1. Rules of Student Engagement: Active Learning Strategies
January 16, 2015

2. Welcome
Introductions
Agenda
Objectives
Tools

3. Section 1:
Identify challenges or frustrations you have experienced in engaging students in learning

4. What do all those words mean?

5. “Learning results from what the student does and thinks and only from what the student does and thinks. The teacher can advance learning only by influencing what the student does to learn.”
HERBERT A. SIMON, one of the founders of the field of Cognitive Science, Nobel Laureate, and University Professor (deceased) at Carnegie Mellon University.
(Ambrose, Bridges, DiPietro, Lovett, & Norman, 2010)

7. What is Learning? Learning is a process, not a product
Learning involves change in knowledge, beliefs, behaviors, or attitudes
Learning is not something done to students, but rather something students themselves do
(Ambrose, Bridges, DiPietro, Lovett, & Norman, 2010)

8. Flipped Homework Discussion

9. What is Active Learning?
Usually involves two key components introduced in the classroom – “doing” and “reflecting”
Students engage in activities that involve reading, writing, discussing or problem-solving
(Millis, 2012)

11. Research – Benefits of Active Learning
Increases student achievement academically (Nelson, 2010)
Helps address and change students’ misconceptions (Hake, 1998, 2002)
Can significantly improve recall of information (Prince, 2004)
Can foster more favorable attitudes toward learning (Springer, Stanne, Donovan, 1997)

12. Research – Benefits of Active Learning (cont.)
Can help develop critical thinking and problem-solving skills (Brookfield, 1987; Prince, 2004)
Promotes interpersonal relationships, improves social skills and fosters self-esteem (Prince, 2004)
Can influence students’ social integration, commitment to institution, and decision to remain in school (Braxton, Milem, Sullivan, 2000)
Note: Active learning may be more accurately considered an approach rather than a method, in order that the methods can be assessed separately and more accurate conclusions drawn (Prince, 2004).

13. Incorporating Active Learning into Lecture
At several points during lecture, stop and ask students to:
Answer a question
Sketch a flow chart, diagram, plot
Outline a problem solution
Solve all or part of a problem
Carry out all or part of a formula derivation
Interpret an observation
Critique a design or argument
Come up with a question
(Felder & Brent, 2003)

14. Incorporating Active Learning into Lecture
Pause Procedure – lecturer pauses periodically for 2 minutes and has students clarify their notes with a partner
Short-term and long-term recall of information significantly improved with pause procedure vs. straight lecture (Prince, 2004)

15. Examples of Active Learning Approaches for Individual Work
Minute paper
Direct paraphrasing
Application cards
Lecture summaries
Clicker Questions
Exam Wrappers
(Millis, 2012)

16. Examples of Active Learning Approaches for Pairs or Groups
Thinking-Aloud Pair Problem Solving (TAPPS)
Think-Pair-Share/Write-Pair-Share
Visible Quiz (Poor Teacher’s Clickers)
Send/Pass-a-Problem (Gallery Walks)
Case Study Discussions
(Felder & Brent, 2003; Millis, 2012)

17. Section 2:
Were there any ideas during the flipped homework or active learning discussions that you want to remember for your classroom?

18. Faculty Panel

19. Section 3:
What ideas were generated in listening to the faculty panel that might address some student engagement issues?

20. How to ask the right questions and elicit student responses

21. Section 4:
What could you implement in your classroom to improve questioning strategies and elicit student responses?

22. Breakout Sessions DELTA Labs Gallery Walk/Wikis Problem-Solving Ideas
Exam Wrappers
Tools of Engagement

23. Section 5:
What was useful to you from the break-out sessions you attended?

24. Putting it all together:
What changes do you want to make/steps you want to take ... and when?

25. Thank You for Attending!
Announcements
Faculty Calendar, certi.mst.edu
February 11, noon-1:30 p.m. – How to Get Students to Focus on Learning Instead of Grades – Dr. Saundra McGuire
March – Teaching and Learning Technology Conference
Please fill out an evaluation of the workshop!

26. For these and other active learning resources, go to ...

27. References
Ambrose, S.A., Bridges M.W., DiPietro, M., Lovett, M.C., & Norman, M.K. (2010). How Learning Works. San Francisco, CA: Jossey-Bass.
Braxton, J.M., Milem, J.F., & Sullivan, A.S. (2000, September/October). The influence of active learning on the college student departure process: Toward a revision of Tinto’s theory. The Journal of Higher Education, 71(5),
Brookfield, S.D. (1987). Developing critical thinkers: Challenging adults to explore alternative ways of thinking and acting. San Francisco: Jossey-Bass.
Felder, R. & Brent, R. (2003) Learning by doing. Chemical Engineering Education, 37(4), Retrieved Jan. 8, 2015, from
Hake, R. R. (2002). Lessons from the physics-education-reform effort. Ecology and Scoiety, 5(2), Article 28. Retried Jan. 8, 2014, from
Millis, B. J.. (2012). IDEA Paper #53: Active learning strategies in face-to-face courses, University of Texas at San Antonio. Retrieved Jan. 6, 2014, from
Nelson, C.E. (2010) Want brighter, harder working students? Change pedagogies! Some examples, mainly from biology. In B.J. Millis, Cooperative learning in higher education: Across the disciplines, across the academy (pp ). Sterling, VA: Stylus Publishing.
Prince, M. J. (2004). Does active learning work? A review of the research. Journal of engineering Education, 93(3), Retrieved Jan. 8, 2015, from
Springer, L., Stanne, M. E., & Donovan, S. S. (1997). Effects of small-group learning on undergraduates. In Science, Mathematics, Engineering and Technology, A Meta-Analysis. National Institute for Science Education, University of Wisconsin.