ACTIVE LEARNING: A VERY BRIEF LOOK Barbra A. Roller, Ph.D. January 3, 2007 What is active learning? Why use active learning? What are some examples of active learning that I can incorporate into my courses?

Active Learning Quotes: All genuine learning is active, not passive. It is a process of discovery in which the student is the main agent, not the teacher. (Adler, 1982) Students learn what they care about and remember what they understand. (Ericksen, 1984) Learning is not a spectator sport. Students do not learn much just by sitting in class listening to teachers, memorizing pre- packaged 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, 1987)

The sort of teaching we propose requires that we encourage active learning and that we become knowledgeable about the ways in which our students hear, understand, interpret, and integrate ideas. (AAC task Group on General Education, 1988) One must learn by doing the thing, for though you think you know it---you have no certainty until you try. (Sophocles, 5 th century B.C.)

Obstacles or barriers preventing faculty from using active learning strategies You cannot cover as much course content in the time available There is a great deal of pre-class preparation involved Large class size prevents implementation of active learning strategies Most instructors think of themselves as being good lecturers There is a lack of materials or equipment needed for active learning activities Students resist non-lecture approaches

There are many risks involved. There are risks that students will not: Participate actively Learn sufficient course content Use higher order thinking skills Enjoy the activities There are also risks that the faculty member will not Feel in control of the class Feel self-confident Possess the necessary skills for this method Be positively viewed by other faculty members Be viewed by students positively, and receive poor evaluations

Selected Active Learning Strategies  Pause Procedure  Short Writes (includes summarizing the last lecture, journal entry, etc.)  Surveys or questionnaires  Un-graded quizzes  Think-Pair-Share (think about your answer, then pair up and share your response)  Brainstorming  Pairs or groups develop an outline of the lecture.  Structured group discussions with specific questions provided  Individual or group presentations

 Pairs or groups develop applications related to the lecture content  Students analyze something- such as a photo, cartoon, or problem

 Students work a problem, then evaluate each others’ work  Role playing a concept from lecture  Ask students to identify one question from the readings that they would like to have answered at the beginning of class  Round table exercise- write a response to a question, then pass it to the next person in the group until all have had a chance to comment on it  Have students work in small groups to make concept maps/flow charts showing relationships between concepts

Example of a Flow Chart

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 Have students work in small groups to complete a small mini-test (not graded)  Have students work in small groups to put a sequence of events in their proper order  If computers are used in the classroom or lab, have students find data about a particular topic and then share with the class, not only the data, but how it was obtained

Divide students into groups, and decide who the reporter is for the group. This can be by randomly giving out colored cards or playing cards in advance, or having them choose numbers and then calling out a number to be the reporter for the group Require students to figure out how to ‘act out’ a concept. This would follow the introductory information in a lecture. As examples in biology, I have students act out an action potential. Have a structured discussion following a film, but provide questions. I also provide a worksheet for students to complete while they watch the film.

Pose a multiple- choice question to the class. On the count of 3 have them hold up the appropriate letter (a-d) or colored index card. The same thing can be done for true/false questions. Multiple -choice questions can also be assigned individually for homework or for extra credit, and can then be used on exams. Have students outline the day’s lecture. They then discuss it with a partner. Have students form groups and write good multiple choice questions on a topic just discussed, or discussed in the previous class. Students then present these questions to the class (via overhead projector).

Use of “show and tell.” Students must be given a chance to touch, depending on subject material. Use of simulations. In biology there is incredible software for interactive simulations; also in many other disciplines Use of debate- students can be divided into teams to debate ethical issues Use of appropriate questioning Use of problem-solving either in groups, or individually. For example, I put up a problem, encourage them to talk with their neighbors, and then we go over the problem Send a problem (use of groups)

Use of games: Scavenger hunt Reaction Course Fishing for Connection (“Go Fish”) Deck consists of sets of 3 cards with some relationship to each other Jeopardy Who Wants to Be a Millionaire? Quizo  Quick Thinks: these are done to break up the lecture into small blocks o Select the best response o Correct the error o Complete a sentence o Compare or contrast o Support a statement o Reorder the steps o Reach a conclusion o Paraphrase the idea

Quick Thinks : these are done to break up the lecture into small blocks. Try to avoid lecturing >15 minutes at a time. Select the best response Correct the error Complete a sentence Compare or contrast Support a statement Reorder the steps Reach a conclusion Paraphrase the idea

Selected Active Learning sites:

Thank you for your active participation Barbra A. Roller, Ph.D.