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. Learning is not a spectator sport. Students do not learn much just by sitting in class listening to teachers, memorizing prepackaged 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, as cited in Bonwell and Eison, 1991 p.3.)

Active Learning Strategies for Large Classrooms 5/23/05

“Use active learning techniques” “Have you tried Think- Pair-Share?” “Give Bookends a try” “How can I engage a classroom of 70 students?”

Learning Outcomes for this Session Faculty will identify active learning strategies that could be used in their large classroom regardless of teaching style or course student learning outcomes.

3 Assumptions about Active Learning Student engagement deepens student understanding. Choice of strategies depends on: Course level student learning outcomes Instructor teaching style There is a continuum of choices from simple to more complex.

Simpler Strategies Short Unstructured 4 Complex Strategies Longer in duration 1 Adapted from Sutherland, Bonwell (1996) Punctuated Lecture Cooperative learning groups Continuum of Active Learning Strategies Mid Level Strategies 2

It is tradition, It was part of my training, and seems like what I should be doing. I feel somehow guilty when I am not lecturing. (Creed as cited in Bonwell & Eison, 1991 )

Sampling of simple active learning strategies An active pause in the lecture Think-Pair-Share Short Writes Formative Quizzes Adapted from Sutherland & Bonwell (1996 )

#1 Active Pause in the Lecture lecture min lecture min lecture min 2 min. pause 2 min. pause 2 min. pause Ruhl, Hughes & Schloss, 1987

2 Minute Pause No interaction between student & faculty Discussions among students Rework notes Clarifying Assimilating information

Study findings 12 days after the last lecture, long term retention tested. Students hearing lectures where the instructor paused did significantly better on the free recall quizzes and a comprehensive test. Ruhl, Hughes & Schloss, 1987

#2 Think-Pair-Share (5-10 min ) Pose a question during the lecture Student thinks about/writes an answer makes an attempt to answer. Then, collaborates with another student. Answer clarified, expanded Answer shared with class An extension is to have 2 pairs join and compare answers.

Take half a minute to think about simple active learning strategies you have found to be effective. Then, share them with your neighbor

#3 Short Writes One Minute Paper (in reality 4-5 min. ) The major points I learned today are…. Questions that remain unanswered or the muddiest points are….. or What was the main idea presented in this portion of the lecture? Describe the concept of _________________ Short writes could be submitted to the instructor or provide the basis for class discussion. (Angelo & Cross 1993)

Discipline Specific Questions Might Include: Math- What is yet unclear or what is the muddiest point about a particular mathematical process? Literature- What was the most meaningful insight you gained from this chapter. What important question did the novel make you ask of yourself? Angelo & Cross (1993) p. 371

#4 Formative Quizzes i.e. ungraded To understand how well students are comprehending… Same type of questions that might appear on an exam are read or shown on an overhead. If multiple choice or T/F students can: Use hand signals (polling) Use cards if you want answers to be more confidential A B

Formative Quizzes Advantages for faculty Quickly determine student understanding. Opportunity to clarify before new material covered. Advantages for students Have an idea of types of questions on an exam. Show areas that need more study.

Open hand =Yes Fist = No

Mid-Level Active learning Strategies When utilizing films, demonstrations, guest speakers etc. Book Ends Double Entry Journal

Book Ends 1. Before the demo. or video etc.: Present 3-4 questions that help students organize in advance what they know about the topic and set 3 expectations as to what the demo etc. will cover. 2. After the demo. etc. has ended Present 3-4 questions that will help students review and organize what they observed and learned. Combine into groups of four and have them share answers. (Johnson, Johnson, & Smith 1998, p.3:29)

Double Entry Journal “When students can place content knowledge in a personal context, they are more likely to retain the information and be able to retrieve it”. Barbara Mills, 2002, p.2

Double Entry Journal Key PointsResponse Key points of an article, film, chapter, guest lecture. Can be written by faculty or by student. Students respond out of class, linking the point to other academic material, current events, or personal experiences opinions Adapted from Barbara Mills (2002)

Viterbo University School of Nursing N-451 Double Entry Journal-Transcultural Nursing Name_______________________________________ Key Points What is cultural competence? Population Specific Issues 1.Socioeconomic 2.Epidemiological 3.Outcome Resources: Responses

Complex Strategies Cooperative Groups

Cooperative Groups Encourage: All students to learn the material. Weaker students to request & receive peer coaching. Shyer or less able students to accept leadership roles. Barbara Mills, 2002

Considerations working with Cooperative Groups Peer and Self Assessment Team member name_________________ Your name_________________________ ExpectationPossible points (10 total) 1. Present and on time Own work completed Actively participates in the team process Respectful of team members 1 2

Considerations working with Cooperative Groups Group processing of behaviors and of social skills “Did all members of the group contribute?” What could be done next time to make the group function better? What were the most important things I learned today?

Considerations working with Cooperative Groups Three to Four Students/Group Explicit instructions Time frame communicated Group roles identified Facilitator- takes leadership and keeps the group focused and on track. Recorder- responsible for writing the group responses. Spokesperson- reports to the whole class as the opportunity is presented. Folder manager-makes sure all materials are completed and turns in folder at the end the class

Considerations working with Cooperative Groups Teacher selected vs randomly or student selected Remain together long enough to bond

Opportunities for the teacher Monitor group learning by moving group to group. Show interest in students’ progress Being perceived as approachable

Simpler Strategies Short Unstructured 4 Complex Strategies Longer in duration 1 Adapted from Sutherland, Bonwell (1996) Punctuated Lecture Cooperative learning groups Continuum of Active Learning Strategies Mid Level Strategies 2

Faculty will identify active learning strategies that could be used in their large classroom regardless of teaching style or course student learning outcomes.