Confucius ( 2400 years ago ) What I hear, I forget What I see, I remember What I do, I understand

Active Learning Credo ( by Mel Silberman, 1996 ) What I hear, I forget What I hear and see, I remember a little What I hear, see and discuss, I begin to understand What I hear, see, discuss and do, I acquire knowledge and skill. What I teach to another, I master

How to Get Students Active from the Start u. Team building v. On-the-spot assessment w. Immediate learning involvement

How to Help Ss Acquire Knowledge, Skills, attitudes . . . Actively u. Full-class learning v. Class discussion w. Question prompting x. Collaborative learning y. Peer teaching z. Independent Learning {. Affective learning |. Skill development

Ten Layouts for setting Up a Classroom u. U-shape v. Team-Style w. Conference table x. Circle y. Group on Groups z. Workstations {.Breakout Groupings |. Chevron Arrangement }. Traditional Classroom t. Auditorium

Ten Methods to Get Participants at Any Time u. Open Discussion v. Response Cards w. Polling x. Subgroup Discussion y. Learning Partners z. Whips {. Panels |. Fishbowl }. Games t. Calling on the next Speaker

Ten Assignments to Give Learning Partners u. Discuss v. Interview w. Critique x. Question y. Recap z. Develop {. Analyze |. Test }. Respond t. Compare

Ten Questions to Obtain Student Expectations u. What questions about do you come with ? v. What information/skills do you want to get from this class ? w. What information/skills don’t you need/want ? x. What do you want to take away from this class ? Name one thing ! y. What are your hopes and concerns for this class ? z. Do the class objectives match what you need ? {. What knowledge/skills do you feel you need to have ? |. What are your expectations about this class ? }. Why did you choose this class (if elective)? Why did you come ? t. What have you gotten from previous classes on this topic ?

Ten Suggestions to Improve a Lecture Building Interest u. Lead of story or interesting visual v. Initial case problem w. Test question Maximizing Understanding and Retention x. Headline y. Examples and Analogies z. Visual Backup Involving Students During The Lecture {. Spot Challenges |. Illuminating Exercises Reinforcing the Lecture }. Application Problem t. Student Review

Ten Strategies to Form Learning Groups u. Grouping Cards v. Puzzles w. Finding Famous Fictional Friends and Families x. Name Tags y. Birthdays z. Playing Cards {. Draw Numbers |. Candy Flavors }. Choose Like Items t. Student Materials

Ten Alternatives in Selecting Group Leaders and Filling Other Jobs u. Alphabetical Assignment v. Birthday Assignment w. Number Lottery x. Color Lottery y. Clothing Article z. Voting {. Random Assignment |. Pet Lovers }. Family Size t. Door Prize

Ten Tips When Facilitating Discussion u. Paraphrase what someone has said v. Check your understanding against the words of a student w. Compliment an interesting comment x. Elaborate on a s’s contribution to the discussion with examples or suggest a new way to view the problem. y. Energize a discussion by quickening the pace, using humor or prodding the group for more contribution z. Disagree (gently) with a s’s comments to stimulate further discussion {. Mediate differences of opinion between ss and relieve any tensions that may be brewing. |. Pull together ideas, showing their relationship to each other }. Change the group process by altering the method for obtaining participation t. Summarize the major views of the group

Ten Steps When Facilitating Experiential Activities u. Explain your objectives v. Sell the benefits w. Speak slowly when giving directions x. Demonstrate the act if the directions are complicated y. Divide ss into subgroups before giving further directions z. Inform ss how much time they have {. Keep the activity moving |. Challenge the students }. Always discuss the activity t. Carefully structure the 1st processing experiences

Ten Options for Role Playing Scripting u. Free form v. Prescribed w. Semi prescribed x. Replay life y. Dramatic reading Formatting z. Simultaneous {. Stage front |. Rotational }. Different actors t. Repeated

Ten Time Savers When Active Learning Takes Place u. Start on time v. Give clear instruction w. Prepare visual information ahead of time x. Move distribution of handouts quickly y. Expedite subgroup reporting z. Don’t let discussions drag on {. Swiftly obtain volunteers |. Be prepared for tired or lethargic groups }. Quicken the pace of acts from time to time t. Get the class’s prompt attention

Ten Interventions When Students Get Out of Hand u. Signal nonverbally v. Listen Actively w. Get your ducks in a row x. Invoke participation rules y. Use good-natured humor z. Connect on a personal level {. Change the method of participation |. Ignore mildly negative behaviors }. Discuss very negative behaviors in private t. Don’t take personally the difficulties you encounter

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