1. Workshop # 3: Promoting Active Learning
Active Learning Initiative
Workshop # 3: Promoting Active Learning
Active Learning Initiative
College of Arts & Sciences
Fall 2013

2. Workshop #1: Examining How Students Learn
establishing a theoretical background and statistical support for active learning

3. From Workshop #1: How We Learn
We learn better in groups.
We desire to be active in decisions.
We attempt to connect new knowledge to current and past “real life” experiences.
We benefit from manipulating our environment.
We require multiple modes of communication.
We better retain knowledge from non-threatening environments.
Thurman, L. & Welch, G. (2000). Bodymind & Voice, Foundations of Education

4. Neuroscience and student learning
Emotion is the gatekeeper of learning
Intelligence is a function of experience
Personal meaning is the key to memory
Teachers influence input; students derive meaning
McGeehan J. (2001), Brain Compatible Learning

5. Workshop #2: Creating Student Learning Outcomes
defining clear, measurable goals for course material and student learning

6. From Workshop #2: Learning Outcomes: articulating our expectations
Clearly define the learning outcomes.
Select methods to achieve stated learning outcomes.
Assess student learning outcomes to verify that results match intentions.
Kennedy, Hyland, Ryan (2006) Writing and Using Learning Outcomes: A Practical Guide. Bologna Handbook C 3.4-1

7. Including students in creating outcomes
Are the outcomes clear to students?
How will the students demonstrate competency?
Are lectures/assignments/exams/grading consistent with outcomes?

8. “Learner-Centered” -- “Active Learning”
Fallacies of the “Learner-Centered” Message: --Teachers are self-centered--“teacher-centered” --Lectures are always problematic Intentions of the “Active Learning” Message: --Learning is a shared experience—teacher and student --Learning requires assertiveness among all parties --Learning requires cooperation – MORE WORK

9. Active Learning: Putting Students to Work
Applying “How We Learn” and SLOs
Moving student roles from “listeners” to “thinkers”—from passive to active
Implementing course strategies to “flip” classroom power structure
Releasing control of the material—from “talking” to “responding”

10. Principles of Active Learning
Prior knowledge affects acquisition
Organization of thinking impacts learning
Motivation can be cultivated
Learning requires repetition and feedback
Encouraging self-directed students helps develop critical thinking skills and deeper learning—beyond expediency of exams, etc.
Source: Ambrose, Bridges, DePietro, Lovett, and Norman (2010) How Learning Works
Ambrose, Bridges, DePietro, Lovett, and Norman (2010) How Learning Works

11. McGregor, J. (1990). Collaborative learning: Shared inquiry as a process of reform. In M. D. Svinicki (Ed.), The changing face of college teaching tips (pp ). San Francisco: Jossey-Bass.

12. Promoting Active Discussions
Think-Pair-Share (short term)
Step 1: Think in response to a specific prompt
Step 2: Pair with neighboring peer to discuss
Step 3: Share collaborative conclusions with class
Buzz Groups (short term)
Discuss course material from specific prompts in groups
Present conclusions to larger group or entire class
Analytical Teams (long term)
Discuss material from specific prompts in groups
NOTE: All active work requires specific tasks; shared responsibility; and problem solving tasks

13. A Sample of Collaborative Assignments
Quiz: adopt Think-Pair-Share approach
Pros and Cons? What is lost? What is gained?
Exam: adopt Analytical Teams to “write” a specified portion of the final exam
Project: allow collaboration for part or all of major assignments

14. Build an Active Assignment Goal: devise and write an effective assignment for eventual implementation by the end of the session
Think about your course and the possibilities for inclusion of an active learning activity. Write and Revise
Pair with colleague facing similar challenges regarding course context (by discipline, class size, and/or level)
Share with with peers in full-class discussion