The Active Learning Classroom Presenters: Dr. Jason Creekmore Dr. Shannon Deaton

Poll Everywhere- Which grade level do you teach at?

Why is Active Learning important?

Learning Retention Rates Flipped Classroom

“Guide on the Side” “Sage on a Stage” Flipped Classroom

Session Overview Flipped Classroom Collaborative Learning Interactive Games Self-Regulated Learning Interactive Note-Taking Questions/Comments

What is the “Flipped Classroom”? Online Component In-Class Collaboration Flipped Classroom

The Big Picture Flipped Classroom

The Expert Opinion Easy Video Lecture Review Enhanced Critical Thinking Increased Student Satisfaction Structured Technology Integration for Diverse Learners Flipped Classroom

The “Flipped Classroom” Process Recording Technology: Educreations Linking Technology: QR Code Generator http://www.qr-code-generator.com Flipped Classroom: https://www.youtube.com/watch?v=FAWidtL7pKE

QR Code Flipped Classroom

Table Reflections – Flipped Classroom Please use the following scale to answer the questions on your handout

What is “Collaborative Grouping”? Collaborative learning is a strategy in which two or more students work together in order to review previously learned content, learn new content and/or produce a project. Collaborative Grouping

The Big Picture While collaborative learning is certainly not new to the world of education, many teachers remain hesitant to implement collaborative learning for fear of ‘losing control’ of the classroom. Collaborative learning is a strategy which provides students a means to articulate their ideas while utilizing critical thinking skills to problem solve (Totten, Sills, Digby, & Russ, 1991). Collaborative Grouping

The Expert Opinion Lev Vygotsky is one of the more historically recognized names in the field of education, particularly in the area of social learning theory. According to Vygotsky, students learn best through interactions and conversations with others. Vygotsky claims that people have a natural desire to communicate with one another. According to Marzano, collaborative learning yields an average of a 23 point gain in student achievement. In fact, Marzano’s meta-analysis study ranks collaborative learning as the sixth most effective instructional strategy that a teacher can employ (Marzano, 2001). Collaborative Grouping

Strategies for “Collaborative Grouping”

Table Reflections – Collaborative Grouping Please use the following scale to answer the questions on your handout

What are “Interactive Games”? Competitive games to increase student engagement and student achievement Interactive Games

The Big Picture One teacher famously asked: “How will students learn if they’re so concerned with having fun all the time?” Interactive Games

The Expert Opinion Engagement equals success Emotional and Behavioral engagement predicts classroom performance Peer relationships improve school culture and student performance Interactive Games

Preparing “Interactive Games” for the Classroom “I Have / Who Has”

Table Reflections – Interactive Games Please use the following scale to answer the questions on your handout

What is “Self-Regulated Learning”? Self-Regulated Learning is a type of learning that requires students to think about their thinking, monitor their progress toward the learning goal, and ultimately assess their overall performance. Self-Regulated Learning

The Big Picture Self-Regulated Learning strategies create an environment that is conducive to learning. When students reflect, monitor and assess their own learning, the entire learning process becomes personal, and therefore more meaningful. Self-Regulated Learning

The Expert Opinion Self-Reflection is an essential part of overall Self-Regulated Learning (Zimmerman, 2000). In the national best seller, Drive, author Daniel Pink further supports the notion that self-motivation more often leads to increased creativity, critical thinking, and overall academic achievement (2009). Self-motivation leads to a greater sense of autonomy and empowerment for students. When students participate in the act of self-monitoring, not only does academic achievement increase, but their overall academic behaviors change as well (Loftin, Gibb, & Skiba, 2005). Collaborative Grouping

Strategies for “Self-Regulated” Learning Learning Plans Learning Logs Student Choice Self-Regulated Learning

Table Reflections – Self-Regulated Learning Please use the following scale to answer the questions on your handout

What is “Interactive Note-Taking”? Interactive Note-Taking allows students an opportunity to engage with the content. Interactive Note-Taking

The Big Picture Summarizing and Note-Taking is the 2nd most effective classroom strategy for increasing student achievement Interactive Note-Taking

The Expert Opinion Effective for students at all grade levels Yields 34 points percentile gain on achievement tests Improves student writing ability Collaborative Grouping

Strategies for “Interactive Note-Taking” New American Notebook Guided Note-Taking KWL Chart Interactive Note-Taking

Table Reflections – Interactive Note-Taking Please use the following scale to answer the questions on your handout

Interactive Note-Taking

Poll Everywhere- Which “Active Learning” Strategy are you most excited about?

Paradigm Change

Poll Everywhere- Which is more important in the Active Learning Classroom? - Instructional Strategies or - Classroom Management

Both are equally important Both are equally important! Chapter 7: Engaging Classroom Transitions Chapter 8: Managing the Active Classroom

Questions / Comments

Contact Information Jason Creekmore MAT Chair, School of Education (jason.creekmore@ucumberlands.edu) Shannon Deaton Associate Dean, School of Education (shannon.deaton@ucumberlands.edu)