2. 17-Jan-03 Redesigning the Lecture: Merging Active Learning with Electronic Response Systems James D. Myers & Erin A. Campbell-Stone Department of Geology and Geophysics University of Wyoming

3. Typical Large Introductory Class series of lectures during which instructor talks, students listen (hopefully) large, auditorium classrooms zero to minimal feedback during class summative assessments only

4. Lecture – Advantages/Usefulness communicate lecturer’s enthusiasm and interest cover large amount of information deliverable to large audiences (low cost/pupil) little risk or demand on students effective for listeners summarize information from multiple sources

5. Lecture - Disadvantages no feedback on student learning passive environment without intellectual engagement single learning pace and understanding level one learning style - auditory requires charismatic speaker cannot teach higher levels of thinking not suited for complex, abstract material

6. Lecture – Use It Correctly Use it to: –present lots of background information efficiently –Impart unique or new information –teach knowledge level –convey interest and enthusiasm Don’t use it to: –teach skills or higher levels of learning –present complex material –modify attitudes

7. Lecture – How to Modify It change from passive to active learning environment increase student-instructor and student- student interaction during lecture provide formative assessment – soon and often engage everyone in the class – not just the “responders”

8. Active Learning – What? Why? What is it? –activities that actively engage students in the learning process Why use it? –more likely to internalize, understand and remember material (Bonwell & Sutherland, 1996) –learn best when intellectually engaged

9. Active Learning – Techniques interactive lectures (Frederick, 1987) small work groups (Frederick, 1987; Bekken, 1995) problem solving/critical thinking exercises (Frederick, 1987; Dupre and Evans, 2000) whole class debate (Frederick, 1987) simulations (Frederick, 1987) role playing (Frederick, 1987) concepTest (Mazur, 1997) image analysis (Reynolds and Peacock, 1998) think-pair-share (Macdonald and Korinek, 1995) Venn diagrams (McConnell, 2001)

10. Active Learning – ConcepTest form of peer instruction exposes difficulties in understanding involves students in learning focuses attention on concepts forces students to think about arguments enables students and instructor to access understanding

11. Active Learning – ConcepTest: Procedure students given multiple choice question 1-2 minutes to formulate answer answer question spend two or three minutes discussing answers in groups attempt to reach group consensus reaffirm/change answer

12. Active Learning – ConcepTest: Example This cross section through the crust shows a series of sedimentary units and igneous bodies. Assuming the sedimentary layers are not overturned, which is the oldest unit shown? 1.A 2.B 3.C 4.D 5.F

13. Active Learning – Image Analysis procedure –show a photograph, video, panorama –pose question –students answer question in 2-10 minutes depending upon difficulty –work alone –entire class derives answer characteristics –introductory –short (10-15 minutes) –not graded –guide how to proceed with lecture

14. Active Learning – Image Analysis: Observation The texture of this igneous rock is: 1.porphyritic 2.glassy 3.vesicular 4.aphanitic Based on the texture of this rock, it is: 1.intrusive 2.extrusive

15. Active Learning – Image Analysis: Prediction Given the porosity and permeability of this aquifer, the cone-of-depression around this well will be: 1.deep and narrow 2.shallow and wide 3.deep and wide 4.shallow and narrow

16. Active Learning – Think-Pair-Share procedure –present problem –students discuss problem for 10-15 minutes –answer questions purpose –introduction –summary

17. Lecture Sessions - Types expository: typical lecture enhanced: mini-lectures separated by active learning tasks focused: active learning class session focused on single concept/technique

18. Lecture Sessions - Expository Instructor talks, students listen passive environment benefits –low “risk” for students –provides breather –easy fall back position

19. Lecture Sessions - Expository introduce ourselves describe regional, national or international geologic events discuss local, state or national policy issues related to geology cover information/topic not in textbook tie current events to subject

20. Lecture Sessions – Enhanced: Purpose series of mini-lectures refocus attention activities occupy only 5-10 minutes combine formative assessment and/or active learning exercises done individually or in pairs/groups type of activity varied

21. Lecture Sessions – Enhanced: Timeline MinutesActivity 15Mini-lecture on permeability and porosity 10ConcepTest dealing with cone-of- depression 15Mini-lecture on types of aquifers 10Think-pair-share dealing with groundwater recharge

22. Lecture Sessions - Focused focused on a single concept/technique employs multiple active learning tasks think-pair-share always important a worksheet is completed individually and turned in occupies entire class period maximum of one focused lecture per subject topic

23. Lecture Sessions – Focused: Functions summation: used to wrap up a topic, e.g. structural geology extension: introduces concept not previously covered in reading, lab or lecture application: applies previously learned principles/concepts to new situation

24. Active Learning – Level of Success student involvement grew during semester improved performance on exams for students attending lecture

25. Active Learning: Enhancing with CRS better in class feedback on student learning ability to “chunk” lectures more effectively reduction of administrative tasks and paper collection permanent quantitative record of student performance more focused assessment of effectiveness

26. CRS Lectures – Expository: Example uses CRS for: –opinion surveys –knowledge assessment benefits –no right/wrong answer –provides attendance data –refocuses students without “risk” on their part

27. CRS Lectures – Enhanced: Example mini-lectures separated by active learning tasks –tasks use CRS topic: groundwater timeline –Mini-lecture: The Water Table –Quick-Thinks (CRS) –Mini-lecture: Aquifers and Aquicludes –ConcepTest – Artesian Wells (CRS)

28. CRS Lectures – Focused: Example topic: structural geology function: summation timeline –introduction –terminology review (CRS) –vertical motion problem –map details quiz (CRS) –map exercise –core-information exercise –wrap-up (CRS)

29. Summary active learning makes lecture time more effective –engages student’s brain –keeps them focused on task –breaks monotony students need to “adjust” lecture behavior electronic response systems improve the delivery and effectiveness of active learning CRS benefits: –ensures all students participate –provides quantitative formative & summative assessment –reduces administrative overhead