1. Successful Active Classroom Activities: Assessment of Effectivenessjv
Julia VanderMeer, PhD
Marieke Kruidering, PhD
Katherine Hyland, PhD
University of California, San Francisco

2. Workshop materials are available online at

3. Creative Commons Licensejv

4. Workshop Goals
Identify successful elements of an active learning session
Assess the effectiveness of an active learning session mk
“Learning” by Becris/ CC

5. Overview 9:15-9:25 Introduction & Rationale 9:25-9:35
SG1:Elements of successful AL
SG2: Evaluating AL effectiveness
Evaluation Rubric
View video clip & Evaluate
Large group/ Small Group
Report Back / Discussion
Wrap up/Check-out
9:15-9:25
9:25-9:35
9:35-9:55
9:55-10:05
10:05-10:30
10: :40
10:40-10:45
Intro = each introduce self, julie introduces web site
Goals+ overview (3-4) = MK
Rationale (slides 5-11) = KH
BS1 - Elements of AL (12) = KH
BS2 - Evaluating effectiveness (13-14) = JV
Rubric intro and background (15) = JV
Exercise 1 (16) = MK (try for 15 min)
Exercise 2 (17) = KH
Report back (18) = KH
Check out (19) = MK

6. Why use Active Learning?
Enhanced understanding & retention
Elevate level of learning: application, problem solving, transfer knowledge
Online materials allow for asynchronous learning
edit
Icon by Duke Innovation Co-Lab/public domain

7. Active Learning helps students progress through stages of learning
Behavior
Does
Shows How
Cognition
Knows How
ACTIVE LEARNING, allows learners to process information, synthesize and apply it, - to progress through the “stages of learning” and be ready to use that information in practice.
illustrated here in Miller’s Pyramid (as known in educational literature) are the (4) phases of the learning process. gives a framework for teaching and developing courses – need to progress through the different stages in order to master the content
The first two phases - knows and knows how - are cognition based, the 2nd two phases, shows how and does, are behavior based
A course/program should incorporate all 4 stages and move the learner up the pyramid, so the knowledge is completely integrated and can serve as the basis to learn new material
Small group learning allows students to apply what they learned in lecture and in readings etc, and shift from the cognitive domain to the behavioral domain - allows them to SHOW HOW to their classmates, and be able to DO on their own (e.g. in clinic)
(See one, do one, teach one!)
Knows
Miller’s Pyramid
Liz Armstrong, Harvard Medical International, & Crossley J, Humphries G, Jolly B. “Assessing Health Professionals” Med Educ 2002; 36:

8. Do you currently use any active learning in your teaching?
Poll Everywhere:
Do you currently use any active learning in your teaching?
Yes, I routinely use AL techniques
Yes, I’ve tried using AL once or twice
No, I have not yet used AL techniques, but plan to do so
No, I do not plan on using AL techniques
Poll Everywhere

9. Notes from session: Do you use active learning? responses

10. Poll Everywhere:
What techniques have you used in your teaching? Free-write for 30 seconds Share your favorites in the poll [free response]

11. Notes from session: What active learning techniques do you use
Notes from session: What active learning techniques do you use? responses

12. A Spectrum of Activities…
Think/Pair/Share
Muddiest Point
Audience Response System
Defining Features Matrix
Cases
Problem Based Learning
At this point we are 30 min in ..
Van Amburgh JA, Devlin JW, Kirwin JL, Qualters DM. A Tool for Measuring Active Learning in the Classroom. American Journal of Pharmaceutical Education. 2007;71(5):85.

13. Brainstorm 1 (in groups of 3-4) 5 minutes discuss, 5 minutes share back
What are the outcomes of a successful Active Learning session?
What challenges prevent success?
Ten minutes & ten so now we are 50 minutes into workshop

14. Notes from session: Brainstorm 1 – What are the outcomes of an successful active learning session? responses

15. Brainstorm 2
(in groups of 3-4)
What aspects of Active Learning would you want to evaluate?
Consider Before, During and After the classroom session
Write each aspect on its own post-it note
Based on your vision of a successful AL session, or your experience with potential pitfalls, brainstorm in your groups of 3-4:
Consider how you would assess a successful AL session, and what aspects of AL would you want to specifically evaluate?

16. Place your sticky notes under the appropriate categories:
Learner preparation and accountability 
Content level and Scaffolding
Supporting and assessing learning
“Exercise” by Creative Stall, PK/CC

17. Notes from session: Brainstorm 2 – What aspects of an active learning session do you want to evaluate? responses
Learner Accountability and Preparation:
Student time – efficient? Productive?
Teamwork
Level of participation
Appropriateness of pre-class work
# of students doing other things (phones, etc.)
How they engage with the pre-course material, is it effective learning
Degree of preparation (x2)
Pre-work, what is the value?
Time required for prep: does input (prep work) equal or exceed output?
Degree of engagement (individual & across groups)

18. Notes from session: Brainstorm 2 – What aspects of an active learning session do you want to evaluate? responses
Content and Scaffolding:
Faculty comfort
Student satisfaction with content and delivery
Assesment alignment with open ended content
Quality of preparation materials (x2)
Consistency between evaluation tools and methods of teaching
Degree of teamwork
Where are the knowledge gaps

19. Notes from session: Brainstorm 2 – What aspects of an active learning session do you want to evaluate? responses
Assessing and supporting student learning:
Learning – short term, long term, application
Using milestones model to give feedback
A continuum
Formulate evaluation feedback to introduce to develop
Efficiency
Survey student satisfaction
Survey faculty satisfaction
Quality of feedback to and amongst students
Perceived added value of flipped activity over traditional lectures
Hoe does learning in one active session connect/prepare learners for other learning
Learner fun/engagement (x2)

20. Highlights from published AL evaluation rubrics
How much time with students speaking?
Alignment to course assessment
Blooms level - high level versus low level
Explicit connection to prior knowledge
Students explain answers and logic
Feedback on answers (correct & incorrect)
Accountability (points; attendance, projects)
julie

21. Lets use our tool! Exercise 1
Example of weekly wrap-up session from Renal course
Integration of physiology, biochem, pharm
View short video clip – available on web site
Use rubric to assess the in-class interactions (in your groups) MK
“Co Creation Workshop” by Yu Iuck, KR/ CC

22. Using the assessment rubric – Exercise 2
Mendelian Genetics TBL
Review powerpoint
Use rubric to assess
(in your groups)
Note: The full powerpoint for this exercise will not be available online after the WGEA meeting to keep the content hidden for future classes. The overview and video clip will remain online.
“Participatory Workshop” by Yu Iuck, KR/ CC

23. Report back Were you able to effectively evaluate the session?
What else would you need?
How did your team rate this session?
What was easy to evaluate?
What was most useful in the rubric?
Lessons learned? JV

24. Notes from session: Suggestions of other areas to add to rubric
Is the instructor flexible in the teaching plan and able to adjust the level of the content up or down according to how the class responds to questions?
Is the session meeting students’ learning needs? Beyond alignment to learning objectives, is it a format that suits the content?

25. Check-out
What is one thing you learned from this workshop that you’ll bring back to your institution to apply?
“Checked” by Gregor Cresnar/ CC

26. Be ACTIVE In your Teaching!!
Thank You!
Be ACTIVE In your Teaching!!