1. Active Learning Conference, ARU 12th September 2017 Ellie Kennedy, NTU
Public Thinking
Active Learning Conference, ARU
12th September 2017
Ellie Kennedy, NTU

2. Session aims/outline
Explore ‘public thinking’ as a concept to describe a set of (already common) practices
Discuss benefits, examples, challenges
Do some public thinking
Discuss how public thinking might support disadvantaged students
Create an idea to take away

3. What is public thinking?
Students sharing ideas-in-development, work-in-progress, workings-out, etc. with one or more peers for discussion, critique and support May or may not involve the tutor Can be designed into in-session and pre-/post-session activities It isn’t: sharing polished work or giving a formal presentation

4. Public thinking
Vuopala et al notes that ‘Studies have indicated that in collaborative learning, well-performing groups elaborate further each other’s responses and ask complex questions, which refer to high levels of cognitive processing’ (Vuopala, 2016).
Integral to SCALE-UP and TBL
Activities and equipment designed to support sharing of work and ideas (‘workings-out’/ideas-in-progress)
Can be done without any specialist equipment or space
Critique and support from peers and tutor

5. Activity—thinking about public thinking (5 min)
In groups, choose one topic and brainstorm examples:
public thinking activities (real or hypothetical examples)
benefits of public thinking
tools to support public thinking
support to help students engage successfully in public thinking

6. Examples from SCALE-UP
Plenary. “Coach the students during activities by assisting them in answering their own questions and by letting students present their results to the class for review by instructors and peers as opposed to just telling students the answer.”
Small group. Groups who have completed a task successfully are sent to help groups that are struggling.
Individual. “At the end of a task, we will often stop class for a minute or two while students add comments to [a classmate’s] notes that specifically address the questions “what am I supposed to learn from this?” and “why are we doing this?” Requiring them to write these notes for their neighbors ensures they put careful thought into their work.”
Example from TBL?

7. Some tools to support public thinking
Whiteboards
Mirror from laptop or own device
Air drop from laptop
Tweet
Flipchart paper
Padlet
Shared document such as google docs
Others…

8. SCALE-UP layout and equipment
why round tables (or plectrum) and shared laptops & whiteboards
To foster collaboration, social setting (restaurant) the redesigned learning environment incorporates circular tables, shared networked laptops, whiteboards, and large screens to which student work can be projected and shared.
Round tables – restaurant style social setting - this is more about room layout to enable collaboration

9. Some benefits of public thinking
renders the enquiry process visible (in contrast to traditional lecture-homework model)
tutors can observe learning and identify sticking points
peers learn from each other’s successes
students more likely to share a question/problem in a small group of peers
timely formative feedback
safe to make and learn from mistakes
fosters skills in producing and applying feedback
builds positive relationships

10. Public thinking: possible challenges for students
Understanding aims & benefits
Passive versus active
How different to other modes of learning?
Engaging in activities
Public thinking: possible challenges for students
Understanding the task
Collaborative mind-set
Skills in reflection
Skills in peer teaching &
critique
Confidence using tools
If this is a shift learning approach students may feel challenged
Confidence to share unfinished work

11. HEFCE Catalyst Project NTU/ARU/Bradford
The programme aims to address barriers to student success by supporting 17 projects, 64 different HE providers funded through the Catalyst Fund.
The students most affected by differential outcomes are:
black and minority ethnic (BME) students
students from low socio-economic backgrounds
disabled students
mature students
These groups experience significant differences in levels of retention, attainment, progression to postgraduate study and progression into work.
Universal design: support all students. Catalyst project: roll out SCALE-UP/TBL to support all students, and thereby—it is hoped—narrow attainment disparities.

12. Activity—applying the concept of public thinking (10 min)
In pairs, think of an idea for a public thinking activity which a whole cohort could engage in and which could particularly support students from disadvantaged groups.
Prepare to share your idea via a public thinking tool.
(for one or more groups—not all)

13. Activity—obtaining and applying feedback (20 min)
Join up with another pair. Talk them through your idea for a public thinking activity and how it might particularly support students from disadvantaged groups.
The other pair plays the role of a critical friend, asking questions and raising challenges. Record your improved idea using your selected tool
Switch over so that both groups get to talk through their ideas.
Selected ideas presented in plenary
Play by ear—is there time for them to switch over at 3 so that both pairs get to give feedback on the others’ idea?
No. of ideas discussed in plenary will depend on time and no. of groups.

14. Further points to consider
ways to build student confidence to engage with public thinking activities
ways to encourage and support staff to incorporate more public thinking activities into their practice

15. References
Beichner, R. J et al (2007). The Student-Centered Activities for Large Enrollment Undergraduate Programs (SCALE-UP) Project (ONLINE).Available at: (Accessed 4/09/2017)
Centre for Academic Development and Quality. (2017). SCALE-UP Handbook. Nottingham: Nottingham Trent University
HEFCE (2015). Causes of differences in student outcomes. (ONLINE) Available at: (Accessed 4/09/2017)
HEFCE (2012). What Works? Student Retention & Success. (ONLINE) Available at: (Accessed 4/09/2017)
Thomas, et al (2017). ‘Building student engagement and belonging in Higher Education at a time of change: a summary of findings and recommendations from the What Works? Student Retention & Success programme’ (ONLINE) Available at: (Accessed 8/09/2017)
Vuopola, E et al (2016). Interaction forms in successful collaborative learning in virtual learning environments. (ONLINE) Available at: (Accessed 4/09/2017)