the college classroom fa15 meeting 5: active learning

The College Classroom

Meeting 5: Active Learning

October 27 & 29, 2015

Peter Newbury

Center for Engaged Teaching, Teaching + Learning Commons

UC San Diego

commons.ucsd.edu

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Non Commercial 3.0 License.

Constructivist theory of learning

Active Learning - collegeclassroom.ucsd.edu 2

Students need to construct their own understanding of the

concepts, where

each student assimilates new material into his/her own

framework of initial understanding and preconception

each student confronts his/her (mis)understanding of

the concepts

What the best college teachers do[1]


“More than anything else, the best teachers try to create a

natural critical learning environment: natural

because students encounter skills, habits, attitudes, and

information they are trying to learn embedded in questions

and tasks they find fascinating – authentic tasks that arouse

curiosity and become intrinsically interesting, critical

because students learn to think critically, to reason from

evidence, to examine the quality of their reasoning using a

variety of intellectual standards, to make improvements

while thinking, and to ask probing and insightful questions

about the thinking of other people.”

In natural critical learning environments


“students encounter safe yet challenging conditions in

which they can try, fail, receive feedback, and try again

without facing a summative evaluation.”[1]

try

fail receive

feedback


www.insidehighered.com/news/2014/11/20/professors-year-named

Active learning increases student performance

in science, engineering and mathematics[2]


Meta-analysis of 225 research studies that explored the

impact of active learning:

Active learning engages students in the process of learning

through activities and/or discussions in class, as opposed to

passively listening to an expert. It emphasizes higher-order

thinking and often involves group work.

(Freeman et al., pp 8413-8414)

What do you feel is the most important finding in

Freeman et al., Bhatia’s Wired post, Wieman’s commentary? Talk at your table. Record your thoughts on a whiteboard.


Conclusion:

Active learning

increases student

performance

Figure 2

Wieman (2014) [3]


Conclusion:

Failure rates in

active classes drop

significantly.

Figure 1

Bigger Conclusion:

Under-represented

minorities and

women make up a

disproportionate

number of students who fail STEM classes. Fewer

failures means enhanced success for URM and women.


We’ll come back to these after exploring active learning.

By Josh Eyler

[4]

[5]

Active Learning


student-centered instruction traditional instruction


student-centered instruction

peer instruction with clickers

think – pair – share (TPS)

interactive demonstrations

What do you notice?

What do you wonder?

surveys of opinions

whiteboards

discussions

videos

(Question: Sujatha Raghu from Braincandy via LearningCatalytics)

(Image: CIM9926 by number657 on flickr CC)

Discussion (peer instruction)

Melt chocolate over low heat. Remove the chocolate from

the heat. What will happen to the chocolate?

A) It will condense.

B) It will evaporate.

C) It will freeze.


Chemistry learning outcomes


Students will be able to

name all 6 changes of state

translate back and forth between technical (“melt”) and

plain English (“solid into liquid”)

Imagine… misconception?

Typical Episode of Peer Instruction


1. Instructor poses a conceptually-challenging

multiple-choice question.

2. Students think about question on their own and vote

using clickers, colored ABCD cards, devices,…

3. The instructor asks students to turn to their neighbors

and “convince them you’re right.”

4. After that “peer instruction”, students may vote again.

5. The instructor leads a class-wide discussion concluding

with why the right answer(s) is right and the wrong

answers are wrong.

Next week’s meeting will be

all about peer instruction.





demonstrations/artefacts

What do you notice?

What do you wonder?

surveys of opinions

whiteboards

discussions

videos

Think-Pair-Share (European History)


To what extent is should governments intervene when a

population is actively being persecuted? What is the role of

government in promoting equality and tranquility between

majority and minority groups within its populations?

Write down your response on your card.

Then discuss it with your neighbors.

(Emily Goodman, UC San Diego)

Think – Pair – Share (TPS)


(ancestor of peer instruction)

1. instructor poses interesting question or thought prompt

2. invites each student to think

[and writes thoughts on an index card]

3. instructor asks students to pair with a neighbor to

discuss their thinking

4. instructor moderates class-wide discussion where

students share their thinking with the entire class

(TPS can be source for peer instruction questions next term.)






What do you notice?

What do you wonder?

surveys of opinions

whiteboards

discussions

videos


Chemistry Day 4 by pennstatenews on flickr CC-BY-NC

In-class demonstrations


1. Instructor (meticulously) sets up the equipment, flicks

a switch, “Taa-daaah!

2. Students

don’t know where to look

don’t know when to look, miss “the moment”

don’t recognize the significance of the event

amongst too many distractions

To engage students and focus their attention on the key

event, get students to make a prediction (using

clickers, for example)

Clicker question


A ball is rolling around

the inside of a circular

track. The ball

leaves the track

at point P.

Which path

does the ball

follow?

P

A

B C

E

D

(adapted from Mazur)

Interactive Lecture Demos (ILD) [6]


By making a prediction, each student

cares about the outcome (“Did I get it right?”)

knows when to look (can anticipate phenomenon)

knows where to look (sees phenomenon occur)

gets immediate feedback about his/her understanding

of the concept

is prepared for your explanation

Artefacts


Bring things – real things – to class/section.

Don’t just tell students what

they’re looking at. Ask them

what they notice, what they

think it is.

Artefacts courtesy of Ben Volta

Image: Peter Newbury

“Ask me a question an

archaeologist would ask.”






What do you notice?

What do you wonder?

surveys of opinions

whiteboards

discussions

videos

on target by hans_s on flickr CC-BY-ND

What do you notice?

What do you wonder?


Start teaching before the bell rings


Students arrive, ready to engage with you, your content:

Project a picture related to today’s lesson

Add prompts:

“What do you notice? What do you wonder?” [7]

Spend first few minutes leading a discussion:

o every student can contribute because everyone can notice

and wonder

o you draw out their pre-existing knowledge

o activates concepts in their memories

Don’t let their enthusiasm slip away!






What do you notice?

What do you wonder?

surveys of opinions

whiteboards

discussions

videos

What do you see?


A) old lady

B) young woman

If you’re studying human

behavior, let your students

contribute authentic data.

(For sensitive issues, clickers

can be set to “anonymous.”)






What do you notice?

What do you wonder?

surveys of opinions

whiteboards

discussions

videos

Whiteboards = practice[8,9]


Use whiteboards to give your students practice

analyzing summarizing deriving illustrating

computing drafting brainstorming presenting

Tips:

groups of 3-4 with 1 pen per person

encourage students to show their thinking, not just

the final analysis

train students to listen to each other’s presentations






What do you notice?

What do you wonder?

surveys of opinions

reading quizzes

whiteboards

discussions

videos

Discussions are opportunities for

students to


share their understanding, opinions, ideas

hear other students’ ideas, viewpoints

practice communicating like experts

get timely feedback from peers and instructor

create a new, shared understanding of the concepts

To make discussions useful, the

instructor must


ensure students come to class prepared to contribute to

the discussion

pre-readings that students want to complete (marks?)

moderate activity so MANY (EVERY?) students speak

(not just enthusiastic volunteers)

talking stick, whiffle balls, pass the duck, popsicle sticks, pass

around an artefact

“Starter” poses first question/comment. “Wrapper” identifies

themes, ideas, unanswered questions[10]

build in time/tasks for listening, getting feedback from

peers and instructor






What do you notice?

What do you wonder?

surveys of opinions

reading quizzes

whiteboards

discussions

videos

UNDERGRADUATE TEACHING FACULTY:

The 2013-2014 HERI faculty Survey[11]


Showing video in class


There are times when a video is the perfect resource.

Archimedes’ Principle

In today’s Physics class, we’re

going to study buoyancy and

Archimedes’ Principle.

http://tinyurl.com/TCCdemo

(Paul Hewitt video) (Image: Wikimedia Commons – public domain)

Opinion: Videos in class


In your opinion, the Paul Hewitt video

A) is engaging

B) is entertaining

C) is interactive

D) stimulates deep thinking

Showing video in class


The students do not

select the video

check it contains key events

anticipate key events

recognize key events

interpret key events

relate key events to

class concepts

instructor does this

before class

instructor does this unconsciously,

(expert blindness)

This is what you want to do in class!

Anticipate and recognize are

necessary for rich discussion/analysis.

Videos: implications for instructors


Coach the students how to watch the video like an

expert:

As you watch this video…

watch for when the A starts to B.

count how often the C does D.

watch the needles on the scales as water drains.

Don’t “give away” the key event (Notice the buoyant force

is equal to the weight of the fluid displaced.) That’s what

the follow-up discussion is for: help the students get

prepared for that discussion.

Think–Pair–Share


Now that you’ve seen a variety of instructional strategies

that make learning active, what do you think about

“Lecture Me. Really.”? Write on your index card and then

talk to a neighbor.

By Josh Eyler

[4]

[5]

Is Lecture Dead?


No! There is still a time and place for lecture. You can

lecture (for 10-15 minutes) when the students are

prepared to learn:

the activities have activated the concepts in their

memories, aroused their curiosity

they’ve tried, failed, received feedback, tried again and

are waiting for confirmation

they’re prepared to intellectually appreciate the

expertise you’re about to share with them




interactive demonstrations

What do you notice?

What do you wonder?

surveys of opinions

whiteboards

discussions

videos

To enhance

students learning and

retention, some instruction must

be interactive and student-centered.

That’s how people learn.

Watch your email and the blog for tasks.

Next meeting:

Peer Instruction

References

Active Learning - collegeclassroom.ucsd.edu

44

1. Bain, K. (2004). What the Best College Teachers Do. Cambridge, MA: Harvard University Press

2. Freeman, S., Eddy, S.L. McDonough, M., Smith, M., Okoroafor, N., Jordt,. H. & Wenderoth, M.P. (2014) Active

learning increases student performance in science, engineering, and mathematics. PNAS 111, 23, 8410–8415.

3. Wieman, C. (2014). Large-scale comparison of science teaching methods sends clear message. PNAS 111, 23,

8319–8320.

4. Worthen, M. (2015, October 17). Lecture Me. Really. The New York Times. Retrieved October 26, 2015 from

nyti.ms/1jLwbBk.

5. Eyler, J. (October 20, 2015). Active Learning Is Not Our Enemy: A Response to Molly Worthen. Retrieved

October 26, 2015 from josheyler.wordpress.com/2015/10/20/active-learning-is-not-our-enemy-a-response-to-

molly-worthen/

6. Get the full story of ILDs at serc.carleton.edu/introgeo/demonstrations/index.html

7. Newbury, P. (23 Aug 2013). You don’t have to wait for the clock to strike to start teaching. Retrieved 3/3/2014

from ctd.ucsd.edu/2013/08/you-dont-have-to-wait-for-the-clock-to-strike-to-start-teaching/.

8. Noschese, F. The $2 Interactive Whiteboard. Retrieved November 18, 2013, from

fnoschese.wordpress.com/2010/08/06/the-2-interactive-whiteboard/

9. Seddon, S. Biological Whiteboarding - The use of mini whiteboards in my Biology class. Retrieved November 18, 2013

from totallylearnedas.wordpress.com/2013/11/18/biological-whiteboarding

10. Weimer, M. Effective Ways to Structure Discussion. Retrieved February 2, 2015 from

www.facultyfocus.com/articles/teaching-professor-blog/effective-ways-structure-discussion

11. Eagan, M. K., Stolzenberg, E. B., Berdan Lozano, J., Aragon, M. C., Suchard, M. R. & Hurtado, S. (2014).

Undergraduate teaching faculty: The 2013–2014 HERI Faculty Survey. Los Angeles: Higher Education Research

Institute, UCLA. http://www.heri.ucla.edu/facPublications.php