Facilitating Active Learning Sample Professor Judy Currey School of Nursing and Midwifery / Office of DVC (E) Deakin University CRICOS Provider Code: 00113B

Active learning Active Learning Active Learning Passive learning Anything that involves students in doing things and thinking about the things that are doing Active Learning Active Learning Reflection On what one is learning and how one is learning Alone or with others Passive learning Experiences Doing – simulated or authentic, role play case studies Observing – direct, via stories, simulated, electronic Receiving ideas and information Accessing primary or secondary data online, before or in class Deakin University CRICOS Provider Code: 00113B

Why transition to active learning? Dissatisfied lecturing to unprepared passive students Desire to develop students’ critical thinking and problem solving skills Create deeper learning experiences Embeds GLOs readily Accelerate acquisition of teamwork and communication skills Experience student centred critical reflection in a classroom of genuine mutual respect Fun and intellectually stimulating for students and academics See and feel the energy present during team activities and class as a whole Provides for peer review of teaching Encourages team preparation of learning materials Deakin University CRICOS Provider Code: 00113B

Transition strategy Curriculum: Unit and Year, Academic Capacity, Stakeholders Resources: Impact on Budget, Classroom Use, Organisational Support Backwards Design: CLOs, GLOs ILOs Constructive Alignment Authentic Assessment and Feedback Map Learning Activities: Applied Visible Learning, Immediate Feedback, Learner Accountability, Grading Manage Risk Initial & Ongoing Skill Development for Staff Guide Students, Support Implementation Evaluate Course and Teaching Deakin University CRICOS Provider Code: 00113B

Adjust our attitudes Expect to have fun Keep faith in students’ intelligence and willingness to learn Get our egos out of students’ way Tolerate errors, uncertainty and messiness of authentic student inquiry Deakin University CRICOS Provider Code: 00113B

Steps to active learning Transitioning academics and students to active learning Deakin University CRICOS Provider Code: 00113B

Identify opportunities and manage risks Transitioning academics to active learning Timeline and Risks Staff development, resources required Identify unit, staff and stakeholders Image source: creativecommons.org Deakin University CRICOS Provider Code: 00113B

Transition strategy Curriculum: Unit and Year, Academic Capacity, Stakeholders Resources: Impact on Budget, Classroom Use, Organisational Support Backwards Design: CLOs, GLOs ILOs Constructive Alignment Authentic Assessment and Feedback Map Learning Activities: Applied Visible Learning, Immediate Feedback, Learner Accountability, Grading Manage Risk Initial & Ongoing Skill Development for Staff Guide Students, Support Implementation Evaluate Course and Teaching Deakin University CRICOS Provider Code: 00113B

References Fink, D. (2013) Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses. San Franscisco: Jossey-Bass Pelley, J. W. & McMahon K. K. (2008) Facilitator Skills. In L. K. Michaelsen, D. X. Parmelee, K K. McMahon and R. E. Levine (Eds). Team-Based Learning for Health Professions Education: A Guide to Using Small Groups for Improving Learning. Sterling Va.: Stylus. Sibley, J. & Ostafichuk, P. (2014) Getting Started with Team-Based Learning. Sterling Va: Stylus Stanfield, R. B. (Ed). (2000) The Art of Focused Conversation: 100 Ways to Access group Wisdom in the Workplace. Gabriola Island B.C: New Society Publishers. Whitehorne, L. Michaelsen, M. Sibley, J. (2012). TBL Application Activity Reporting Facilitation - Some Ideas. Poster presented at the 11th Annual Team-Based Learning Conference, St Petersburg, Florida March 1-3, 2012

Facilitation Strategies – orid Questions Aim: help teams verbalise their rationales during large group discussions Objective: what part of xx is unclear? Reflective: where did you feel most challenged? Interpretive: how has the xx been beneficial to you? Decisional: what are your next steps? Focus the conversation Pelley & McMahon 2008; Stanfield 2000 Deakin University CRICOS Provider Code: 00113B

Facilitation Strategies – Techniques Aim: Elicit active expressions of acquired knowledge, application of knowledge, critical thinking, problem solving, teamwork activities, communication skills Discovery - Gather and Explore Ideas or Extend and Develop Ideas Examination - Compare and Validate Ideas Commitment - Integration, Consolidation, Take Home Messages Whitehorn, Michaelsen & Sibley, 2012 Deakin University CRICOS Provider Code: 00113B

Framework for Facilitation Loretta Whitehorne Registered Nurses Professional Development Center Larry Michaelsen Central Missouri University Jim Sibley University of British Columbia Discovery Gather and Explore Ideas Honor Respecting and actively listening to each person’s contribution. Mark Directing attention to someone else’s contribution. Paraphrase Concise restatement of previous comment. Summarize Restating the aggregated ideas of previous speakers. Devil’s Advocate Examining alternate choices when uniform consensus exists. Extend and Develop Ideas Unpack Explaining in detail how a team arrived at a decision. Build Adding to statement of previous speaker. Elaborate Adding supporting and non-supporting facts and rationales. Link/Combine Put ideas together. Articulating links between ideas Incorporating multiple sources into a single idea. Respond to Questions with Questions Redirecting student questions away from instructor. Examination Compare and Validate Ideas Defend/Challenge Defending your reasoning and challenging the reasoning of others. Compare/Contrast Examining rationales to articulate similarities and differences. Assumptions Uncovering what is believed to be true without proof? Complications Uncovering difficulties with rationales or ideas. Clarify Explaining in greater clarity or detail. Simplify Explaining by eliminating extraneous detail. Support/Verify Gathering, organizing and considering of supporting evidence, including considerations of evidence quality. Redirect/Park Gently guiding conversation away from non-productive directions. Interrupt/Refocus Directing attention to other thematic elements. Commitment Integration Consolidation Take - Aways Emergent Consensus Convergence on decisions and supporting rationales. Generate Specific Examples Creating examples that apply concepts and incorporate personal experience. Create General Rules Drawing out the general principles and developing tentative “rules of thumb”. Making Predictions Considering what might happen as a result of particular idea in particular scenario. Articulate limits of applicability Considering to what degree does context affect the applicability of the idea? The quotes where selected by the authors from a series of interview transcripts. The interviews were conducted in January 2012. The interviews were conducted so participants could share their knowledge and experience with TBL facilitation. The authors wish to thank the participants: Laura Madson, Holly Bender, Bill Roberson, Mary Gourley, Pete Ostafichuk, William Ofstad, Gail Feigenbaum, Bill Goffe. The diagram is based on an original work by Angela Cunningham and is also inspired by the writings of Jim Erskine. Whitehorn, Michaelsen & Sibley, 2012