Active Learning Let’s get physical!

Learning Outcomes: Demonstrate how active learning strategies (complex and simple) can be incorporated into the classroom Experience an active learning environment Discover at least one idea you can use in the classroom NOTE: Might ask how people felt about this chapter vs. the first chapter - anything had trouble understanding? (Some don’t quite understand the stock market thing - might want to re-explain) BUT THE BIG POINT IS - major forces outside of advertising are having a huge impact on advertising. And, whether you (the student) goes into advertising or not, these larger forces will affect your job world - that’s why this chapter is very important.

Activity One List one question you would like answered or posed to the group about active learning. Use the paper provided and wait for instructions.

Activity Two On index card or sheet of paper provided, indicate a class, topic or situation where you would like to incorporate active strategies.

Traditional Teaching

What is Active Learning? When learning is active, the participants do most of the work. Some general characteristics are commonly associated with the use of strategies promoting active learning in the classroom: Students are involved in more than listening Less emphasis on transmitting information and more on developing skills Students are involved in higher order thinking Students are engaged in activities

In a traditional lecture, learners are not attending to what is being said… A - 10% of the time B - 20% of the time C - 30% of the time D - 40% of the time

Research shows that learners retain… 10% of what they read 20% of what they hear 30% of what they see 50% of what they see and hear 70% of what they say as they talk 90% of what they say as they do

Activity Three Each group has been assigned one of the questions posted on flip chart paper. Write your responses on the paper. At the leaders signal, rotate clockwise to the next sheet. Contribute any additional thoughts to the sheet.

A model of Active Learning EXPERIENCE OF Doing Observing DIALOGUE WITH Self Others

Activity Four Each group will receive one or more index cards with a topic listed. Generate a list of ideas/strategies based on that topic.

Activity Five Bring out your index cards/sheets of paper with your topic or problem written on it. In pairs, use the ideas that have been generated (as well as the hand-out) to make a list of ideas which could be used in that class.

Tips Plan ahead, considering amount of time to allow for the activity, logistics involved in grouping or pairing students, and careful wording of instructions. Assign reasonable, yet tight time allotment for each aspect of the learning experience. Move quickly from one phase of the activity to the next, i.e., from the setup and instructions to the student processing to the reporting. Watch the time and announce "2-minute warning" or other intervals appropriate to the length of the activity.

Give clear and specific instructions, providing printed instructions for each student, when appropriate, and going over them in class. Put time limits on feedback reports and make the feedback process efficient. Appoint roles or ask for volunteers for group recorder, reporter, etc. Hold students accountable for out-of-class assignments and preparation so they're ready to contribute to the activity during class. Conduct group work during class time as much as possible so you can facilitate. Use a variety of Active Learning strategies and avoid patterns that become ruts, such as repeating an activity every class period.