1. Creating Active Learning in the Classroom

2. Objective
For everyone to leave today’s session with at least two new ideas for creating more dynamic, interesting, and engaging classes…
where our students learn both the content and the skills that they need.
Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.

3. Agenda
Welcome
Creating Active Learning in the Classroom: Some Tips for Success
Context Setting
Class Preparation
Class Delivery
Continuous Improvement
Questions
Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.

4. Active Learning
Developing students knowledge, skills, and abilities by involving them in the learning process.
Creating high impact, interactive, classroom environments that enable, inspire and motivate students to learn.
Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.

5. Four Dimensions of the Teaching Process
Context setting
Class Preparation
Class Delivery
Continuous Improvement
Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.

6. Context Setting
Establishing norms, expectations, and ground rules to create a receptive, candid atmosphere that facilitates student interaction and engagement
Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.

7. Context Setting
Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.

8. Sample Student Information Card
Student Background Information
MGMT 1000: Fundamentals in Business
Name:
Address: Phone number:
Previous Educational Experience: (list most recent first)
Previous Work Experience: (list position, company, major responsibilities)
Current or Intended Major/Concentration:
Career Aspirations/Goals:
Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.

9. Context Setting, cont’d
Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.

10. Context Setting, cont’d
Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.

11. Preparing for Class
Developing a plan and a process for both what content is delivered in each class and for how that content is delivered
Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.

12. Preparing for Class
Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.

13. Preparing for Class, cont’d
Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.

14. Types of Delivery Modes
Chat with someone next to you.
Take 10 minutes to come up with a list of at least 5 different delivery modes.
Discuss tips for success including when and how you have used them in your classes.
Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.

15. “It’s not the strongest of the species that survives nor the most intelligent   but the one most responsive to change.” Charles Darwin
Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.

16. Preparing for Class, cont’d
Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.

17. Preparing for Class, cont’d
Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.

18. Sample Process Map
Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.

19. Preparing for Class, cont’d
Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.

20. Class Delivery
Facilitating a specific classroom session in an engaging manner that involves students in the learning process
Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.

21. Scenario
Every time you ask a question in class, the same small group of students answer and dominate the “airwaves”.
What can you do to change this classroom dynamic?
Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.

22. Scenario
There are several key takeaways from a specific class that you want students to leave with.
How do you emphasize the importance of these points and ensure students leave your class understanding their significance?
Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.

23. Class Delivery
Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.

24. Class Delivery, cont’d
Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.

25. Class Delivery, cont’d
Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.

26. Class Delivery, cont’d
Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.

27. Class Delivery, cont’d
Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.

28. Continuous Improvement
Obtaining non-verbal, verbal and written feedback from students either on the fly or in a systematic way to improve future classes and the course as a whole
Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.

29. Continuous Improvement
Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.

30. Continuous Improvement, cont’d
Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.

31. Sample One-Minute Memo
Fundamental Business Principles – MGMT 1020
Course Feedback
October, 200X
What is going well in this course?
(Topics, Content, Teaching Style, etc.)
What ideas do you have for improvement?
Be as bold, creative and explicit as possible.
Other comments:
Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.

32. One-Minute Memo: Analysis and Action
Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.

33. Other Examples of Feedback Sample Class-by-Class Feedback Questionnaire
Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.

34. Other Examples of Feedback, cont’d Sample Open-Ended Questionnaire
Midterm Feedback
MGMT 2000
Please take a few minutes to give me some feedback on this course to help me better plan our remaining classes. Do not hesitate to be critical; and please offer suggestions that you feel might improve the course.
1. Have you found the course to be well organized?   
2. Are you finding the course interesting? Is it meeting your learning objectives?
3. Have you found the readings valuable? Are you doing the readings regularly? Do you
find that the readings provide good background and preparation for class discussion?
4. Are the written assignments helpful?
5. Do you feel you have adequate opportunity to contribute to class discussion? 6. What ideas for improvement do you have?
7. Other comments?
Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.

35. Continuous Improvement, cont’d
Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.