Motivating Students Through Active Learning Learning is Not a Spectator Sport: Motivating Students Through Active Learning

“Learning is not a spectator sport “Learning is not a spectator sport. Students do not learn much just by sitting in class listening to teachers, memorizing pre-packaged assignments, and spitting out answers. They must talk about what they are learning, write about it, relate it to past experiences, apply it to their daily lives. They must make what they learn part of themselves.” (Chickering and Gamson, 1987)

Topics What is a Learner Center Environment? The 7 Principles of Effective Teaching Motivating Through Active Learning Energizing the Lecture The Learner Centered Environment My Active Learning Plan

Outcomes Discuss the 7 principles of effective teaching. Design learning and assessment activities that apply the 7 principles of effective teaching. Demonstrate activity learning techniques and development a plan for implementing active learning teaching strategies. Develop ways to energize your lecture. Design a plan to make your learning environment more learner centered.

Learning is Not a Spectator Sport: Effective Teaching Activity Write as many descriptors, or phrases that describe what you consider effective teaching. Think back about compliments you have received about your own teaching or think about effective teachers you have had. Share your thoughts with those in the total group and identify those characteristics of effective teaching that are common to all.

What is Active Learning ACTIVE LEARNING  is defined as any strategy "that involves students in doing things and thinking about the things they are doing". Source (*Bonwell, C., & Eison, J. (1991). Active learning: Creating excitement in the classroom (ASHE-ERIC Higher Education Report No. 1). Washington, DC: George Washington University, p. 2)

What Does Research Say? “It is not what you teach, but what they learn, that matters.” “Students learn by becoming involved.” “Learning takes place best in an active, not a passive environment.” “Students learn what they care about and remember what they understand and can apply.” “If you dare to teach, you must never cease to learn.”

What Does Research Say? “The greater the structure of a lesson and the more precise the objectives on what is to be accomplished, the higher the student learning.” Begin class sessions with a provocative question, anecdote, or current event--and how it relates to the content.

Learning has nothing to do with what the teacher COVERS. Covering the Material Learning has nothing to do with what the teacher COVERS. Learning has to do with what the student ACCOMPLISHES.

When You Try to COVER the CONTENT WHAT HAPPENS???

The role of a teacher is not to COVER. You… HIDE IT The role of a teacher is not to COVER. The role of a teacher is to UNCOVER. and ENGAGE students in the learning.

Guidelines to Effective Teaching Encourage Student-Faculty Contact Develop Cooperation Among Students Encourage Active Learning Give Prompt Feedback

Guidelines to Effective Teaching Emphasize Time on Task Communicate High Expectations Respect Diverse Talents and Ways of Learning

Apply the Principles of Effective Teaching Application Student-Faculty Contact Cooperation Among Students Active Learning Timely Feedback Time on Task High Expectations Diverse Talents

Student – Faculty Contact Implementation Ideas: Try to get to know your students by name by the end of the first two weeks of the semester. Attend, support, and sponsor events led by student groups. Hold “out of class” review sessions. Use email regularly to encourage and inform. Source: Modified from Joseph R. Codde, Ph.D., Professor Michigan State University: Adapted from Arthur W. Chickering's and Zelda F.Gamson's book entitled, "Seven Principles for Good Practice in Undergraduate Education

Collaborative Learning Implementation ideas: Create study groups within your course. Ask students to give constructive feedback on each other’s work and to explain difficult ideas to each other. Use small group discussions, collaborative projects in and out of class, group presentations, and case study analysis. Source: Modified from Joseph R. Codde, Ph.D., Professor Michigan State University: Adapted from Arthur W. Chickering's and Zelda F.Gamson's book entitled, "Seven Principles for Good Practice in Undergraduate Education

Engaging Students Actively Implementation Ideas Ask students to present their work to the class. Ask students to summarize similarities and differences among research findings, artistic works or laboratory results. Use technology to encourage active learning. Encourage use of internships, service learning and clinical opportunities. Source: Modified from Joseph R. Codde, Ph.D., Professor Michigan State University: Adapted from Arthur W. Chickering's and Zelda F.Gamson's book entitled, "Seven Principles for Good Practice in Undergraduate Education

Giving Feedback Promptly Implementation Ideas: Use CATs (Classroom Assessment Techniques) which are exercises that give students immediate feedback on how well they are doing.  Give frequent quizzes and homework assignments to help students monitor their progress. Give students written comments on the strengths and weakness of their tests/papers. Give students focused feedback on their work early in the term. Source: Modified from Joseph R. Codde, Ph.D., Professor Michigan State University: Adapted from Arthur W. Chickering's and Zelda F.Gamson's book entitled, "Seven Principles for Good Practice in Undergraduate Education

Implementation Ideas: Emphasize Time on Task Implementation Ideas: Communicate to students the amount of time they should spend preparing for class. Expect students to complete their assignments promptly. Divide class into timed segments so as to keep on task. Meet with students who fall behind to discuss their study habits or schedules. Use technology to make resources easily available to students. Source: Modified from Joseph R. Codde, Ph.D., Professor Michigan State University: Adapted from Arthur W. Chickering's and Zelda F.Gamson's book entitled, "Seven Principles for Good Practice in Undergraduate Education

Communicate High Expectations Implementation Ideas: Make your expectations clear at the beginning of the course both in writing and orally.  Tell them you expect them to work hard. Encourage students to write and also require drafts of work.  Give students opportunities to revise their work. Set up study guidelines. Source: Modified from Joseph R. Codde, Ph.D., Professor Michigan State University: Adapted from Arthur W. Chickering's and Zelda F.Gamson's book entitled, "Seven Principles for Good Practice in Undergraduate Education

Respect Diverse Learners and Ways of Learning Implementation Ideas: Identify students’ learning styles, backgrounds at the beginning of the semester. Use different activities in class – videos, discussions, lecture, groups, guest speakers, pairwork. Use different assignment methods – written, oral, projects, etc. so as to engage as many ways of learning as possible – visual, auditory, kinesthetic. Source: Modified from Joseph R. Codde, Ph.D., Professor Michigan State University: Adapted from Arthur W. Chickering's and Zelda F.Gamson's book entitled, "Seven Principles for Good Practice in Undergraduate Education

Key Factors in Motivating Students The student must believe that learning is… Valuable – solves a problem or fills a need Involving – plays an active role in learning; establishes goals Safe – must meet basic needs and not be embarrassed Caring – must feel a sense of inclusion Successful– will repeat things that are challenging and when progress is there Enabling –Builds on prior knowledge

Sample Techniques to Motivate Students M = Mystery Outline O = One Minute Paper T = Ticket Out the Door I = In the News V = VARK Learning Styles A = Application cards or log T = Traveling Folder E = Exam ?s Generated by Students

Energizing Your Lecture

Cone of Learning North Carolina Network for Excellence in Teaching  www.nc-net.info

Preventing Death By Lecture Techniques Experts Unite Take a Guess Nudge Your Neighbor Stand up, Sit down Pass That Question The ideas above are adapted from Preventing Death by Lecture: Terrific Tips for Turning Listeners into Learners. By Sharon Bowman. 2003 and from a workshop I attended.

My Plan for Effective Teaching Course in which I wish to make changes: Effective Teaching principles I will adopt: Strategies I plan to use:

Learning is Not a Spectator Sport: “I never teach my pupils; I only attempt to provide the conditions in which they can learn” Albert Einstein