Faculty Perceptions about Barriers to Active Learning

Slides:



Advertisements
Similar presentations
Common Core State Standards for Mathematics: Rigor Grade 2 Overview.
Advertisements

Confirming Student Learning: Using Assessment Techniques in the Classroom Douglas R. Davenport Dean, College of Arts and Sciences Truman State University.
Addressing Content Elements 1-3 Part #1
Alternative Strategies for Evaluating Teaching How many have used end-of-semester student evaluations? How many have used an alternative approach? My comments.
11 Habits of Highly Effective Students.  Professors aren’t “teachers” for a reason: learning YOUR job!  Do the math: 65% of college academic work is.
Dr. Hari Singh School of Business Humboldt State University.
Leadership for Learning
PULSE: Partnership for Undergraduate Life Sciences Education Facilitating Students Success in the Classroom Through Course Transformation.
Smarter Together! Rigorous Mathematics for All Students through Complex Instruction Marcy Wood Teaching, Learning, and Sociocultural Studies
Article Critique Morgan Coates Jenn Hartnett. Overview  Algebra concepts should be incorporated with elementary and middle school mathematics  Math.
Smarter Together! Rigorous Mathematics for All Students through Complex Instruction Marcy Wood Teaching, Learning, and Sociocultural Studies
K-12 Math Education: A University View Professor Clifford Mass Department of Atmospheric Sciences University of Washington Bellevue Math Program.
Peer-Led Team Learning: A Model for Enhancing Student Learning Claire Berardini & Glenn Miller Third Annual Faculty Institute Pace University.
What are Learning Styles?
Test Preparation Strategies
Blended Courses: How to have the best of both worlds in higher education By Susan C. Slowey.
Techniques for Improving Student Learning Outcomes Lynn M. Forsythe Ida M. Jones Deborah J. Kemp Craig School of Business California State University,
Outline/Summary/Critique Tips Tyler Hawkins ELI 100(3) Fall 2001.
Student Centered Learning
International Conference on Enhancement and Innovation in Higher Education Crowne Plaza Hotel, Glasgow 9-11 June 2015 Welcome.
Name : Muhammad Iskandar Bin Nordin Student ID : Course : EDU 555 Curriculum and Instruction Prepared for : En. Mohamad Hisyam Ismail Name :
SSE3312 UNIVERSITY OF CENTRAL FLORIDA ALL INFORMATION IN THIS PRESENTATION TAKEN FROM “ELEMENTARY SOCIAL STUDIES” WRITTEN BY JUNE R. CHAPIN Introduction.
Scientific Inquiry: Learning Science by Doing Science
What are Learning Styles?
Teaching Democratization by being democratic Some ideas on teaching methods.
What should teachers do in order to maximize learning outcomes for their students?
©2003 Pearson Education, Inc., publishing as Longman Publishers. Study Skills Topic 13 Preparing & Taking Exams PowerPoint by JoAnn Yaworski.
Implementing Active Learning Strategies in a Large Class Setting Travis White, Pharm.D., Assistant Professor Kristy Lucas, Pharm.D., Professor Pharmacy.
“Would Someone Say Something, Please?” Increasing Student Participation in College Classrooms Jane L. Kenney & Padmini Banerjee Presented by Amy Stonger.
To Think Or Not To Think: That Is The Question Abstract Year after year, teachers recognize that many of their students lack critical thinking skills or.
Jan. 19 th DART STATEMENTS I can identify the weight of the Explore test on K- PREP. I understand my responsibility or role with the preparation.
Chand Chauhan Yvonne Zubovic FACET Retreat May18, 2013.
CONTEMPLATION, INQUIRY, AND CREATION: HOW TO TEACH MATH WHILE KEEPING ONE’S MOUTH SHUT Andrew-David Bjork Siena Heights University 13 th Biennial Colloquium.
What tests do they have to sit? Why are SATs important? How does the school prepare my child for SATs? How can I help my child?
Standards For Teacher Preparation. What do you see in the previous slide? Students who are ready to answer the question? Students who are listening and.
Journal 9/3/15 What helps you learn new and difficult concepts? What activities helped you learn in other classes? Take two minutes to think on your own,
Lack of Learning or Lack of Studying? An Inquiry into Low Exam Scores Katherine M. Sauer Metropolitan State College of Denver February.
S&T Student Course Evaluations: Beyond Question 7 – Part 2 Dan Cernusca, Ph.D. Instructional Design Specialist Missouri University of Science and Technology.
A free-to-share educational resource designed and presented by Stephen Nalder.
Traditional vs. Alternative Assessment
Effective Assignments: Facilitating Learning. Higher Education’s Dark secrets  Despite our rhetoric about teaching higher order skills—critical thinking.
Fraser TEACH © 2011 McGraw- Hill Higher Education. All rights reserved. Chapter 2 Good Teaching: What Is Its Impact?
NESCent Postdoc Professional Development Series on Effective Teaching and Learning Session 7 – Testing, Assessment and Grading October 20 th, 2006 NESCent.
California Educational Research Association Annual Meeting Rancho Mirage, CA – December 5, 2008 Hoky Min, Gregory K. W. K. Chung, Rebecca Buschang, Lianna.
Project Based Learning Protect the Environment and Live Well Denise Tallakson June 2014.
Enhancing students’ sense of responsibility in learning by a weekly reflection activity.
Mrs. Garner Study Skills.  SGXs SGXs.
Patrik Hultberg Kalamazoo College
Junior TEAM Time October 21, Navy Survey  Complete Survey and turn in to your advisor  Answer question 4! Yes – recruiter will follow up with.
The Use of Formative Evaluations in the Online Course Setting JENNIFER PETERSON, MS, RHIA, CTR DEPARTMENT OF HEALTH SCIENCES.
North Carolina’s READY Initiative to Prepare Students for College and Career.
TRAINING GTA S TO USE EVIDENCE- BASED PRACTICES 9 January 2016 Mary E. Pilgrim & Jessica Gehrtz Colorado State University.
Instructional Design and Delivery Dr. Balaa Krishnan
Introduction to Teaching Chapter 2. Objectives I can: – Examine the beliefs of beginning teachers – Explain differences in traditional and alternative.
Mission Success By: Anthony Anderson Industry Initiatives for Science and Math Education (IISME) 2014 Summer Fellowship at Lockheed Martin Space Systems.
Peer-Led Team Learning University of West Georgia.
Peer-Led Team Learning Workshop Chemistry at UWG “Pilot” project with workshops during Grant and full-fledged program in PLTL Program.
A Flipped Classroom: Engaging Students In and Out of the Classroom
Rachel Glazener, Assistant Professor Natural and Behavioral Sciences
Teaching Undergraduate Statistics without Math
Introduction to Teaching
The University of Texas-Pan American
Field Experiences and Clinical Practice
Initial Findings about Graduate Teaching Assistants’ Training Needs to Foster Active Learning in Statistics Kristen E. Roland and Jennifer J. Kaplan.
Notetaking and Study Skills
Problem Based Learning
Teaching Styles.
Scientific Teaching: Perspectives from an Early Career Teacher
Critically Evaluating an Assessment Task
Higher Standards and fewer failures?
Presentation transcript:

Faculty Perceptions about Barriers to Active Learning Joel Michael Analysis and Critique

Traditional Teacher’s Role Teacher in front of class Writes on blackboard Students write Emphasizes rote memorization Memorize facts Students do not talk

Active Learning From Paper “Active learning involves building, testing, and repairing one’s mental model of what is being learned” What does this mean?

Active Learning Teacher interacts more with students Get students involved in learning process Ask questions Class discussion on material Emphasizes how to use knowledge Use vivid examples Students more likely to remember Students tend to forget a lot of rote memorization!

Active Learning The author assumes this is a better teaching style Is it better? How would you measure this? Tests may reflect the teacher’s style

Active Learning Education is moving in this direction in U.S. May be good for many business and introductory courses Courses with advance math This teaching style may be harder to apply I usually spent a week trying to understand advance mathematics

Active Learning Some courses require rote memorization History Times, Names, Events, etc. Political Science Structure of Gov., Leaders, etc. Higher level history and political science courses could use more active learning Students need a foundation of basic knowledge

Active Learning Word used often is facilitated Teacher facilitates learning Used in University of Phoenix

Barriers to Active Learning Author lists many barriers to this teaching style Student Barriers Faculty Barriers Pedagogical Barriers I critiqued some of them

Barriers to Active Learning Students Students do not know how Students do not know how to prepare for lectures Students will not do it Student heterogeneity Heterogeneity means students have different ethnic and social backgrounds How? Possible richer discussions

Barriers to Active Learning Students Reason for barrier Students are used to traditional style of teaching since school Rote memorization dominates education in U.S. Grades 1 – 12

Barriers to Active Learning Faculty Requires more preparation time Teacher has less control of classroom Colleagues do not use this method

Barriers to Active Learning Faculty Poor student evaluations From experience Evaluations tend to correlate with the grades Better grades leads to better evaluations

Barriers to Active Learning Faculty “Lack of teacher maturity” Have no idea Usually teacher is more mature than students Faculty reward structure Teachers usually have fixed salaries Could be bonus for good test scores Teachers do not know how to do it

Barriers to Active Learning Pedagogical Issues Pedagogical – teaching Classrooms do not lend to this style Classrooms are inanimate Takes too much time and content suffers Student assessment is more difficult Give same tests Class size

Barriers to Active Learning Pedagogical Issues Difficult to predict outcomes Difficult to ensure “quality control” Each class, students learn the same material

Barriers to Active Learning Pedagogical Issues Not enough resources Teachers always complain about this Standard class times A class is 50 minutes

Criticism Do you have any complaints about article? Is it a good article?

Criticism Author never defines active learning! He gave some vague definition Psychologists are very good at doing this! Along with economists, etc.

Criticisms Valid Criticisms Students are used to traditional style Faculty are used to traditional style As a person gets older, the less likely they can change Some faculty do not like questions Students may ask a question that the professor does not know

Criticisms “Quality Control” Some criticisms are ludicrous! Dynamics of classroom could change with different students I had classes that were fun and some classes I did not like Valid criticism Some criticisms are ludicrous!

Criticisms More preparation time Classroom size In the beginning, teachers may need more time to prepare As they get used to it, it becomes easier Learning Curve Classroom size Bigger the classroom, the more difficult Also true for rote memorization

Criticisms If active learning works, then use it. It also depends on instructor’s personality

Barriers to Active Learning Faculty Teachers may not implement active learning U.S. Federal and states gov.s are passing laws Many students are behind Many U.S. schools are weak Laws make the teacher responsible for students’ scores on national tests National tests Determine how well student’s scored compared to the national average

Barriers to Active Learning Faculty I do not like this Forces teachers to emphasize test scores Teacher has to focus on material for national exam I do not think it is the teacher’s fault! Thus, teachers are not likely to switch to active learning Teachers are not likely to experiment with new method School is more worried about test scores.

References Michael, Joel. 2007. “Faculty Perceptions about Barriers to Active Learning.” College Teaching 55(2): 42-7.