Learning Experiences using Active Learning MODULE 4 Learning Experiences using Active Learning This module will focus on the third stage of the Backward Design: defining learning experiences. 3rd 2nd 1st

The Backward Design 1st 3rd Define Learning Objectives Plan Learning Experiences Define Evidences of Learning and Assessment tasks Define Learning Objectives 3rd Review from module 1: The Backward Design is a course design methodology centered on students’ learning. It emphasizes the need to have a clear goal in mind. In other words, it reinforces the need of having objectives clearly defined before starting thinking what to teach and how to teach. As a result, the course will be designed according to what students should know, understand and be able to do by the end of the course, which are the learning objectives. Defining these learning objectives is the first stage of the methodology. The two following stages are to define the evidences of learning and assessment tasks, and to plan the learning experiences. How do these stages are related to each other? Each stage is dependent on the previous one, specially the first one, because the starting point for any design activity is “what are the objectives?” The purpose of any course activity will be to help students to reach the goal established in the learning objectives. 2nd 1st

Learning Objectives How to create a lesson plan? How to engage students in a course? What is the professor’s role in a learner-centered classroom? What is the purpose of using Active Learning? How to apply Active Learning to a course? By the end of the course, faculty will be able to: - Create a lesson plan Create class activities that will engage students in the course Analyze and asses class activities regarding their ability to engage students Define Active Learning and explain the purpose of using it Modify or produce activities that will actively involve students - Describe professors’ role in a learner-centered classroom

From Big Ideas to Lesson Plans Objectives What students should be able to know and do by the end of the course? Learning Goals Nature of the Content Learning Experiences Content Plan Content Plan: organize what you are going to teach LESSON PLANS Assessment Activities

From Big Ideas to Lesson Plans Learning Goals Objectives Nature of the Content BIG IDEA Content Plan What to teach? Main Idea behind the concepts and skills you want to teach How would you summarize this concept in one sentence?

From Big Ideas to Lesson Plans Nature of the Content Learning experiences LESSON PLAN What students should do to learn this concept or skill? What is the best way to provide this experience? See Perform Listen Talk Analyze Create Other… Create a context that will reproduce / illustrate the nature of the content Give students a role (thinking or acting) in this context Debrief: students should talk and reflect on the experience

Desired knowledge and skills Current knowledge and skills Lesson Plan Directions on how to help students to achieve the desired results Desired knowledge and skills Current knowledge and skills Lesson Plan

? To From Where to start? Who your students are? What are the course objectives? What do your students already know? What is the gap? How to bridge it? To ? From

First, learn about your students! K W In order to learn about the students, the professor should get information about students prior knowledge that are related to the course objectives. It can be done by applying a pre-test or ask students to write an essay explaining their background activities or experiences related to the course goal. In addition, professors should ask students about their expectations, interests and learning styles. Professors should ask students what questions they have and want to be answered and what is the best way to present those answers (lecture? Experiments? Projects? Etc). Those information are very important when developing class activities. By knowing what will catch students’ attention and how to do it, it is easier to plan engaging class activities. At last, professors should have clear in their minds what are the big ideas the course will provide students and how those big ideas are described in terms of learning objectives. By doing this diagnostic, professors will be able to plan classes that will take students from their current level of understanding to the one the course is aiming at. What do they Know? What do they Want to learn? What they should Learn? Then, create or adjust lesson plan to fulfill students’ needs!

Components of a Lesson Plan The lesson plan will follow the same path from backward design! Course number and name OBJECTIVES: Big Ideas Topic & Context Learning Objectives ASSESSMENTS: Performance Tasks Other formative assessment activities Reserve some time to self-assess your plan LEARNING ACTIVITIES: Time Teaching Method Professor Instructions and Student Learning Activities Material and Resources

Creating Learning Activities What students should do to achieve the desired results? “I hear, I forget I see, I remember I do, I understand” - Chinese Proverb Class activities should engage students! From “Understanding by Design”, Wiggins and McTighe

Students more responsible for learning Evaluation promotes learning Principles of LCT LCT strategies provide ways to engage students in active participation and to build their own understanding Shared power More development activities, teacher as facilitator Students more responsible for learning Evaluation promotes learning Less teacher control Less content coverage Less focus on teacher Less focus on grades Weimer, 2002

Perform authentic tasks How to engage students? By using LCT! Teaching approaches that creates learning environments to engage students to construct understanding based on: Create meaning Solve problems Apply concepts Real-life situations Relevant to students Perform authentic tasks Knobloch & Ball, n.d.)

What is the professor role in LCT environment? Professors should act as facilitators, encouraging students interaction and discussions Professors will: Prepare more class activities -> Students will construct their knowledge Prepare and give less lecture -> Interact more with students Create environment for interaction -> Manage class discussions (http://academic.pgcc.edu/~wpeirce/MCCCTR/weimer.htm)

LCT strategies were grouped into three approaches: LCT Approaches LCT strategies were grouped into three approaches: Which one should I use? It will depend on the learning experience needed to achieve the objective This Module: Active Learning

Active Learning Students should do more than simply listen to a lecture! Students should process and use the information in order to retain it Active Learning is “anything that involves students in doing things and thinking about the things they are doing” (Bonwell & Eisen, 1991)

Why Active Learning? Why is it important? The amount of information retained by students declines substantially after ten minutes of listening (Thomas, 1972) Students need to be physically and mentally involved in class activities to learn

Multiple Intelligences Learning requires multi-modal approaches! http://en.wikipedia.org/wiki/Theory_of_multiple_intelligences Bodily-Kinesthetic This area has to do with movement and doing. People are generally good at physical activities such as sports or dance. People who have this intelligence usually learn better by getting up and moving around. They may enjoy acting or performing, and in general they are good at building and making things. They often learn best by physically doing something, rather than reading or hearing about it. Those with strong bodily-kinesthetic intelligence seem to use what might be termed muscle memory. They remember things through their body such as verbal memory or images. They require fine motor skills that require dancing, athletics, surgery, craft and other movement functions. In artificial Intelligences programs are being developed to mimic the movement of athletics through games and other computer related items but they will not take the place of the actual movement of this inteligence physcially. Careers which suit those with this intelligence include athletes, dancers, actors, surgeons, builders, and soldiers. Although these carreers can be duplicated through vitual similation they will not produce the actual physical learning that is needed in this intelligence. [edit] Interpersonal This area has to do with interaction with others. People in this category are usually or extroverts and are characterized by their sensitivity to others' moods, feelings, temperaments and motivations, and their ability to cooperate in order to work as part of a group. They communicate effectively and empathize easily with others, and may be either leaders or followers. They typically learn best by working with others and often enjoy discussion and debate. The artificial intelligences for this intelligence can be excel. Although this is a feeling and emotional intellegences, with today computer and online material people can learn, relate, with each other. Web cam and other technical material has allowed people to function in this intelligence. The personal touch has to still be there to impliment these functions. Careers which suit those with this intelligence include politicians, managers, teachers, and social workers. [edit] Verbal-linguistic This area has to do with words, spoken or written. People with verbal-linguistic intelligence display a facility with words and languages. They are typically good at reading, writing,telling stories and memorizing words along with dates. They tend to learn best by reading, taking notes, listening to lectures, and via discussion and debate. They are also frequently skilled at explaining, teaching and oration or persuasive speaking. Those with verbal-linguistic intelligence learn foreign languages very easily as they have high verbal memory and recall, and an ability to understand and manipulate syntax and structure. This intelligence is high in writers, lawyers, philosophers, journalists, politicians and teachers. Artificial Intelligences can be used in this function with written litature from the intelligences, also though computers and other audio media to inhance the intelligence. [edit] Logical-Mathematical This area has to do with logic,abstractions,reasoning,and numbers. While it is often assumed that those with this intelligence naturally excel in mathematics, chess, computer programming and other logical or numerical activities, a more accurate definition places emphasis on traditional mathematical ability and more reasoning capabilities, abstract patterns of recognition, scientific thinking and investigation, and the ability to perform complex calculations. Many scientists, mathmaticians, engineers, doctors and economists function in this level of intelligences. This probably is the most usuable intellegence that can compare with the artificial intellengences. In our military, the government has used this intellignece in war, with the percision of finding enemy targets with mathmatiac calaculations. Engineers have used computer programs and robots to build and construct projects. Doctors have used robots to operate on patients during surgery. The stock market have used computers project the economy in the future. [edit] Naturalistic This area has to do with nature, nurturing and relating information to one's natural surroundings. This is the eighth and newest of the intelligences, added to the theory in 1999. This type of intelligence was not part of Gardner's original theory of Multiple Intelligences. Those with it are said to have greater sensitivity to nature and their place within it, the ability to nurture and grow things, and greater ease in caring for, taming and interacting with animals. They may also be able to discern changes in weather or similar fluctuations in their natural surroundings. They are also good at recognizing and classifying different species. "Naturalists" learn best when the subject involves collecting and analyzing, or is closely related to something prominent in nature; they also don't enjoy learning unfamiliar or seemingly useless subjects with little or no connections to nature. It is advised that naturalistic learners would learn more through being outside or in a kinesthetic way. The theory behind this intelligence is often criticized, much like the spiritual or existential intelligence (see below), as it is seen by many as not indicative of an intelligence but rather an interest. However it might have been a more valuable and useful intelligence in prehistoric times when humans lived closer to nature. Careers which suit those with this intelligence include scientists, naturalists, conservationists, gardeners and farmers. [edit] Intrapersonal This area has to do with introspective and self-reflective capacities. Those who are strongest in this intelligence are typically introverts and prefer to work alone. They are usually highly self-aware and capable of understanding their own emotions, goals and motivations. They often have an affinity for thought-based pursuits such as philosophy. They learn best when allowed to concentrate on the subject by themselves. There is often a high level of perfectionism associated with this intelligence. Careers which suit those with this intelligence include philosophers, psychologists, theologians, writers and scientists. [edit] Visual-Spatial Main article: Spatial reasoning This area has to do with vision and spatial judgment. People with strong visual-spatial intelligence are typically very good at visualizing and mentally manipulating objects. Those with strong spatial intelligence are often proficient at solving puzzles. They have a strong visual memory and are often artistically inclined. Those with visual-spatial intelligence are also generally have a very good sense of direction and may also have very good hand-eye coordination, although this is normally seen as a characteristic of the bodily-kinesthetic intelligence. Some critics [4] point out the high correlation between the spatial and mathematical abilities, which seems to disprove the clear separation of the intelligences as Gardner theorized. Since solving a mathematical problem involves reassuringly manipulating symbols and numbers, spatial intelligence is involved in visually changing the reality. A thorough understanding of the two intelligences precludes this criticism, however, as the two intelligences do not precisely conform to the definitions of visual and mathematical abilities. Although they may share certain characteristics, they are easily distinguished by several factors, and there are many with strong logical-mathematical intelligence and weak visual-spatial, and vice versa.[citation needed] Careers which suit those with this intelligence include artists, engineers, and architects. [edit] Musical This area has to do with rhythm, music, and hearing. Those who have a high level of musical-rhythmic intelligence display greater sensitivity to sounds, rhythms, tones, and music. They normally have good pitch and may even have absolute pitch, and are able to sing, play musical instruments, and compose music. Since there is a strong auditory component to this intelligence, those who are strongest in it may learn best via lecture. In addition, they will often use songs or rhythms to learn and memorize information, and may work best with music playing in the background. Careers which suit those with this intelligence include instrumentalists, singers, conductors, disc-jockeys, and composers. [edit] Other intelligences Other intelligences have been suggested or explored by Gardner and his colleagues, including spiritual, existential and moral intelligence. Gardner excluded spiritual intelligence due to what he perceived as the inability to codify criteria comparable to the other "intelligences". Existential intelligence (the capacity to raise and reflect on philosophical questions about life, death, and ultimate realities) meets most of the criteria with the exception of identifiable areas of the brain that specialize for this faculty.[5] Moral capacities were excluded because they are normative rather than descriptive.[6] Learning requires multi-modal approaches!

(Multiple Intelligences) Why Active Learning? Why does it help students to learn? Students who actively engage with the material are more likely to recall information (Bruner, 1961) Provide immediate feedback, raise questions, and make students think, building understanding Different people learn in different ways (Multiple Intelligences)

Active Learning Process A dynamic process! Multi-modal delivery Feedback Questions Understanding Knowledge Application Student’s existing knowledge Professor as facilitator

How to use Active Learning? Multi-modal delivery engages students in class activities that use multiple senses Visual Social Active Learning Visual: Real objects + technology Verbal: Professor interaction Engaging Lectures by including: Stories, analogies, examples, involving students Humor Giving the message meaning in a verbal way that connects with student personal interests and experiences. In this way, the message will be remembered Use sounds, music Kinesthetic: Touching Doing tasks with the body Doing demonstrations, performing a task Real-time feedback by professor: Use of technology (quizzes, clickers) Informal, formative exercises (used as review) Social: Peer-to-peer Listening and talking to each other Student interaction Verbal Real-time feedback Kinesthetic

Active Learning: Visual Visual Instruction + Analysis Show students: Videos Demonstrations Real objects Graphs / Diagrams / Pictures Animations / Flashes Use technology to present concepts: Animations / Flashes Simulation 3D images

Active Learning: Verbal Engaging Lectures! Story-telling Involving students in the story Teaching with enthusiasm Use: Analogies/metaphors Stories Real-life examples Teaching with songs

Active Learning: Verbal Communicate meaning, relevance Humor Communicate meaning, relevance Connects! Student’s mind Previous experiences Teaching in chunks Break lessons down into lessons segments (~10 min) and processing time (~2 to 10 min)

Active Learning: Social Peer-to-peer learning! Promotes Students’ interaction! In-class discussions In pairs With all students & professor as facilitator Think-pair-share In-class debates

Active Learning: Social Peer teaching or Collaborative Learning In-class small projects In-class small scenarios and discussion

Active Learning: Social Student-led review sessions Brainstorming Concept mapping Ask students to create visual representations of models, ideas and relationship between concepts + share + discussion Student-led review sessions

Active Learning: Real-time Feedback One-minute Paper / Essay: In-class writing One-minute Paper / Essay: Student will summarize last or current class, and write questions to be clarified Students will write down the key idea and what needs clarification Stump the professor Students will write down difficult questions about the content to ask the professor. The objective is to ask questions that the professor is not able to answer.

Active Learning: Real-time Feedback Review Games Games can include matching, mysteries, and group competitions (jeopardy, bingo)

Active Learning: Real-time Feedback Thumbs up / thumbs down / thumbs sideways or flash cards Ask students to agree disagree to a statement, problem solution and discuss their reasoning Use clickers to in-class quiz, student voting, opinion etc. Debriefing / reflection

Active Learning: Kinesthetic Learning by doing! Use the body! Perform a task Build models Build Models Role-playing Perform or review concepts

How to get started? What students should do to learn this concept or skill? What students should know and be able to do at the end of the class? It may require Active Learning, Inquiry Learning or Contextual Learning activities! Objectives & Learning Goals Nature of the Content Learning experiences LESSON PLAN How would you summarize this concept in one sentence? What specific activity professor could create that will provide students the right learning experience? What resources should be used?

How to get started? A Nutrition Example Objectives & Learning Goals Nature of the Content Learning experiences LESSON PLAN Describe and explain the digestion process Digestion is a process; a sequence of events Listen Show pictures or video while lecturing See Talk about it Peer-teaching, concept mapping Get involved in the process Build a model, role-play Review Quiz

Outcomes of each activity Desired Outcomes / Objectives 1 Desired Outcomes / Objectives Activity Create interest, present idea Memorize / Recall Clarify / internalize Process / digest the information Review / Reinforce Generate ideas Explain / communicate Draw conclusions Build confidence Connect / associate Practice application Develop a skill Get other student's view 2 xx x Use of visual aids xx x Story-telling x xx Involve students in the story xx x Teaching with enthusiasm xx x Use of songs

Outcomes of each activity Desired Outcomes / Objectives 1 Desired Outcomes / Objectives Activity Create interest, present idea Memorize / Recall Clarify / internalize Process / digest the information Review / Reinforce Generate ideas Explain / communicate Draw conclusions Build confidence Connect / associate Practice application Develop a skill Get other student's view 2 xx x Use of Humor x xx Communicate meaning, relevance xx x Teach in chunks x xx In-class discussion xx x In-class debates xx x Peer teaching

Outcomes of each activity Desired Outcomes / Objectives 1 Desired Outcomes / Objectives Activity Create interest, present idea Memorize / Recall Clarify / internalize Process / digest the information Review / Reinforce Generate ideas Explain / communicate Draw conclusions Build confidence Connect / associate Practice application Develop a skill Get other student's view 2 x xx In-class small projects x xx In-class small scenarios discussion x xx Brainstorming x xx Concept mapping xx x Students presentation

Outcomes of each activity Desired Outcomes / Objectives 1 Desired Outcomes / Objectives Activity Create interest, present idea Memorize / Recall Clarify / internalize Process / digest the information Review / Reinforce Generate ideas Explain / communicate Draw conclusions Build confidence Connect / associate Practice application Develop a skill Get other student's view 2 xx x In-class writing xx x Stump the professor xx Review games x xx Thumbs up/down x xx Quizzes x xx Debrief, reflection

Outcomes of each activity Desired Outcomes / Objectives 1 Desired Outcomes / Objectives Activity Create interest, present idea Memorize / Recall Clarify / internalize Process / digest the information Review / Reinforce Generate ideas Explain / communicate Draw conclusions Build confidence Connect / associate Practice application Develop a skill Get other student's view 2 x xx Build models x xx Perform a task xx x Role-playing Bottom line: different activities will lead to different outcomes! Depending on the nature of the task, different outcomes can be achieved.

Is my lesson plan engaging and effective? Is it providing students a path to achieve the objectives? W Where is it going? Why? T Tailor to students’ needs, interests and styles H Hook the students and Hold their attention E Equip students with opportunities to Experience and Explore the big ideas O Organize activities for maximum engagement and effectiveness R Provide opportunities to students to Reflect, Rethink and Revise E Evaluate work and their progress

From Big Ideas to Lesson Plans! Summary BIG IDEA From Big Ideas to Lesson Plans! Learning Goals Objectives Nature of the Content Learning Experiences Content Plan LESSON PLANS Assessment Activities

Learn about your students Plan activities that will bridge the gap Summary Learn about your students Plan activities that will bridge the gap Write your Lesson Plan

Activities are effective and engaging? Summary Which activities? Activities are effective and engaging? WHERE TO

Summary Active Learning Active Learning Visual Social Verbal Real-time assessments Kinesthetic

Learning Objectives How to create a lesson plan? How to engage students in a course? What is the professor’s role in a learner-centered classroom? What is the purpose of using Active Learning? How to apply Active Learning to a course?

References Understanding, Unpacking Standards, Big Idea, Essential Questions Wiggins, Grant and McTighe, Jay. Understanding by Design. 2nd Edition. ASCD, Virginia, 2005. Multiple Intelligences http://en.wikipedia.org/wiki/Theory_of_multiple_intelligences http://www.shapingyouth.org/blog/?p=2071 Active Learning: Creating Excitement in the classroom, by Charles C. Bonwell, Ph.D. Center for Teaching, Learning and Technology website, by Kathleen McKinney (http://www.cat.ilstu.edu/additional/tips/newActive.php)

References Review and Summary of Learner-Centered Teaching by Maryellen Weimer (http://academic.pgcc.edu/~wpeirce/MCCCTR/weimer.htm) Active Learning Strategies: http://www.phy.ilstu.edu/pte/311content/activelearning/activelearning.html http://activelearning.uta.edu/FacStaff/ALtechniques.htm http://www.vcu.edu/cte/resources/active_learning.htm http://www.thiagi.com/interactive-lectures.html