The Creative Classroom Jared R. pike New York City College of Technology Writing Across the Curriculum (WAC) December 6, 2016 Engaging Student Understanding Through Active Learning Techniques Notes from the brainstorming session, 4/3/14: Games – Rebecca’s Frankenstein bingo, Marianna’s Jeopardy game -often we think of in-class games as light, frivolous, or only for review purposes (fun) -jeopardy powerpoint templates on internet: http://www.edtechnetwork.com/powerpoint.html https://www.superteachertools.net/jeopardyx/ Library tutorial: Syelle’s MLA library tutorial -Technology can be helpful and fun, but not necessary to employ some of these activities Begin with the idea of connecting these creative activities to WAC ideas. -Blackboard discussion board -OpenLab/blog – show my blog assignment for the pop music element Flipped classroom – talk about modifications, emphasize that modifications are totally fine within this scheme. Get links, citations MOOC lectures, TED talks, etc. Refer to tutorials on how to do OpenLab stuff Benefits: “low-stakes learning” Good for your own teaching portfolio: “digital humanities,” get grants to help develop these further, apply to programs that ask for tech activities Opportunities for publication in pedagogy journals if you come across something useful. You don’t have to be so high tech Rebecca’s panama canal documentary – get more info from her on this. Take a concept from the course and turn it into a creative project

Workshop Goals/Outline Discuss advantages of active learning using WAC principles Offer and model strategies for creative classroom activities and writing assignments

Warm-Up: “Graffiti” Think about the learning environment in your classroom. Free-write for 2 minutes describing your teaching methods and how students respond in your classrooom. [JC] 0:39 0:38 0:40 0:42 0:43 0:37 0:41 0:35 0:32 0:31 0:33 0:34 0:44 0:36 0:47 0:54 0:53 0:55 0:56 0:58 0:57 0:52 0:51 0:30 0:46 0:48 0:49 0:50 0:45 0:28 0:09 0:08 0:10 0:11 0:13 0:12 0:07 0:06 0:01 End 0:02 0:03 0:05 0:04 0:14 0:15 0:24 0:23 0:25 0:26 0:59 0:27 0:22 0:21 0:17 0:16 0:18 0:19 0:20 0:29 1:01 1:41 1:40 1:42 1:43 1:45 1:44 1:39 1:38 1:33 1:32 1:34 1:35 1:37 1:36 1:46 1:47 1:56 1:55 1:57 1:58 2:00 1:59 1:54 1:53 1:49 1:48 1:50 1:51 1:52 1:31 1:30 1:10 1:09 1:11 1:12 1:14 1:13 1:08 1:07 1:03 1:02 1:04 1:05 1:06 1:15 1:16 1:25 1:24 1:26 1:27 1:29 1:28 1:23 1:22 1:18 1:17 1:19 1:20 1:21 1:00

Warm-Up: “Graffiti” Looking at what you have written, identify one or two major adjectives that describe the learning environment in your classroom. Write these adjectives on the board. This should lead to a discussion about the learning environments that we construct in our classrooms. How does the way that we teach influence the way that our students learn? Are we satisfied with the way that students are learning in our classrooms?

What is Active learning? “Active learning is generally defined as any instructional method that engages students in the learning process. In short, active learning requires students to do meaningful learning activities and think about what they are doing [1]. While this definition could include traditional activities such as homework, in practice active learning refers to activities that are introduced into the classroom. The core elements of active learning are student activity and engagement in the learning process. Active learning is often contrasted to the traditional lecture where students passively receive information from the instructor.” (Prince 2004)

Why Use active learning? Focus is limited. New modes of content delivery and learning (Emerson and Taylor 2004, Metros 2008) Interactive (Knight and Wood 2005, Gee 2003) Technology – Expands the classroom 1. According to neuroscience research, our brains can only focus for approximately 15-20minutes at a time. It’s no wonder that our students zone out in an hour long lecture. Active learning activities involve students in a process of discovery and learning that engage different parts of the brain and allows learning to continue beyond the limits of focus. (Mention Lynda.com series on “Neuroscience of Learning.” 2. Not all students learn the same way – visual, aural, etc. 3. Gets the students involved through active learning (vs. passive learning of “receiving” information from a lecturer) and allows them to take ownership of the course concepts. 4. Rather than fighting students’ technological habits, use it to your advantage. Also research your dept’s tech fee usage and look into iPads, etc. The use of technology expands the limits of your classroom—students can interact with course material, students in other classes, professionals in the field, and ”real world” situations to explore core course concepts.

W.A.C. and Active learning: The connection Writing, particularly low-stakes writing, is a pathway to developing critical thought. We engage with ideas and concepts through writing in such a way that they become our own. Active learning allows students to embody and explore those concepts in different ways

Debate: Pros and Cons of Active Learning Strategy Session: 5 min. End Debate: 15 min. Divide into three groups. Group 1: Supportive of Active learning. Group 2: Active learning deniers. Argue for traditional “lecture based” teaching Group 3: On the fence. Ask question to push each side to defend their position. End

Strategies for Active Learning Be specific in your assignment. Provide written instructions. Be transparent about the function of the activity​. How does it relate to course objectives? Be mindful of time and length of activity components​. Provide models. Ensure students have necessary technology and can easily seek help​. Make activities specific to your field/class – it’s your creative classroom.

Different types of creative activities No-Tech Activities Games Multimedia Activities (Low- and High-Tech)

I. No-Tech Activities Brainstorming Instant Feedback Graffiti Concept Maps Debates/ Roleplay Real-world Problems Instant Feedback Think-pair-share Fishbowl seminar Snowball These can be group work activities Have students work in groups to take a position and defend it to the group Have students work in groups to find evidence to support a particular argument and explain to class Have students work in groups to evaluate relative strength of evidence that you provide and explain to class word problem – specific group work thing. Instant feedback – w index cards

Have students develop a game to teach the concept II. Games Bingo Jeopardy Have students develop a game to teach the concept Games can vary from no/low/high-tech and FUN!! Misconception – games are often used as a “light” activity, or for review BUT, if used correctly, games can be highly effective in delivering content Interactive, can get students moving in class (changing their learning state) Jeopardy – review Snowball – introducing a topic, reviewing last class, going over reading Bingo – synthesis takes some planning. Useful for discussing intimidating texts. Extra credit as incentive! Save the cards.

Low Tech Strategy #1: Audio/Visual Writing Prompt Incorporate A/V texts into class Controversial video Audio Recording Recorded Lecture Don’t worry about technical language! (music, film, etc.) See handout for example writing prompt You don’t have to be so high tech Selecting a video/audio that works for your class and your field. Controversial video dealing with your class topic and then provide leading questions for low-stakes writing. Audio recording that engages with your classroom topic in some way, ask students about how artist uses this. Could be music, a recorded speech, spoken word, field recording, etc. Lectures: TED talks, Kahn Academy, Your own lectures! Museums or other cultural institutions in your field. Focus on the elements that you don’t need specialized knowledge for – lyrics, sound, imagery, narrative, context.

Low Tech Strategy #2: Online Activities, Tutorials, Lectures Investigate if your textbook publisher has activities you can use Instant feedback – clickers or iPads or smartphones Twitter feed, polleverywhere.com Sample online lecture: Lesson on musical Romanticism Also mention flipped classroom – don’t have to flip all classes, can just do one lesson, e.g.

Higher Tech Strategy #1: Student-generated project Have students generate a multimedia project (see handout) “Being in Brooklyn” – Project from ENG 1101 and SPE 1330 Learning Community, Fall 2013. Profs. Jody R. Rosen and Justin Davis. Create a digital gallery/timeline  http://openlab.citytech.cuny.edu/beinginbrooklynf2013/ Different levels of technology engagement. Don’t assume that if you know how to do something your students do too ALWAYS have a tech support option Have them in groups, or rent video cameras from IT.

Higher Tech Strategy #2: Interactive media Student Blogs Online line annotations of text: Ukoment.com Comment Press Social Media Assignments

Think-Pair-Share Think about a concept that you find your students have a difficult time grasping. Free-write for two minutes about ways that you might incorporate active learning techniques to teach that concept in the future. When you are done, pair up with the person next to you and share your ideas.

Questions? Jared R. Pike- jpike@gradcenter.cuny.edu