Active Learning during Lectures Presented by Jennifer Uhler University of Tartu Tartu, Estonia Seminars on Language Development and Intercultural Teaching April 13, 2007

Overview Actively learning about active learning Defining active learning A model for active learning Potential advantages and challenges

Icebreaker “Quickie 7” favorite type of reading material hot beverage entertainment preference vacation destinations preferred retirement age

Debrief What did you think when you saw different people in different sub-groups? Who surprised you in their choices? Who was predictable and unpredictable? How did people's behavior change in according to the different group categories? Who has knowledge or expertise or passion about something that we didn't realize before?

Inside-Outside Circle Read the quotations Which one do you relate to most? Why?

Think-Pair-Share Why are you attending this seminar? What is your teaching background?

Defining Active Learning Listen to the experts... What do they have to say about active learning? Take notes

Snowball definitions Define active learning Alone Pairs Fours Whole class

“University lecturers are expected to ‘combine the talents of a scholar, writer, producer, comedian, showman and teacher in ways that contribute to student learning’” (McKeachie, 1994 as cited in Fry, et. Al., 2005).

Cooperative learning Find at least 5 things your entire group has in common!

Buzz groups Quickly discuss in you groups some reasons why lectures are important in your discipline.

Lectures can… Provide new information, based on original research and generally not found in textbooks or other printed sources Highlight similarities and differences between key concepts Communicate the enthusiasm of teachers for their subjects Model how a particular discipline deals with questions of evidence, critical analysis, problem solving and the like Organize subject matter in a way that is best suited to a particular class and course objectives Dramatize important concepts and share personal insights Cashin (1985) as cited in Fry, H., Ketteridge, S., & Marshall, S. (2005). A Handbook for Teaching and Learning in Higher Education. London: Routledge.

A Model of Active Learning by L. Dee Fink (1999) Experience ofDialogue with DOING OTHERSOBSERVING SELF

Dialogue with Self Reflection “What do I think about a topic?” “How do I feel about this topic?” “What am I learning?” “How am I learning?” “What role does it play in my life?”

Dialogue with Others Partial  Lectures  Textbooks Dynamic/Active  Other students  Practitioners or experts  Inside or outside of class  Live, writing,

Observing Watching or listening someone “doing”  The instructor  Professionals  Observing phenomena Direct First hand Vicarious Books, movies, stories

Doing Direct  practicum Vicarious  Case studies  Mock trials  labs

Implementing the model Expand the kinds of learning experiences you create

Create small groups of students and have them make a decision or answer a focused question periodically, Find ways for students to engage in authentic dialogue with people other than fellow classmates who know something about the subject (on the web, by , or live), Have students keep a journal or build a "learning portfolio" about their own thoughts, learning, feelings, etc., Find ways of helping students observe (directly or vicariously) the subject or action they are trying to learn, and/or Find ways to allow students to actually do (directly, or vicariously with case studies, simulation or role play) that which they need to learn to do.

Take advantage of the power of interaction

Create a dialectic between experience and dialogue

Summary & Reflection List the exercises in our class so far Label them according to experience (doing/observing) and dialogue (self/other) How do they foster good learning in the university classroom?

Jigsaw Active learning activities

Whole group discussion What approaches have you used or experienced in lectures that you believe to encourage student learning? How can we help students make new meaning of the material presented to them?

Round-robin Potential educational advantages of interactive learning/collaborative learning/cooperation Be creative!

Potential challenges Read your problem Circulate to find your solution Share

Other challenges and concerns?

References and materials at seminars.jennu.net