Strategies for Active Teaching and Learning

1
Strategies for Active Teaching and Learning

• Effective Teaching and Learning Department
• instructionaltech_at_baker.edu

2
Background Knowledge Probe

• Write your definition(s) of active learning on
  the provided form

3
Outcomes

• Contrast traditional teaching with active
  learning
• Employ models for lesson planning and design
• Develop strategies for increasing student
  motivation and retention
• Review different types of activities for active
  learning
• Explain how to use scaffolding, sequencing, and
  modeling to support student performance

4
Student Centered Learning

• To achieve student-centered learning, faculty
  members do
• Fewer learning tasks for students
• Less telling students do more discovering
• More design work
• More modeling
• More to get students learning from and with each
  other
• More work to create climates for learning
• More with feedback

5
Applications Matrix

• Background knowledge probe
• Three-step Interview
• Visible quiz
• Jigsaw groups
• Pair review

6
Surface Learning

• Identification, memorization, and recall of facts
• Frequently short term learning cramming for a
  test
• Generally associated with Blooms Taxonomy at
  level 1 and/or 2
• Knowledge
• Comprehension

7
Deep Learning

• Indicates an understanding of complex processes,
  getting to the how and why
• Linked to existing knowledge and relate to other
  contexts
• Associated with Bloom at levels 3 and above
• Application
• Analysis
• Synthesis
• Evaluation

8
Three Step Interview Activity

• Part One (5 minutes)
• Select a partner
• Interviews
• Part Two (5 minutes)
• Form groups of 4 by pairing with another pair
• Share the results of your interviews
• Part Three (5 minutes)
• Select best example from the larger group
• Share with entire session

9
Review Background Knowledge Probe

• Trends or commonalities
• Preconceptions and misconceptions about active
  learning

10
Visible Quiz

• Verify that you have the following letters
• A
• B
• C
• D
• T
• F

11
True or False

• One of the major changes to occur in higher
  education in the last decade is the belief that
  students gain more from the course when the
  instructor uses active learning techniques.

12
True or False

• When an instructor lectures (shares or recites
  his/her knowledge) the students learn more than
  when they are made to discover knowledge for
  themselves.

13
Multiple Choice

• The average person learns how many new words in a
  typeical college career?
• A) 1,000
• B) 5,000
• C) 10,000
• D) 20,000
• Henry, 2004

14
Multiple Choice

• Children (up to age 10) learn how many new words
  through everyday conversation annually?
• A) Less than 100
• B) 100 to 999
• C) 1000 to 4999
• D) 5000 or more

15
Requirements for Deep Learning

• Motivational context
• Active learning
• Interaction with others
• A well-structured knowledge base

16
Instruction for Deep Learning
ACTIVATION
PRESENTATION
LEARNER GUIDANCE
REFLECTION
APPLICATION
INTEGRATION
17
Learning Activities

• Activation
• Presentation of information
• Application
• Reflection
• Learner guidance and support

18
Preparation Groups

• Task
• Learn one new active teaching technique
• Plan how you will teach it to other members of
  the session in 3-4 minutes
• Time 15 minutes
• Materials Session handout or any necessary
  additional materials

19
Teaching Points

• Identify 3-5 main points about the technique you
  want to convey to other participants
• Determine a teaching strategy or methodology you
  will use to teach what you just learned
• Prepare visual aids, if appropriate
• Check for activity in methodology

20
Teaching/Learning Groups

• Form a new group of 4-5
• Take turns conducting the lesson you created in
  your preparation group

21
Discussion

• What did you think about this activity in
  general?
• Was there added pressure because you knew you
  would be teaching others?
• How could you do it differently?
• What other techniques now interest you?

22
Content and Problem-based Activities

• Content-based
• Activity focus on learning new content
• Terminology
• Procedures
• Problem-based
• Activity focused on applying content to a
  problem, issue, or task

23
Scaffolding and Sequencing

• Scaffolding
• Performance aids for the student
• Sequencing
• Increasing task difficulty
• Decreasing scaffolding

24
Lesson Planning

• In-Class Activities
• Activation task (15 minutes)
• Content (75-175 minutes)
• Summary (5 minutes)
• Preview (5 minutes)
• Out-of-Class Activities
• Designed to recall learning from current session
  and stimulate thinking for the next session

25
Content Blocks

• Presentation of new material
• Present (15 minutes)
• Assess (1o minutes)
• Guided Practice
• Practice (20 minutes)
• Debriefing (5 minutes)
• Independent Practice
• Practice (20 minutes)
• Debriefing (5 minutes)

26
Out-of-Class Activities

• Reading and research
• Reading notes
• Reading journals
• Additional independent or group practice
• Reflection and writing
• Free writing
• Muddiest point

27
Concept Review

• Complete the concept review page
• Review your answers with a partner
• Be prepared to share your answers with the group

28
Questions?