THE INTERACTIVE CLASSROOM: USING ACTIVE STRATEGIES Michelle M. Byrne PhD, RN, CNOR, CNE Professor of Nursing University of West Georgia Sue E. Bingham PhD, RN, CNE Professor of Nursing Clayton State University

Introductions

WELCOME!!!! Describe fundamental concepts used to engage students Differentiate student centered and teacher centered activities Participate in active learning strategies Integrate classroom assessment techniques in your teaching practices.

National Initiatives “The explosion of knowledge and decision- science technology also is changing the way health professionals access, process, and use information. No longer is rote memorization and option.” The Future of Nursing: Leading Change, Advancing Health (Institute of Medicine, 2011)

National Initiatives “Teachers must change their assumptions about teaching and their approach to fostering student learning in four ways…” 1. Shift from decontextualized knowledge to teaching salience, situated cognition, and action 2. Shift from separation of classroom and clinical education to integration of classroom and clinical teaching 3. Shift to an emphasis on multiple ways of thinking which include critical thinking 4. Shift from socialization and role taking to role formation The Carnegie Foundation for the Advancement of Teaching: Educating Nurses: A Call for Radical Transformation (2010) Benner, P., Sutphen, M., Leonard, V. & Day, L.

Cognitive psychology (2014)

Reflective 3 minute paper Please write down how you learn best.. Think of past experiences in nursing of learning something difficult Cognitive, Affective, Psychomotor

Pair-Share Talk to a neighbor… are there similarities or differences to how you learn the best….

Constructivism BuildingGrowing

Constructivism Assumptions Learning is an active search for meaning Meaning requires understanding wholes as well as parts Students use past experiences to perceive the world Purpose of learning is for individuals to construct their own meaning not memorize Knowledge is created Brandon & All (2010)

Myths/Illusions of Learning Reading, reading, and re-reading Overconfidence Intelligence is fixed Memory is infallible Learning styles are fixed and predictive

Claims made in Make it Stick Learning is deeper and has increased durability when students struggle. We are poor judges of when we are learning… struggles are part of the process. Re-reading is not a productive strategy. Retrieval practice is more effective than re-reading. Spacing out practice (interleave) leads to increased learning.

More claims… You do not need to learn in your preferred learning style... “Go wide” Extracting underlying principles and rules will lead to more learning… All new learning requires prior knowledge. Learning = brain changing and adapting

How learning occurs Encoding Consolidation Retrieval

Re-reading Time-consuming Does not lead to durable memory Leads to self-deception… increased familiarity can lead to false sense of mastery.

To learn= retrieve Repeated retrieval… embeds knowledge Brain reacts before the mind thinks… Space out retrieval… allowing some time to forget.. Leads to stronger long-term retention. Effortful and repeated

Reflection… (a form of retrieval) What happened? (description) What did I do? (or not do) What was the outcome? What would I do differently in the future?

Reflection…… what is that?

What is reflective learning? Reflection Critical Reflection Emotional Intelligence Active Learning Critical Thinking

Theoretical Underpinnings Theory of Knowing – John Dewey Experiential Learning – David Kolb

Zabrowski & Slaski – Theory of Self-Awareness

Incorporating Reflective Learning in Nursing Three Loop Approach (Aronson, 2010) Analyze & Reframe Experience Identify Reasons Question Underlying Frameworks

How To Incorporate Reflective Learning In Nursing Education 1. Define reflection 2. Decide on learning goals for reflective exercise 3. Choose an appropriate instructional method (structured vs. unstructured) 4. Make a plan for ethical or emotional dilemmas 5. Create a conducive learning environment 6. Provide feedback and follow-up (Aronson, L., 2010)

Critical incident technique (Brookfield, 2006) At what moment in class were you most engaged? At what moment were you most distanced? What action by anyone in the room this week did you find most affirming or helpful? What action did you find most confusing or intimidating? What surprised you most about the class this week?

Learning journals (Brookfield, 2006) Integrates the emotional aspects of learning… What were my greatest emotional moments in my learning? What do I feel proudest of? What was I most dissatisfied with? He uses a Critical Incident Technique… Provides feedback to teacher as well as promote reflective learning…

Some Methods of Reflection Journaling Group Discussion Critical Incident Analysis Learning Diaries Photo Journals Critical Reflection Blogs Audio or video Journals

Summary: Mastery of Content The possession of ready knowledge and conceptual understanding of how to use it Concept based curricula Active student learning/engagement

What does student engagement mean? “Engaged students really care about what they’re learning; they want to learn.” “When students are engaged, they exceed expectations and go beyond what is required.” “The words that describe student engagement to me are passion and excitement.” Barkley, 2010

Promoting Synergy between Motivation and Active Learning Creating a sense of classroom community Helping students work at their optimal level of challenge Teaching so that students learn holistically

Fostering Motivation Expect engagement Develop & display qualities of engaging teachers Use behaviorist-based strategies to reward learning rather than behavior Use praise & criticism effectively Attend to students’ basic needs so that they can focus on higher-level needs required for learning Promote student autonomy Teach things worth learning Integrate goals, activities, and assessment

Motivation Craft engaging learning tasks Incorporate competition appropriately Expect students to succeed Help students expect to succeed Try to rebuild the confidence of discouraged and disengaged students

Student Engagement Techniques Category I – techniques to engage students in learning course-related knowledge Knowledge, skills, recall, and understanding Analysis and critical thinking Synthesis and creative thinking Problem solving Application and performance

Category II – developing attitudes, values, and self-awareness as learners Attitudes and values Self-awareness as learner Learning and study skills

Research Game

Role Play

Active concept mapping On your sticky pad.. Identify as many barriers as you can to implementing active teaching/learning strategies.

Case Studies

CLASSROOM ASSESSMENT TECHNIQUES (CAT)

Characteristics of CAT Learner centered Teacher directed Mutually beneficial Formative Context specific Ongoing Quick Foundational for respect and trust (Angelo & Cross, 1993)

Teaching/Learning

Bloom’s taxonomy

Memory Matrix PerioperativePre-OpIntra-opPost Op Informed Consent Time Out Aldrete Scale Surgical counts Latex allergy screen

Minute Paper

Muddiest Point

Paraphrasing In 2-3 sentences, paraphrase what you have learned about the advantages of providing hospice home care over hospital care to a lucid, dying patient. In 2-3 sentences, share how you would tell a 13 year old sexually active teen her pregnancy test was positive.

Opinion Polls Clicker Raise hands Red-Yellow-Green cards Cell phone polls

Key concepts for teaching excellence (Bain, 2004) Knowledge is constructed not received. Mental Models change slowly Questions are crucial Caring is crucial

Good Teachers: Really want to be good teachers. Take risks Have positive attitudes Never have enough time. Think of teaching as a form of parenting. Try to give students confidence. Try to keep themselves and students off balance. Try to motivate students. Listen to their students

Good teachers: Accessible Available Approachable Enthusiastic Energetic Excited

Confidence in the Classroom Be confident Love what you do Be outcome oriented Teach less-facilitate Enthusiasm & energy Use active learning strategies regularly Don’t be a perfectionist Authentic Embrace feedback