Rules of Student Engagement: Active Learning StrategiesJanuary 16, 2015
Welcome Introductions Agenda Objectives Tools
Section 1: Identify challenges or frustrations you
have experienced in engaging students in learning
“Learning results from what the student does and thinks and only from what the student does and thinks. The teacher can advance learning only by influencing what the student does to learn.”
HERBERT A. SIMON, one of the founders of the field of Cognitive Science, Nobel Laureate, and University Professor (deceased) at Carnegie Mellon University.
(Ambrose, Bridges, DiPietro, Lovett, & Norman, 2010)
What is Learning?1. Learning is a process, not a
product2. Learning involves change in
knowledge, beliefs, behaviors, or attitudes
3. Learning is not something done to students, but rather something students themselves do
(Ambrose, Bridges, DiPietro, Lovett, & Norman, 2010)
Flipped Homework Discussion
What is Active Learning? Usually involves two key components
introduced in the classroom – “doing” and “reflecting”
Students engage in activities that involve reading, writing, discussing or problem-solving
(Millis, 2012)
Research – Benefits of Active Learning Increases student achievement
academically (Nelson, 2010) Helps address and change students’
misconceptions (Hake, 1998, 2002) Can significantly improve recall of
information (Prince, 2004) Can foster more favorable attitudes
toward learning (Springer, Stanne, Donovan, 1997)
Research – Benefits of Active Learning (cont.)
Can help develop critical thinking and problem-solving skills (Brookfield, 1987; Prince, 2004)
Promotes interpersonal relationships, improves social skills and fosters self-esteem (Prince, 2004)
Can influence students’ social integration, commitment to institution, and decision to remain in school (Braxton, Milem, Sullivan, 2000)
Incorporating Active Learning into LectureAt several points during lecture, stop and ask students to:
Answer a question Sketch a flow chart, diagram, plot Outline a problem solution Solve all or part of a problem Carry out all or part of a formula derivation Interpret an observation Critique a design or argument Come up with a question (Felder & Brent, 2003)
Incorporating Active Learning into Lecture
Pause Procedure – lecturer pauses periodically for 2 minutes and has students clarify their notes with a partner
Short-term and long-term recall of information significantly improved with pause procedure vs. straight lecture (Prince, 2004)
Examples of Active Learning Approaches for Individual Work Minute paper Direct paraphrasing Application cards Lecture summaries Clicker Questions Exam Wrappers
(Millis, 2012)
Examples of Active Learning Approaches for Pairs or Groups Thinking-Aloud Pair Problem Solving
(TAPPS) Think-Pair-Share/Write-Pair-Share Visible Quiz (Poor Teacher’s Clickers) Send/Pass-a-Problem (Gallery Walks) Case Study Discussions
(Felder & Brent, 2003; Millis, 2012)
Section 2: Were there any ideas during the flipped
homework or active learning discussions that you want to remember for your classroom?
Faculty
Panel
Section 3: What ideas were generated in listening
to the faculty panel that might address some student engagement issues?
How to ask the right questions and elicit student responses
Section 4: What could you
implement in your classroom to improve questioning strategies and elicit student responses?
Breakout SessionsDELTA LabsGallery Walk/WikisProblem-Solving IdeasExam WrappersTools of Engagement
Section 5: What was useful to you from the break-
out sessions you attended?
Putting it all together: What changes do you want
to make/steps you want to take ... and when?
Thank You for Attending! Announcements
Faculty Calendar, certi.mst.edu February 11, noon-1:30 p.m. – How to Get
Students to Focus on Learning Instead of Grades – Dr. Saundra McGuire
March 12-13 – Teaching and Learning Technology Conference
Please fill out an evaluation of the workshop!
For these and other active learning resources, go to ...http://edtech.mst.edu/teach/services/workshop/sp2015
References Ambrose, S.A., Bridges M.W., DiPietro, M., Lovett, M.C., & Norman, M.K. (2010). How
Learning Works. San Francisco, CA: Jossey-Bass. Braxton, J.M., Milem, J.F., & Sullivan, A.S. (2000, September/October). The influence of
active learning on the college student departure process: Toward a revision of Tinto’s theory. The Journal of Higher Education, 71(5), 669-690.
Brookfield, S.D. (1987). Developing critical thinkers: Challenging adults to explore alternative ways of thinking and acting. San Francisco: Jossey-Bass.
Felder, R. & Brent, R. (2003) Learning by doing. Chemical Engineering Education, 37(4), 282-283. Retrieved Jan. 8, 2015, from http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Columns/Active.pdf
Hake, R. R. (2002). Lessons from the physics-education-reform effort. Ecology and Scoiety, 5(2), Article 28. Retried Jan. 8, 2014, from http://www.ecologyandsociety.org/vol5/iss2/art28/
Millis, B. J.. (2012). IDEA Paper #53: Active learning strategies in face-to-face courses, University of Texas at San Antonio. Retrieved Jan. 6, 2014, from http://ideaedu.org/sites/default/files/paperidea_53.pdf
Nelson, C.E. (2010) Want brighter, harder working students? Change pedagogies! Some examples, mainly from biology. In B.J. Millis, Cooperative learning in higher education: Across the disciplines, across the academy (pp. 119-139). Sterling, VA: Stylus Publishing.
Prince, M. J. (2004). Does active learning work? A review of the research. Journal of engineering Education, 93(3), 223-231. Retrieved Jan. 8, 2015, from www.ncsu.edu/felder-public/Papers/Prince_AL.pdf
Springer, L., Stanne, M. E., & Donovan, S. S. (1997). Effects of small-group learning on undergraduates. In Science, Mathematics, Engineering and Technology, A Meta-Analysis. National Institute for Science Education, University of Wisconsin.
