1. Active Learning: Rethinking Our Teaching to Promote Deeper Learning
In this workshop, we will engage with best practice teaching pedagogies that promote active learning.
Presented by Ken Silvestri, CFE Instructional Designer

2. LEARNING OUTCOMES
After participating in this workshop on active learning, you will be able to:
Distinguish between active learning and passive learning
Create a plan for integrating and facilitating active learning strategies in the classroom
(3) Use some common and simple active learning strategies in your teaching
(4) Draw upon some instructional technologies and applications to
support the use of active learning strategies

3. OVERVIEW Why Active Learning What is Active Learning
How to Integrate Active Learning
How technology enables active learning
Source: Kenneth J. Silvestri Wordle

4. WHY ACTIVE LEARNING No Active Learning Active Learning
34% Failure Rate
22% Failure Rate
+6% better on examinations
Source: Freeman et al. (2014) Active learning increases student performance in science, engineering, and mathematics. PNAS, June 10, 2014, vol. 111, no. 23

5. Attention Span = 10-20 Minutes
WHY ACTIVE LEARNING
INFORMATION
ENGAGEMENT
10-20 Minutes
Attention Span = Minutes

6. WHAT IS ACTIVE LEARNING?
Image Source: Wikipedia

7. WHAT IS ACTIVE LEARNING?
THINK: Take 2 minutes to think about what active learning means to you PAIR UP: Turn to the person next to you and discuss your ideas SHARE: Have one person share your thoughts with the larger group
Image Source: Wikipedia Commons

8. WHAT IS ACTIVE LEARNING?
PROBLEM SOLVING
INTERACTING
DISCUSSING
DOING/
ENGAGING
REFLECTING
TEACHING
APPLICATION
ACTING

9. WHAT IS ACTIVE LEARNING?
BLOOM’S TAXONOMY
Higher Order Thinking Skills
“Students that are engaged in more activities than just listening. They are involved in dialog, debate, writing, and problem solving as well as higher order thinking, e.g. analysis, synthesis, evaluation, and creating” - Bonwell and Eison, 1991
”ZONE OF DEEPER LEARNING”
Source: David Bloom
Lower Order Thinking Skills

10. HOW: INTEGRATING ACTIVE LEARNING
50 Minute Lecture
5 Minute Thinking or Reflection Activity
Introduce New Topic or Revisit Previous Topic Minutes
Group Discussion or Application Activity Minutes
Introduce New Topic Minutes
5 Minute Reflection Activity
75 Minute Lecture: In-Depth Group Activity Minutes

11. HOW: INTEGRATING ACTIVE LEARNING
GROUP DISCUSSION ACTIVITY: Take 5-7 minutes to discuss active learning strategies that could fit in the active learning lecture model. SHARE: Make sure one person writes down a list of strategies to share with the larger group.

12. STRATEGY OUTCOME Jigsaw Ask Before You Tell Think-Pair-Share
Activation of prior knowledge
Ask Before You Tell
Explaining, Discussion, and Collaboration
Think-Pair-Share
Peer Instruction, Evaluating, and Synthesizing
Jigsaw
Case Studies/Problem-Solving
Real-World Relevancy, Analyzing, and Application
Reflection on the learning process
One-Minute Paper

13. HOW: PREPARE YOUR STUDENTS
Why Active Learning
Start Early – Day One
Start Small
Team-Building

14. HOW: INTEGRATING ACTIVE LEARNING
More Time
Less Time

15. HOW: TECHNOLOGY AS ENABLER
Manageable chunks targeting 1-2 concepts
Provide descriptive titles and running times
Add closed captioning and transcripts to make sure content is accessible
10:00
0:00/10:00 CC

16. HOW: TECHNOLOGY AS ENABLER
FORMATIVEFEEDBACK
ONLINE QUIZZES
PREPARED STUDENTS

17. HOW: TECHNOLOGY AS ENABLER
Encourages participation
Prompt feedback
Facilitate higher order thinking skills and deeper learning
Image Source: iclickers.com

18. HOW: LARGE ENROLLMENT COURSES

19. HOW: LARGE ENROLLMENT COURSES
INDIVIDUAL
PAIR
GROUP
THINK-PAIR-SHARE
ONE-MINUTE PAPER
ACTIVE DEBATE
PAIRED JIGSAW
NOTE SHARING
iCLICKERS

20. HOW: ACTIVE LEARNING FOR ONLINE COURSES
MODULE 1 – TOPIC A
OVERVIEW AND OUTCOMES
INSTRUCTOR COMMENTARY– TEXT OR RECORDED MINI LECTURES
READINGS, EXTERNAL LINKS, AND VIDEOS
LOW STAKES QUIZ/ASSESSMENT
SHORT ANSWER QUESTION/REFLECTION
MODULE 1 – TOPIC B
INSTRUCTOR COMMENTARY– TEXT OR RECORDED MINI LECTURES
READINGS, EXTERNAL LINKS, AND VIDEOS
SHORT ANSWER QUESTION/REFLECTION
LOW STAKES QUIZ/ASSESSMENT
DISCUSSION

21. HOW: ACTIVE LEARNING FOR ONLINE COURSES
LESS ADVANCED
ADVANCED
Eye Anatomy Lesson

22. HOW: ACTIVE LEARNING FOR ONLINE COURSES
Target higher order thinking skills
Build around an activity
Role playing, provide examples or lists, problem to solve
Group discussions and assign roles to students
Build connections to the real world, prior knowledge, and experiences
ACTIVE LEARNING DISCUSSIONS
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MOD 1 TOPIC - ACTIVE LEARNING
Professor Silvestri posted September 22, 2016
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23. ONE-MINUTE PAPER
1:00
INSTRUCTIONS: Take one minute to reflect on what you learned and write down one thing from this workshop that you can try in a course that you teach.

24. ACTIVE LEARNING RESOURCES

25. REFERENCES
Bloom B. S. Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. (1956) New York: David McKay Co Inc.
Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the
classroom. ASHE-ERIC Higher Education Report No. 1. Washington, D.C.: The George Washington University.
Freeman et al. (2014) Active learning increases student performance in science, engineering, and mathematics. PNAS, June 10, 2014, vol. 111, no. 23
Miller, Michelle D. (2014) Minds Online: Teaching Effectively with Technology. Harvard University Press
Rose, D. & Meyer, A. Teaching Every Student in the Digital Age: Universal Design for Learning. (2002). ASCD:
The Instructor’s Guide to Course Facilitation & Facilitation, Minnesota State University, [updated, 2015]

26. QUESTIONS ?

27. Kenneth Silvestri, M.S. Ed Tech Instructional Designer
MONTANA
STATE UNIVERSITY
Kenneth Silvestri, M.S. Ed Tech
Instructional Designer
Center for Faculty Excellence
Montana State University
318 Montana Hall
Bozeman, MT 59717
Tel (406)
Mountains & Minds