Confucius ( 2400 years ago ) What I hear, I forget What I see, I remember What I do, I understand

Active Learning Credo ( by Mel Silberman, 1996 ) What I hear, I forget What I hear and see, I remember a little What I hear, see and discuss, I begin to understand What I hear, see, discuss and do, I acquire knowledge and skill. What I teach to another, I master

How to Get Students Active from the Start . Team building . On-the-spot assessment . Immediate learning involvement

How to Help Ss Acquire Knowledge, Skills, attitudes... Actively . Full-class learning . Class discussion . Question prompting . Collaborative learning . Peer teaching . Independent Learning . Affective learning . Skill development

Ten Layouts for setting Up a Classroom . U-shape . Team-Style . Conference table . Circle . Group on Groups . Workstations .Breakout Groupings . Chevron Arrangement . Traditional Classroom . Auditorium

Ten Methods to Get Participants at Any Time . Open Discussion . Response Cards . Polling . Subgroup Discussion . Learning Partners . Whips . Panels . Fishbowl . Games . Calling on the next Speaker

Ten Assignments to Give Learning Partners . Discuss . Interview . Critique . Question . Recap . Develop . Analyze . Test . Respond . Compare

Ten Questions to Obtain Student Expectations . What questions about do you come with ? . What information/skills do you want to get from this class ? . What information/skills don’t you need/want ? . What do you want to take away from this class ?  Name one thing ! . What are your hopes and concerns for this class ? . Do the class objectives match what you need ? . What knowledge/skills do you feel you need to have ? . What are your expectations about this class ? . Why did you choose this class (if elective)? Why did you come ? . What have you gotten from previous classes on this topic ?

Ten Suggestions to Improve a Lecture Building Interest . Lead of story or interesting visual . Initial case problem . Test question Maximizing Understanding and Retention . Headline . Examples and Analogies . Visual Backup Involving Students During The Lecture . Spot Challenges . Illuminating Exercises Reinforcing the Lecture . Application Problem . Student Review

Ten Strategies to Form Learning Groups . Grouping Cards . Puzzles . Finding Famous Fictional Friends and Families . Name Tags . Birthdays . Playing Cards . Draw Numbers . Candy Flavors . Choose Like Items . Student Materials

Ten Alternatives in Selecting Group Leaders and Filling Other Jobs . Alphabetical Assignment . Birthday Assignment . Number Lottery . Color Lottery . Clothing Article . Voting . Random Assignment . Pet Lovers . Family Size . Door Prize

Ten Tips When Facilitating Discussion . Paraphrase what someone has said . Check your understanding against the words of a student . Compliment an interesting comment . Elaborate on a s’s contribution to the discussion with examples or suggest a new way to view the problem. . Energize a discussion by quickening the pace, using humor or prodding the group for more contribution . Disagree (gently) with a s’s comments to stimulate further discussion . Mediate differences of opinion between ss and relieve any tensions that may be brewing. . Pull together ideas, showing their relationship to each other . Change the group process by altering the method for obtaining participation . Summarize the major views of the group

Ten Steps When Facilitating Experiential Activities . Explain your objectives . Sell the benefits . Speak slowly when giving directions . Demonstrate the act if the directions are complicated . Divide ss into subgroups before giving further directions . Inform ss how much time they have . Keep the activity moving . Challenge the students . Always discuss the activity . Carefully structure the 1 st processing experiences

Ten Options for Role Playing Scripting . Free form . Prescribed . Semi prescribed . Replay life . Dramatic reading Formatting . Simultaneous . Stage front . Rotational . Different actors . Repeated

Ten Time Savers When Active Learning Takes Place . Start on time . Give clear instruction . Prepare visual information ahead of time . Move distribution of handouts quickly . Expedite subgroup reporting . Don’t let discussions drag on . Swiftly obtain volunteers . Be prepared for tired or lethargic groups . Quicken the pace of acts from time to time . Get the class’s prompt attention

Ten Interventions When Students Get Out of Hand . Signal nonverbally . Listen Actively . Get your ducks in a row . Invoke participation rules . Use good-natured humor . Connect on a personal level . Change the method of participation . Ignore mildly negative behaviors . Discuss very negative behaviors in private . Don’t take personally the difficulties you encounter

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