Active Learning: Rethinking Our Teaching to Promote Deeper Learning In this workshop, we will engage with best practice teaching pedagogies that promote active learning. Presented by Ken Silvestri, CFE Instructional Designer

LEARNING OUTCOMES After participating in this workshop on active learning, you will be able to: Distinguish between active learning and passive learning Create a plan for integrating and facilitating active learning strategies in the classroom (3) Use some common and simple active learning strategies in your teaching (4) Draw upon some instructional technologies and applications to support the use of active learning strategies

OVERVIEW Why Active Learning What is Active Learning How to Integrate Active Learning How technology enables active learning Source: Kenneth J. Silvestri Wordle

WHY ACTIVE LEARNING No Active Learning Active Learning 34% Failure Rate 22% Failure Rate +6% better on examinations Source: Freeman et al. (2014) Active learning increases student performance in science, engineering, and mathematics. PNAS, June 10, 2014, vol. 111, no. 23

Attention Span = 10-20 Minutes WHY ACTIVE LEARNING INFORMATION ENGAGEMENT 10-20 Minutes Attention Span = 10-20 Minutes

WHAT IS ACTIVE LEARNING? Image Source: Wikipedia

WHAT IS ACTIVE LEARNING? THINK: Take 2 minutes to think about what active learning means to you PAIR UP: Turn to the person next to you and discuss your ideas SHARE: Have one person share your thoughts with the larger group Image Source: Wikipedia Commons

WHAT IS ACTIVE LEARNING? PROBLEM SOLVING INTERACTING DISCUSSING DOING/ ENGAGING REFLECTING TEACHING APPLICATION ACTING

WHAT IS ACTIVE LEARNING? BLOOM’S TAXONOMY Higher Order Thinking Skills “Students that are engaged in more activities than just listening. They are involved in dialog, debate, writing, and problem solving as well as higher order thinking, e.g. analysis, synthesis, evaluation, and creating” - Bonwell and Eison, 1991 ”ZONE OF DEEPER LEARNING” Source: David Bloom Lower Order Thinking Skills

HOW: INTEGRATING ACTIVE LEARNING 50 Minute Lecture 5 Minute Thinking or Reflection Activity Introduce New Topic or Revisit Previous Topic 10-15 Minutes Group Discussion or Application Activity 10-15 Minutes Introduce New Topic 10-15 Minutes 5 Minute Reflection Activity 75 Minute Lecture: In-Depth Group Activity 15-20 Minutes

HOW: INTEGRATING ACTIVE LEARNING GROUP DISCUSSION ACTIVITY: Take 5-7 minutes to discuss active learning strategies that could fit in the active learning lecture model. SHARE: Make sure one person writes down a list of strategies to share with the larger group.

STRATEGY OUTCOME Jigsaw Ask Before You Tell Think-Pair-Share Activation of prior knowledge Ask Before You Tell Explaining, Discussion, and Collaboration Think-Pair-Share Peer Instruction, Evaluating, and Synthesizing Jigsaw Case Studies/Problem-Solving Real-World Relevancy, Analyzing, and Application Reflection on the learning process One-Minute Paper

HOW: PREPARE YOUR STUDENTS Why Active Learning Start Early – Day One Start Small Team-Building

HOW: INTEGRATING ACTIVE LEARNING More Time Less Time

HOW: TECHNOLOGY AS ENABLER Manageable chunks targeting 1-2 concepts Provide descriptive titles and running times Add closed captioning and transcripts to make sure content is accessible 10:00 0:00/10:00 CC

HOW: TECHNOLOGY AS ENABLER FORMATIVEFEEDBACK ONLINE QUIZZES PREPARED STUDENTS

HOW: TECHNOLOGY AS ENABLER Encourages participation Prompt feedback Facilitate higher order thinking skills and deeper learning Image Source: iclickers.com

HOW: LARGE ENROLLMENT COURSES

HOW: LARGE ENROLLMENT COURSES INDIVIDUAL PAIR GROUP THINK-PAIR-SHARE ONE-MINUTE PAPER ACTIVE DEBATE PAIRED JIGSAW NOTE SHARING iCLICKERS

HOW: ACTIVE LEARNING FOR ONLINE COURSES MODULE 1 – TOPIC A OVERVIEW AND OUTCOMES INSTRUCTOR COMMENTARY– TEXT OR RECORDED MINI LECTURES READINGS, EXTERNAL LINKS, AND VIDEOS LOW STAKES QUIZ/ASSESSMENT SHORT ANSWER QUESTION/REFLECTION MODULE 1 – TOPIC B INSTRUCTOR COMMENTARY– TEXT OR RECORDED MINI LECTURES READINGS, EXTERNAL LINKS, AND VIDEOS SHORT ANSWER QUESTION/REFLECTION LOW STAKES QUIZ/ASSESSMENT DISCUSSION

HOW: ACTIVE LEARNING FOR ONLINE COURSES LESS ADVANCED ADVANCED Eye Anatomy Lesson

HOW: ACTIVE LEARNING FOR ONLINE COURSES Target higher order thinking skills Build around an activity Role playing, provide examples or lists, problem to solve Group discussions and assign roles to students Build connections to the real world, prior knowledge, and experiences ACTIVE LEARNING DISCUSSIONS Filter by: Unread Flagged Sort by: Most Recent Activity MOD 1 TOPIC - ACTIVE LEARNING Professor Silvestri posted September 22, 2016 50 100 60 Unread Replies Replies Views

ONE-MINUTE PAPER 1:00 INSTRUCTIONS: Take one minute to reflect on what you learned and write down one thing from this workshop that you can try in a course that you teach.

ACTIVE LEARNING RESOURCES

REFERENCES Bloom B. S. Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. (1956) New York: David McKay Co Inc. Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the classroom. ASHE-ERIC Higher Education Report No. 1. Washington, D.C.: The George Washington University. Freeman et al. (2014) Active learning increases student performance in science, engineering, and mathematics. PNAS, June 10, 2014, vol. 111, no. 23 Miller, Michelle D. (2014) Minds Online: Teaching Effectively with Technology. Harvard University Press Rose, D. & Meyer, A. Teaching Every Student in the Digital Age: Universal Design for Learning. (2002). ASCD: http://www.cast.org/teachingeverystudent/ideas/tes/ The Instructor’s Guide to Course Facilitation & Facilitation, Minnesota State University, [updated, 2015]

QUESTIONS ?

Kenneth Silvestri, M.S. Ed Tech Instructional Designer MONTANA STATE UNIVERSITY Kenneth Silvestri, M.S. Ed Tech Instructional Designer Center for Faculty Excellence Montana State University 318 Montana Hall Bozeman, MT 59717 Tel (406) 994-7835 kenneth.silvestri@montana.edu Mountains & Minds