1. Active Learning Strategies Mary Jo Self, Ed. D. College of Education Occupational Education/Career and Technical Education 1

2. Active Learning Strategies Active = engaged Learning = measurable or observable change Strategies = ways to do things In other words, what are ways to provide an environment where learning will take place? 2

3. Education in our Society Formal education Education for Earning a Living Education for Life Informal Education 3 Most Relevant

4. Skills of Effective Educators Quality planning Effective organization Providing positive environment Using proven techniques Professional behavior 4

5. Concept of Constructivism Focus is on a student-centered approach Learners connect new information with what they already know Not blank slates or empty vessels but rather learners who are active 5

6. Misconceptions Only the words I speak as a teacher are important. If I don’t teach it, they won’t learn it. I can fully prepare students for their future lives in this 3 credit hour course (or in their university academic careers) Student should learn information the same way I do as a teacher. My job is to put the information out there; up to the student to learn it. 6

7. Teaching is defined as.. The actions of someone who is trying to assists others to reach their fullest potential in all aspects of development. A building process much like the construction of a house or a wall. 7

8. 8

9. Three Part Process 1. Motivation 2. Curriculum Design 3. Learning Environment 9

10. 1. Motivation Self directed Can be related to a life change event (83%) “person’s life structure” When a need is perceived 10

11. 2. Curriculum Design Anchoring new information to old information/experiences Little patience with irrelevant or simply nice to know information Coping with uncertainty and change 11

12. 3. Learning Environment More flexibility; less rigidity Keep discussions civil; allow multiple perspectives One to one access to expert Not a sage on the stage but a guide from the side 12

13. 3. Learning Environment Context not content Personal traits of the educator Physical and psychological comfort Building bridges/connections 13

14. Learning Environment Easy access to comforts/amenities Balance of breaks, alternate activities with content Choices when appropriate Focus on learners Development of a ‘co-learning’ environment Expectations prior to the learning 14

15. To Review: Remember - - 1. Needs Assessment 2. Knowledge of students 3. Expectations of educator and students 4. Immediate relevance 5. Applicability of content 6. Physical comfort 7. Engaging students 8. Balance of activities 9. Skill level of educator 10. Evaluation and assessment to use in the future 15

16. 6 Strategies that Work 6 Strategies that Work 1. Needs assessment – self evaluations 2. Icebreakers – Bell Ringers 3. Free Writes 4. INSERT 5. Anticipation Guides 6. Graphic Representations 16

17. Strategy 1: Needs Assessment Helping the teacher to get a better idea of what is already known by the participants. Learning Equation: ◦ Learning = New Information + Connection to Previously Known Information 17

18. Remember Don’t single out a participant Use aggregate (group) data Use it for planning Use it for feedback and review at the end of instruction 18

19. Strategy #2: Icebreakers Getting to Know you Designed to break the ‘ice’ ◦ So What’s the Ice? Used to encourage students to relax and engage in the learning process Why use them: ◦ Students come from different backgrounds ◦ People need to bond quickly to work towards a common goals ◦ The topics you are discussing are new or unfamiliar to many people involved. 19

20. BTW: It is also a special-purpose ship or boat designed to move and navigate through ice covered waters Many, many great icebreakers exist: ◦ http://wilderdom.com/games/icebreakers.html http://wilderdom.com/games/icebreakers.html ◦ http://www.eslflow.com/ICEBREAKERSreal.ht ml http://www.eslflow.com/ICEBREAKERSreal.ht ml ◦ http://www.mindtools.com/pages/article/newL DR_76.html http://www.mindtools.com/pages/article/newL DR_76.html 20

21. Strategy #3: Free Writes Purpose: clarify thoughts, develop ability to communicate in written form How to do this: ◦ Provide the focus ◦ Set the time limit ◦ Make sure all are engaged ◦ May not stop writing ◦ Must write in complete sentences ◦ Can model for them ◦ Have students read if they would like ◦ Collect free writes ◦ Could read several out loud (anonymously) and share your own 21

22. Strategy #4: INSERT Interactive Notating System for Effective Reading and Thinking Purpose: improve comprehension while reading; being able to synthesize and evaluate ideas during reading. 22

23. How to use INSERT Provide guide for symbols Give reading to be completed As students read, the symbols are used – can be completed lightly in pencil; using post-it notes; pieces of notebook paper. 23

24. To Begin: Might use a check mark and question mark Put the chart on the wall or easily viewed location Use symbols appropriate to your teaching content: ◦ C = Cause; E =Effect ◦ F = Fact; O=Opinion 24

25. Next Steps: After students have read and used INSERT; Have small group or classroom discussion based on notations; Large group discussion and/or writing activity such as cubing. 25

26. INSERT 26 I agree. This confirms what I already knew. I have a question about this.

27. Other symbols 27 I really don’t understand at all!! This is important!

28. Strategy #5 – Anticipation Guides Used to help students’ anticipate instruction; Easily constructed Each statement concerns the important concept of the lesson All statements are plausible Each statement rephrases what the text says Some statements are worded in such a way as to provoke critical thinking about key concepts. 28

29. Strategy #6 – Graphic Representations Purpose: ◦ Preview; use prediction; read critically; visually represent text and use key vocabulary terms to show important relationships ◦ Sometimes called mind mapping or concept mapping ◦ Great study tools for students (and for teachers too!) 29

30. Needs Assessments Free Writes INSERT Anticipation Guides Graphic Representations Cubing 30

31. References Aslanian, C. & Brickell, H. (1980). Americans in transition: Life changes as reasons for adult Learning. New York, NY: College Entrance Examination Board. Beder, H. (1980). Reaching the hard-to-reach adult through effective marketing. In Reaching Hard-to-Reach Adults. New Directions for Continuing Education no. 8, Edited by G.G. Darkenwald and G.A. Larson. San Francisco, CA: Jossey-Bass, 1983. Brookfield, S. (1984). Self-directed adult learning: A critical paradigm. Adult Education Quarterly, 35, 59-71. Caffarella, R. & O’Donnell, J. (1987). Self-directed adult learning: A critical paradigm revisited. Adult Education Quarterly, 35, 59-71. Cross, K. (1981). Adults as learners. San Francisco, CA: Jossey-Bass. Darkenwald, G. (1984). Participation in education by young adults. New Directions for Continuing Education,, 15-28. Retrieved from http://search.proquest.com/docview/63451476?accountid=4117 Darkenwald, G. & Merriam, S. (1982). Adult education: Foundations of practice. New York, NY: Harper & Row. Gray, K. & Herr, E. (1998). Workforce education: The basics. Needham Heights, MA: Allyn & Bacon. Johnstone, J. & Rivera, R. (1965). Volunteers for learning: A study of the educational pursuits of American adults. Chicago, IL: Aldine. (7), 57-77. Retrieved from http://search.proquest.com/docview/203375582?accountid=4117.http://search.proquest.com/docview/203375582?accountid=4117 31

32. Kistler, M. (2011). Adult learners: Considerations for education and training. Techniques, 86 (2), 28-30. Knowles, M. (1970; 1980). The modern practice of adult education. New York, NY: Association Press. Levinson, D. & Levinson, J. (1996). The seasons of a woman’s life. New York, NY: Ballantine. Mannheim, K. (1952). The problem of generations. In Kecskemeti, P. (ed.), Essays on the Sociology of knowledge. London: Routledge & Kegan Paul, pp. 276-322. Meyer, L. (2005). Teach! The art of teaching adults. Hayward, CA: LAMA Books. Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco, CA: Jossey- Bass. Parry, E. & Urwin, P. (2009). Tapping into talent. London: CIPD. Stephey, M. (2008, April). Gen-X: the ignored generation? Time Magazine, pp. 1-2. Strauss, W. & Howe, N. (1991). Generations: the history of America’s future, 1584-2069. New York, NY: William Morrow. Zemke, R. & Zemke, S. (1988). 30 things we know for sure about adult learning. Training, 25 32

33. Quotable Where yesterday’s teacher used to be the leader and provider, today’s teacher is the catalyst and navigator. 33