active learning strategies to bolster learning...

18
11/1/16 1 ACTIVE LEARNING STRATEGIES TO BOLSTER LEARNING IN THE GRADUATE SCIENCE CLASSROOM Peg Weissinger, EdD, MBA Georgetown University Medical Center Cancer Biology Training Consortium November 5, 2016 SESSION OBJECTIVES Domain for Significant Learning By the end of this session, participants will: FOUNDATION KNOWLEDGE Internalize the principles of Integrated Course Design and why active learning is an important component. APPLICATION AND INTEGRATION Critically review active learning strategies and identify which would be suitable for teaching one’s own large scale course(s). HUMAN DIMENSION Foster relationships with colleagues CARING In role of teacher and advocate for students, explore feasibility of incorporation of active learning strategies (based in learning theory) for improved teaching and learning. LEARNING HOW TO LEARN Gain insight into best practices for teaching/ learning

Upload: ledan

Post on 10-Jun-2018

215 views

Category:

Documents


0 download

TRANSCRIPT

11/1/16  

1  

ACTIVE LEARNING STRATEGIES TO BOLSTER LEARNING IN THE GRADUATE SCIENCE CLASSROOM

Peg Weissinger, EdD, MBA

Georgetown University Medical Center

Cancer Biology Training Consortium

November 5, 2016

SESSION OBJECTIVES Domain for Significant Learning By the end of this session, participants will:

FOUNDATION KNOWLEDGE

Internalize the principles of Integrated Course Design and why active learning is an important component.

APPLICATION AND INTEGRATION

Critically review active learning strategies and identify which would be suitable for teaching one’s own large scale course(s).

HUMAN DIMENSION Foster relationships with colleagues

CARING In role of teacher and advocate for students, explore feasibility of incorporation of active learning strategies (based in learning theory) for improved teaching and learning.

LEARNING HOW TO LEARN Gain insight into best practices for teaching/ learning

11/1/16  

2  

SESSION AGENDA

ü Overview of Integrated Course Design � Paradigm Shift

ü Model of Integrated Course Design � Align Active Learning with Outcomes

ü Demonstrate Selected Examples � Active Learning Strategies and � Formative Assessment Techniques

ü Wrap-up and Questions

INTRODUCTIONS

Introduce yourself via the Five-Fingers Icebreaker. P  Thumb – Provide your name, school, and the size of

classes you generally teach P  Pointer – Where do you want to go with your

teaching? Share a goal for the future. P  Middle – Mention something that makes you mad! P  Ring – Share something you love. P  Pinky – Briefly share an active learning technique you

have used with your students.

And a Background Knowledge Probe, too!

11/1/16  

3  

Teaching Learning

ü What is the difference?

ü  Leads to new questions about our work as teachers.

ü WHAT should we be doing?

PARADIGM SHIFT IN COLLEGE TEACHING

11/1/16  

4  

11/1/16  

5  

KNOWLEDGE ≠ UNDERSTANDING

“Knowledge and skill are necessary elements of understanding . . . but not sufficient in themselves.” Wiggins & McTighe (2005). Understanding by Design, p. 41.

KNOWLEDGE ≠ UNDERSTANDING

ü Understanding is not just about transfer of information.

ü Understanding is about transfer of what we have learned to new and sometimes confusing settings; “going beyond” the information given; not just “plugging in” what was learned from memory, but ability to modify, adjust and adapt.

Wiggins & McTighe (2005). Understanding by Design, p. 41.

11/1/16  

6  

HOW DO PEOPLE LEARN?

ü We can transmit “INFORMATION.” ü Content Focus has a “short half-life”.

Transmission

Of

Knowledge

THE FIVE MINUTE UNIVERSITY

11/1/16  

7  

BENEFITS OF ACTIVE LEARNING

THREE FEATURES OF A HIGH QUALITY SIGNIFICANT LEARNING EXPERIENCE

During Course/College Post Degree

End of course

1. Students are

ENGAGED 2. Student effort

results in SIGNIFICANT

& LASTING LEARNING

3. The learning ADDS VALUE

11/1/16  

8  

GOOD LEARNING EXPERIENCES

Think back to a time when you were involved in a really good learning experience

ü What was the experience? ü What made it so successful? Jot notes - will share those attributes. This is your benchmark. In your design phase, these are the criteria against what

you will measure your learning experience.

CONSTRUCTIVIST VIEW OF LEARNING

ü We can transmit “INFORMATION.” ü But people have to take that information and

construct their own understanding of it. ü Figure out what they can do with it.

11/1/16  

9  

ü Difference between an educational fad and a pedagogically sound approach is that “lasting techniques focus on the learner instead of the educator, and on the process rather than the content.”

(Michaelsen, Parmelee, McMahon, & Levine,

Team-based Learning for Health Professionals Education, p. 75.)

NOT A FAD - PEDAGOGICALLY SOUND!

OBJECTIVES PROVIDE THE DESTINATION!

11/1/16  

10  

INTEGRATED COURSE DESIGN

Learning Goals/Obj

Feedback & Assessment

Teaching & Learning Activities

Key Components

INTEGRATED COURSE DESIGN

MCQ Exam

Lecture

Key Components

Research, Assess, Apply

Critical Thinking

11/1/16  

11  

LOW RISK – HIGH IMPACT ü Focused Listing ü Punctuating Lectures ü Minute Paper ü Muddiest Point ü Think – Pair – Share ü Application Cards ü Pro-Con Grid ü On target? ü One-sentence Summaries ü K – W - L

FOCUSED LISTING

ü  Purpose: To help determine what learners recall about a specific topic, including concepts they associate with a central point.

ü  When to use this? Before, during or after a lesson.

ü  Steps: 1.  Students write key word at the top of a page. For 2 – 3 minutes,

jot down related terms important to the understanding of that topic.

2.  Pair up with peer, sharing lists and explanations of why concepts were included. This will build their knowledge base and clarify their understanding of the topic.

Active Learning

11/1/16  

12  

PUNCTUATE YOUR LECTURES

ü Students remember first and last thing you say. ü Instead of a one-hour lecture, think 45 minute

session. ü Instead of 45 minute lecture, consider three 15-

minute lectures. ü STOP! ü Give students a chance to process.

VISUAL REPRESENTATION

Purpose of Lecture

Part 1 Part 2 Part 3

PUN

CT

UAT

E!

PUN

CT

UAT

E!

Pull-together Lecture T

IME

Pose a Question

11/1/16  

13  

WHERE/WHEN TO INCLUDE ACTIVE LEARNING

Components Instructional Strategies PRE-INSTRUCTIONAL ACTIVITIES Gain learners attention to help

motivate them INFORMATION PRESENTATION Provide learners with a way of

understanding information ACTIVATION OF LEARNING Activities that allow learners to

apply information ASSESSMENT OF LEARNING Have learners demonstrate their

understanding of content FOLLOW-UP AND REMEDIATION Practice and feedback

MINUTE PAPER

ü What is the most important thing/concept you learned today and why?

ü What are the three most important take-aways from today’s class session?

ü How does knowing this impact your decision to . . .? ü Variation to guide reading assignment:

Ask question to guide reading for the next class session. Establishes continuity. Lays foundation for next lecture.

ü Begin next lecture by allowing students to respond to that question.

11/1/16  

14  

MUDDIEST POINT

ü Variation of Minute Paper ü Which concept from the lecture today is still

unclear or confusing to you?

ü Distribute Index Cards

ü After students have read or discussed a principle, concept or theory, each learner writes on index cards one or more real world applications.

ü Opioid addiction and opioid dependence, sometimes classified together as an opioid use disorder, are medical conditions that characterize the compulsive use of opioids.

ü Provide a real world example of opioid use disorder.

ü Drop off on desk at back of the room or Think-Pair-Share

Reference: Angelo and Cross’ Classroom Assessment Techniques.

APPLICATION CARDS

11/1/16  

15  

PRO-CON GRID ü EXAMPLE: First year medical students considering this

ethical dilemma

PRO CON

Imagine that you are a third year medical student on one of your clinical rotations. Leaving the room, the attending looks back and tells you to conduct a procedure on a patient, which you have never done before. Make a list of pros and cons of conducting the procedure without supervision (three pros and three cons will be adequate).

Reference: www.sbctc.ctc.edu

ON TARGET?

11/1/16  

16  

ONE-SENTENCE SUMMARY

ü Provide a sentence starter and students must complete.

ü It is important for students to use apply concepts both within and beyond the school setting because. . .

K – W - L What do you know about this topic?

What would you like to

know about this topic?

What have you learned about

this topic?

11/1/16  

17  

CRITICAL INCIDENT QUESTIONNAIRE STEPHEN BROOKFIELD – PATHWAY TO SELF-DIRECTED AND LIFE-LONG LEARNING

During last 5 minutes of final class of the week students answer the following questions:

1.  Most engaged moment as learner 2.  Most distanced moment as learner 3.  Most helpful action of professor and/or peer 4.  Most puzzling action of professor and/or peer 5.  What surprised you most Instructor summarizes answers at the beginning of the first class of the next week.

THE POINT?

“We had a little problem with the decimal point.”

11/1/16  

18  

SUMMARY

ü Overview of Integrated Course Design � Paradigm Shift

ü Model of Integrated Course Design � Align Active Learning with Outcomes

ü Demonstrate Selected Examples � Active Learning Strategies and � Formative Assessment Techniques

ü Wrap-up and Questions

SUMMARY Domain for Significant Learning By the end of this session, participants will:

FOUNDATION KNOWLEDGE

Internalize the principles of Integrated Course Design and why active learning is an important component.

APPLICATION AND INTEGRATION

Critically review active learning strategies and identify which would be suitable for teaching one’s own large scale course(s).

HUMAN DIMENSION Foster relationships with colleagues

CARING In role of teacher and advocate for students, explore feasibility of incorporation of active learning strategies (based in learning theory) for improved teaching and learning.

LEARNING HOW TO LEARN Gain insight into best practices for teaching/ learning