1. ACTIVE LEARNING:Teaching For Ownership & Assessment Randy Burke Hensley University of Hawaii at Manoa CBIT2005: Preconference Seminar Randy Burke Hensley University of Hawaii at Manoa CBIT2005: Preconference Seminar

2. AGENDA  Information Literacy Standards  Elearning Issues  Ownership  Impediments to Elearning  Active Learning Model  Assessment  Bain/Resources/Follow-up  Information Literacy Standards  Elearning Issues  Ownership  Impediments to Elearning  Active Learning Model  Assessment  Bain/Resources/Follow-up

3. DEFINING ACTIVE LEARNING  Strategies and Techniques for Involving and Engaging Students  Pedagogical Approaches(Repertoire)  Student Centered Approach to Content  Process  Strategies and Techniques for Involving and Engaging Students  Pedagogical Approaches(Repertoire)  Student Centered Approach to Content  Process

4. INFORMATION LITERACY STANDARDS (INQUIRY)  DETERMINE WHAT INFORMATION IS NEEDED  ACCESS THE NEEDED INFORMATION EFFECTIVELY AND EFFICIENTLY  EVALUATE INFORMATION AND ITS SOURCES CRITICALLY  INCORPORATE SELECTED INFORMATION INTO ONE’S KNOWLEDGE BASE  USE INFORMATION EFFECTIVELY TO ACCOMPLISH A SPECIFIC PURPOSE  UNDERSTAND THE ECONOMIC, LEGAL, AND SOCIAL ISSUES SURROUNDING THE USE OF INFORMATION AND ACCESS AND USE INFORMATION ETHICALLY AND LEGALLY  DETERMINE WHAT INFORMATION IS NEEDED  ACCESS THE NEEDED INFORMATION EFFECTIVELY AND EFFICIENTLY  EVALUATE INFORMATION AND ITS SOURCES CRITICALLY  INCORPORATE SELECTED INFORMATION INTO ONE’S KNOWLEDGE BASE  USE INFORMATION EFFECTIVELY TO ACCOMPLISH A SPECIFIC PURPOSE  UNDERSTAND THE ECONOMIC, LEGAL, AND SOCIAL ISSUES SURROUNDING THE USE OF INFORMATION AND ACCESS AND USE INFORMATION ETHICALLY AND LEGALLY

5. ELEARNING ISSUES  LEARNING STYLES  ENGAGEMENT  FEEDBACK  PERSONALITY  LEARNING STYLES  ENGAGEMENT  FEEDBACK  PERSONALITY

6. ACTIVITY  CHOOSE SOME CONTENT TO SUBJECT TO ACTIVE LEARNING RE-DESIGN  CHOOSE ARENA FOR ACTIVE LEARNING TO OCCUR[elearning, classroom]  WRITE IT DOWN AND DISCUSS WITH SOMEONE IN ROOM  CHOOSE SOME CONTENT TO SUBJECT TO ACTIVE LEARNING RE-DESIGN  CHOOSE ARENA FOR ACTIVE LEARNING TO OCCUR[elearning, classroom]  WRITE IT DOWN AND DISCUSS WITH SOMEONE IN ROOM

7. OWNERSHIP(justifying active learning)  Diane F. Halpern. “To the University and Beyond: Teaching for Long-term Retention and Transfer.” Change. July/August 2003. Pages 37-41.  The single most important variable in promoting long-term retention and transfer is PRACTICE AND RETRIEVAL  VARYING THE CONDITIONS under which learning takes place makes learning harder for learners but results are better  Learning is generally enhanced when learners are required to take information that is presented in one format and “represent” it in an ALTERNATIVE FORMAT  Diane F. Halpern. “To the University and Beyond: Teaching for Long-term Retention and Transfer.” Change. July/August 2003. Pages 37-41.  The single most important variable in promoting long-term retention and transfer is PRACTICE AND RETRIEVAL  VARYING THE CONDITIONS under which learning takes place makes learning harder for learners but results are better  Learning is generally enhanced when learners are required to take information that is presented in one format and “represent” it in an ALTERNATIVE FORMAT

8. HALPERN, continued  What and how much is learned in any situation depends heavily on PRIOR KNOWLEDGE AND EXPERIENCE  Learning is influenced by both our students’ and our own EPISTEMOLOGIES  EXPERIENCE ALONE is a poor teacher  Lectures work well for learning assessed with recognition tests but WORK BADLY FOR UNDERSTANDING  THE ACT OF REMEMBERING ITSELF influences what learners will and will not remember  LESS IS MORE, especially when we think about long-term retention and transfer  WHAT LEARNERS DO determines what and how much is learned, how well it will be remembered, and the conditions under which it will be remembered  What and how much is learned in any situation depends heavily on PRIOR KNOWLEDGE AND EXPERIENCE  Learning is influenced by both our students’ and our own EPISTEMOLOGIES  EXPERIENCE ALONE is a poor teacher  Lectures work well for learning assessed with recognition tests but WORK BADLY FOR UNDERSTANDING  THE ACT OF REMEMBERING ITSELF influences what learners will and will not remember  LESS IS MORE, especially when we think about long-term retention and transfer  WHAT LEARNERS DO determines what and how much is learned, how well it will be remembered, and the conditions under which it will be remembered

9. ACTIVITY  Write down an impediment to active learning on the card provided  Let it go for now  Write down an impediment to active learning on the card provided  Let it go for now

10. RANDY’S ACTIVE LEARNING MODEL  EXPERIENCE  PRACTICE  APPLICATION  Talking, Writing, Using, Thinking  EXPERIENCE  PRACTICE  APPLICATION  Talking, Writing, Using, Thinking

11. ACTIVITY  Develop an active learning technique for your content and arena  Discuss in small groups  Choose one re-design your group likes for sharing with larger group  Larger group identifies alternative approaches  Develop an active learning technique for your content and arena  Discuss in small groups  Choose one re-design your group likes for sharing with larger group  Larger group identifies alternative approaches

12. ASSESSMENT REQUIREMENTS the word according to Heide and Henderson, Active Learning in the Digital Age Classroom  STUDENTS NEED TO KNOW WHAT IS BEING ASSESSED AND WHY IT IS IMPORTANT  STUDENTS REQUIRE MORE THAN ONE OPORTUNITY TO DEMONSTRATE ACHIEVEMENT OF KNOWLEDGE AND SKILLS  ASSESS BOTH PRODUCT AND PROCESS  ASSESSMENT IS AN ONGOING PART OF CLASSROOM LEARNING EXPERIENCES  EVALUATION IS THE TEACHER’S RESPONSIBILITY  STUDENTS NEED TO KNOW WHAT IS BEING ASSESSED AND WHY IT IS IMPORTANT  STUDENTS REQUIRE MORE THAN ONE OPORTUNITY TO DEMONSTRATE ACHIEVEMENT OF KNOWLEDGE AND SKILLS  ASSESS BOTH PRODUCT AND PROCESS  ASSESSMENT IS AN ONGOING PART OF CLASSROOM LEARNING EXPERIENCES  EVALUATION IS THE TEACHER’S RESPONSIBILITY

13. ASSESSMENT LEVELS  SELF  PEER  TEACHER  SELF  PEER  TEACHER

14. DESIGNING ASSESSMENT the world according to Deb Gilchrist  WHAT DO YOU WANT THE STUDENT TO BE ABLE TO DO?  WHAT DOES THE STUDENT NEED TO KNOW IN ORDER TO DO IT WELL?  WHAT ACTIVITY WILL FACILITATE THE LEARNING?  HOW WILL THE STUDENT DEMONSTRATE THE LEARNING?  HOW WILL YOU KNOW THE STUDENT HAS DONE IT WELL?  WHAT DO YOU WANT THE STUDENT TO BE ABLE TO DO?  WHAT DOES THE STUDENT NEED TO KNOW IN ORDER TO DO IT WELL?  WHAT ACTIVITY WILL FACILITATE THE LEARNING?  HOW WILL THE STUDENT DEMONSTRATE THE LEARNING?  HOW WILL YOU KNOW THE STUDENT HAS DONE IT WELL?

15. RUBRICS  DEGREES OF QUALITY: excellent, good, fair poor  DEGREES OF QUANTITY: many, some, few, none  DEGREES OF FREQUENCY: always, usually, sometimes, never  DEGREES OF EFFECTIVENESS: highly, effective, minimally, ineffective  DEGREES OF UNDERSTANDING: thorough, substantial, incomplete, misunderstanding  DEGREES OF QUALITY: excellent, good, fair poor  DEGREES OF QUANTITY: many, some, few, none  DEGREES OF FREQUENCY: always, usually, sometimes, never  DEGREES OF EFFECTIVENESS: highly, effective, minimally, ineffective  DEGREES OF UNDERSTANDING: thorough, substantial, incomplete, misunderstanding

16. MY BIG FAT POINT  ACTIVE LEARNING APPROACHES CAN BE ASSESSMENT METHODS  ACTIVITY: describe how you will assess your re-design using Gilchrist’s five questions  ACTIVE LEARNING APPROACHES CAN BE ASSESSMENT METHODS  ACTIVITY: describe how you will assess your re-design using Gilchrist’s five questions

17. IN SUMMARY K.BAIN “What Makes Teachers Great” Chronicle of Higher Education 4/9/04. The Chronicle review. Vol. 50, Issue 31, Page B7.  GET STUDENTS’ ATTENTION AND KEEP IT  START WITH STUDENTS RATHER THAN THE DISCIPLINE  SEEK COMMITMENTS(EXPECTATIONS)  HELP STUDENTS LEARN OUTSIDE OF CLASS  ENGAGE STUDENTS IN DISCIPLINARY THINKING(MODALITIES OF PROBLEM-SOLVING  CREATE DIVERSE LEARNING EXPERIENCES  GET STUDENTS’ ATTENTION AND KEEP IT  START WITH STUDENTS RATHER THAN THE DISCIPLINE  SEEK COMMITMENTS(EXPECTATIONS)  HELP STUDENTS LEARN OUTSIDE OF CLASS  ENGAGE STUDENTS IN DISCIPLINARY THINKING(MODALITIES OF PROBLEM-SOLVING  CREATE DIVERSE LEARNING EXPERIENCES

18. IMPEDIMENTS TO ACTIVE LEARNING CARDS  IDENTIFYING STRATEGIES

19. RESOURCES  Ken Bain. What the Best College Teachers Do. Harvard University Press. 2004  Ann Heide and Dale Henderson. Active Learning in the Digital Age Classroom. Heinemann. 2001  Maryellen Weimer. Learner-Centered Teaching. Jossey- Bass. 2002  Ken Bain. What the Best College Teachers Do. Harvard University Press. 2004  Ann Heide and Dale Henderson. Active Learning in the Digital Age Classroom. Heinemann. 2001  Maryellen Weimer. Learner-Centered Teaching. Jossey- Bass. 2002

20. How Will You Change?  Complete the Handout  I Will Contact You in Six Months  Complete the Handout  I Will Contact You in Six Months