/Linguistic “plays with words”Verbal/Linguistic “plays with words” Good with Good with language. Needs to hear, see and say words language. Needs to hear, see and say words associated with the desired outcome.associated with the desired outcome.

Logical/Mathematical “plays with questions”Logical/Mathematical “plays with questions” Good Good at math, logic and problem solving. Needs to at math, logic and problem solving. Needs to classify, categorize, and work with abstractions.classify, categorize, and work with abstractions.

Musical “plays with music” Remembers melody, notices rhythms of life and keeps perfect time. Needs information delivered via melodies, musical notation or rhythm.

Bodily/Kinesthetic “plays with moving” Person in motion, uses body and touches to express thoughts. Needs to interact with space in some way to process and remember information.

Visual/Spatial “plays with pictures” Enjoys drawing, designing, and looking to learn. Needs to visualize and manipulate.

•Interpersonal “plays with socializing” Good at leading, organizing, mediating, communicating, understands and works well with others. Needs to compare and contrast, interview, share ideas and cooperate.

•Intrapersonal “plays alone” Does better alone, pursuing self defined interests. Projects need to be individual, self-paced and singularly oriented.

How does Active Learning How does Active Learning work ?work ?

Active Learning and Active Learning and Memorization:Memorization:

Mel SilbermanMel Silberman(professor of Adult and organizational (professor of Adult and organizational development at temple university in Philadelphia ) development at temple university in Philadelphia )

contrasts Active Learning and contrasts Active Learning and memorization:memorization:

““ RRreal learning is not memorization. real learning is not memorization. Most of what we memorize is lost in Most of what we memorize is lost in hours. Learning can't be swallowed hours. Learning can't be swallowed whole. To retain what has been whole. To retain what has been taught, students must chew on it." taught, students must chew on it."

Silberman explains:Silberman explains:

that learning comes "in waves" through that learning comes "in waves" through repeated exposures of different kinds repeated exposures of different kinds involving multiple senses. "When learning is involving multiple senses. "When learning is active, the learner is seeking something, an active, the learner is seeking something, an answer to a question, information to solve a answer to a question, information to solve a problem, or a way to do a job." problem, or a way to do a job."

The Active Learning The Active Learning ContinuumContinuum

Simple tasks --------------------- Simple tasks --------------------- Complex tasksComplex tasks

How does Active How does Active Learning work ?Learning work ?

Active Learning involves input from multiple sources through Active Learning involves input from multiple sources through multiple senses (hearing, seeing, feeling, etc.).multiple senses (hearing, seeing, feeling, etc.).

Active Learning involves process, interacting with other people Active Learning involves process, interacting with other people and materials, accessing related schemata in the brain, and materials, accessing related schemata in the brain, stimulating multiple areas of the brain to act.stimulating multiple areas of the brain to act.

Active Learning involves output, requiring students to Active Learning involves output, requiring students to produce a response or a solution or some evidence of the produce a response or a solution or some evidence of the interactive Learning that is taking place. interactive Learning that is taking place.

Cooperative LearningCooperative Learning

Cooperative learning is the instructional use of Cooperative learning is the instructional use of small groups so that students work together to small groups so that students work together to maximize their own and each other’s learning.maximize their own and each other’s learning.

Five essential components must be present for Five essential components must be present for small-group learning to be truly cooperative:small-group learning to be truly cooperative:

clear positive interdependence between clear positive interdependence between students students

face to face interaction face to face interaction individual accountability individual accountability emphasize interpersonal and small-group skills emphasize interpersonal and small-group skills processes must be in place for group reviewprocesses must be in place for group review to to

improve effectiveness improve effectiveness

Positive Positive InterdependenceInterdependence11. . Positive Interdependence  (sink or swim Positive Interdependence  (sink or swim

together)together)

Each group member's efforts are Each group member's efforts are required and indispensable for group required and indispensable for group successsuccess..

Each group member has a unique Each group member has a unique

contribution to make to the joint effort contribution to make to the joint effort because of his or her resources and/or because of his or her resources and/or role and task responsibilities.role and task responsibilities.

  

Individual Individual AccountabilityAccountability1.1. Keep the size of the group small. The smaller the size of the group, Keep the size of the group small. The smaller the size of the group,

the greater the individual accountability may be.the greater the individual accountability may be.

2.2. GivGivee an individual test to each student. an individual test to each student.

3.3. Randomly examinRandomly examinee students orally by calling on one student to students orally by calling on one student to present his or her group's workpresent his or her group's work..

4.4. ObservObserve e each group and recording the frequency with which each each group and recording the frequency with which each member-contributes to the group's work. member-contributes to the group's work.

5.5. Assign one student in each group the role of checker. The checker Assign one student in each group the role of checker. The checker asks other group members to explain the reasoning and rationale asks other group members to explain the reasoning and rationale underlying group answers. underlying group answers.

6.6. HavHavee students teach what they learned to someone else. students teach what they learned to someone else.

Roles are assigned in a Roles are assigned in a cooperative group.cooperative group.

LEADERLEADER RECORDERRECORDER CHECKERCHECKER TimerTimer OBSERVEROBSERVER

LEADERLEADER-responsible for the groups output-responsible for the groups output

-keeps group ‘on track’ and focused-keeps group ‘on track’ and focused

-assigns tasks-assigns tasks

-controls the direction of the project-controls the direction of the project

-assigns additional roles, such as -assigns additional roles, such as ‘experimenter’ or ‘equipment manager’‘experimenter’ or ‘equipment manager’

RECORDERRECORDER

takes notes for the takes notes for the teamteam

responsible for responsible for compiling and compiling and presentation of presentation of final productfinal product

gets supplies for gets supplies for team when team when necessarynecessary

OBSERVER/READEROBSERVER/READER

-makes sure that everyone -makes sure that everyone in the group is in the group is contributing (no contributing (no sponges!)sponges!)

ensures that everyone in ensures that everyone in the group has an equal the group has an equal opportunity to speakopportunity to speak

makes sure that all makes sure that all comments are positivecomments are positive

reads material to the group reads material to the group

CHECKERCHECKER

-makes sure that -makes sure that everyoneeveryone in the in the group understands group understands all all the materialthe material

-ensures that -ensures that everyoneeveryone in the in the group is prepared group is prepared to make their part to make their part of the presentation of the presentation

1-1-Turned On, Tuned InTurned On, Tuned In

Cognitive processing: build knowledge, comprehensionCognitive processing: build knowledge, comprehension

DescriptionDescription

At the beginning of a new topic of study, At the beginning of a new topic of study, students groups list facts or concepts students groups list facts or concepts they know about the upcoming topic. they know about the upcoming topic. During the opening lecture on the topic, During the opening lecture on the topic, students listen for facts/concepts they students listen for facts/concepts they listed. When the teacher addresses an listed. When the teacher addresses an item on a group's list, group members item on a group's list, group members raise their hands and receive points for raise their hands and receive points for their team. their team.

Instructions:Instructions:

1. 1. Introduce the topic title and explain that before you begin lecturing on the topic, Introduce the topic title and explain that before you begin lecturing on the topic, you would like you would like to see how to see how much the class already knows about the topic.much the class already knows about the topic.

2. Divide students into groups of equal size.2. Divide students into groups of equal size.

3. Instruct groups to take 7-10 minutes to pool their knowledge and list all the 3. Instruct groups to take 7-10 minutes to pool their knowledge and list all the facts they know about the topic.facts they know about the topic.

4. Explain that groups will earn group points toward their group grades based 4. Explain that groups will earn group points toward their group grades based on their list of facts.on their list of facts.

5. As groups develop their lists, circulate and observe the lists. Announce when 5. As groups develop their lists, circulate and observe the lists. Announce when groups have only one minute left.groups have only one minute left.

6. Call time. Tell groups to raise hands during the lecture when the lecture 6. Call time. Tell groups to raise hands during the lecture when the lecture covers a point on the group's fact list. Assign a scorekeeper.covers a point on the group's fact list. Assign a scorekeeper.

7. Deliver the lecture, stopping when group members raise their hands. Allow 7. Deliver the lecture, stopping when group members raise their hands. Allow groups to report what their group said about the fact they listed that groups to report what their group said about the fact they listed that corresponds with your lecture point.corresponds with your lecture point.

ValueValue

This Active Learning strategy gets students This Active Learning strategy gets students turned on to the topic from the start. turned on to the topic from the start. Students pool their knowledge, share Students pool their knowledge, share experiences, and learn from one another. experiences, and learn from one another. Students remain tuned in during the lecture, Students remain tuned in during the lecture, listening with added interest and incentive. listening with added interest and incentive. Groups build cohesion by contributing to the Groups build cohesion by contributing to the knowledge pool to earn points for their knowledge pool to earn points for their group. The teacher benefits from seeing how group. The teacher benefits from seeing how much the class knows about the topic. much the class knows about the topic.

Obstacles or Barriers that Obstacles or Barriers that prevent faculty fromprevent faculty from using active learning using active learning strategiesstrategies

Obstacles or Barriers that prevent faculty Obstacles or Barriers that prevent faculty fromfrom using active learning strategiesusing active learning strategies

A. A. You cannot cover as much course content in the time You cannot cover as much course content in the time available.available.

B. Devising active learning strategies takes too much pre-B. Devising active learning strategies takes too much pre-class preparation;class preparation;

C. Large class size prevents implementation of active C. Large class size prevents implementation of active learning strategies;learning strategies;

D. Most instructors think of themselves as being good D. Most instructors think of themselves as being good lecturers;lecturers;

E. There is a lack of materials or equipment needed to E. There is a lack of materials or equipment needed to support active learningsupport active learning approaches;approaches;

F. Students resist non-lecture approachesF. Students resist non-lecture approaches..

Problem Solving Problem Solving

Do you want students to solve Do you want students to solve problems? Make evaluative problems? Make evaluative decisions? Create new decisions? Create new approaches? approaches?

Applying ConceptsApplying Concepts

3-TV Commercial3-TV Commercial

Cognitive processing: integrate, apply, review concepts Cognitive processing: integrate, apply, review concepts

Description:Description:

Student groups create a 30-second Student groups create a 30-second TV commercial that illustrates TV commercial that illustrates concepts previously covered in concepts previously covered in class. Mel Silberman suggests class. Mel Silberman suggests using this strategy with students using this strategy with students who already know one another as who already know one another as a team building exercise.a team building exercise.

Instructions:Instructions:

1.1. Divide students into teams of equal size, no larger than 6 per team.Divide students into teams of equal size, no larger than 6 per team.

22. State the objective you want to accomplish by engaging students in this. . State the objective you want to accomplish by engaging students in this.

3. Conduct brief warm-up discussion about favorite TV commercials and the 3. Conduct brief warm-up discussion about favorite TV commercials and the characteristics that make a commercial effective (association with a famous characteristics that make a commercial effective (association with a famous person or organization, success, etc.). person or organization, success, etc.).

4. Instruct teams to develop a 30-second TV commercial that advertises one or 4. Instruct teams to develop a 30-second TV commercial that advertises one or more of the major principles or concepts covered in class. Explain that teams will more of the major principles or concepts covered in class. Explain that teams will present their commercials to the class by describing, drawing, acting out, or present their commercials to the class by describing, drawing, acting out, or whatever means they choose to communicate. whatever means they choose to communicate.

5. Tell teams they have 15 minutes to work. Facilitate, answering questions and 5. Tell teams they have 15 minutes to work. Facilitate, answering questions and announcing when teams have two minutes remaining for wrap-up. announcing when teams have two minutes remaining for wrap-up.

6. Call time. Invite teams to present their commercials. 6. Call time. Invite teams to present their commercials.

7. Applaud the creativity and application of concepts.7. Applaud the creativity and application of concepts.

ValueValue

This Active Learning strategy engages This Active Learning strategy engages students in team problem-solving that students in team problem-solving that requires implementation of principles requires implementation of principles or procedures learned earlier in class.or procedures learned earlier in class.

Key: require students to make a choice Key: require students to make a choice as a team and apply principles of the as a team and apply principles of the course to justify their choice.course to justify their choice.

ValueValue

These active learning strategies These active learning strategies engaged students in brief, engaged students in brief, pointed discussion. Everyone in pointed discussion. Everyone in class class is is actively involved in actively involved in discussion.discussion.

Planning an Active Learning ActivityPlanning an Active Learning Activity

What are your objectives for the activity? What are your objectives for the activity?

Who is interacting? Will students pair up with someone beside them? Or Who is interacting? Will students pair up with someone beside them? Or perhaps someone sitting behind/in front of them?perhaps someone sitting behind/in front of them?

Should they pair up with someone with a different background? Someone Should they pair up with someone with a different background? Someone they don't know yet? they don't know yet?

When does the activity occur during the class? Beginning? Middle? End? When does the activity occur during the class? Beginning? Middle? End? How much time are you willing to spend on it? How much time are you willing to spend on it?

Will they write down their answers/ideas/questions or just discuss them? Will they write down their answers/ideas/questions or just discuss them?

Will they turn in the responses or not? If they are asked to turn them in, Will they turn in the responses or not? If they are asked to turn them in, should they put their names on them? should they put their names on them?

In closing…In closing…

““Empowering others is at the heart of Empowering others is at the heart of great teaching. It requires the ability to great teaching. It requires the ability to inspire and engage, mentor and inspire and engage, mentor and collaborate. Without self-awareness, and collaborate. Without self-awareness, and particularly emotional awareness, we are particularly emotional awareness, we are unable to be attentive to our own feelings unable to be attentive to our own feelings and, therefore, have little chance of and, therefore, have little chance of understanding and empowering the understanding and empowering the feelings and motivations of others.”feelings and motivations of others.”

Shelton, Claudia Marshall. “Emotional Awareness: Fundamental to Effective Teaching.” Shelton, Claudia Marshall. “Emotional Awareness: Fundamental to Effective Teaching.” Independent SchoolIndependent School. Vol. 62, no. 3, pp. 62-4, 66-71, Spring 2003.. Vol. 62, no. 3, pp. 62-4, 66-71, Spring 2003.

What does research What does research say ?say ?

A. The amount of information retained by students A. The amount of information retained by students declines substantially after ten minutes (Thomas, 1972).declines substantially after ten minutes (Thomas, 1972).

B. Research comparing lecture versus discussion B. Research comparing lecture versus discussion techniques was summarized in (McKeachie, et. al., techniques was summarized in (McKeachie, et. al., 1987). The review concluded that after the end of a 1987). The review concluded that after the end of a course, measures of problem solving, thinking, attitude course, measures of problem solving, thinking, attitude change, or motivation for further learning, the results change, or motivation for further learning, the results tend to show differences favoring discussion methods tend to show differences favoring discussion methods over lecture. (p. 70)over lecture. (p. 70)

C. Numerous researchers and national reports also C. Numerous researchers and national reports also discussed the use of active learning strategies in the discussed the use of active learning strategies in the classroom.classroom.

ReferencesReferences

Cynthia M. Craig (2001):Cynthia M. Craig (2001):Making the Connections:Brain –Making the Connections:Brain –Based Teaching and Learning. Based Teaching and Learning. Presented at NADEPresented at NADE

Dr.Rita Smilkstein (2001): Dr.Rita Smilkstein (2001): How the Brain How the Brain Learns:Research, Theory and Classroom Application. Learns:Research, Theory and Classroom Application. Presented at NADEPresented at NADE

Diana Hestwood (2000):Diana Hestwood (2000):Low-Cost, Low-Tech Ways to Low-Cost, Low-Tech Ways to Effectively Reach Developmental Algebra Students.Effectively Reach Developmental Algebra Students. Presented at NADEPresented at NADE

Pat Wolfe, Ed.d (Aug, 2001) Pat Wolfe, Ed.d (Aug, 2001) Brain Research and Brain Research and Education: Fad or Foundation?Education: Fad or Foundation?

Marion Diamond, (2001)Marion Diamond, (2001) Brain Growth and Enrichment. Brain Growth and Enrichment.

Web based resources:Web based resources:

Ryder, M. Ryder, M. (Constructivismhttp://carbon.cudenver.e(Constructivismhttp://carbon.cudenver.edu/~mryder/itc_data/constructivism.htmdu/~mryder/itc_data/constructivism.htmll

Hsiao, J. Hsiao, J. ..(n.d.). (n.d.). CSCL theory.CSCL theory. Learning Learning Technology Center, University of Texas Technology Center, University of Texas at Austin. Available from the Internet at at Austin. Available from the Internet at http://www.edb.utexas.edu/csclstudent/http://www.edb.utexas.edu/csclstudent/Dhsiao/theories.html#construct Dhsiao/theories.html#construct

Mindtools Lpt. (2007). Mindtools Lpt. (2007). BrainstormingBrainstorming. . Availble from the Internet at Availble from the Internet at http://www.mindtools.com/brainstm.htmlhttp://www.mindtools.com/brainstm.html