Active Learning Strategies for

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Learning is not a spectator sport.Students do
not learn much just by sitting in class listening
to teachers, memorizing prepackaged assignments,
and spitting out answers.They must talk about
what they are learning, write about it, relate it
to past experiences, apply it to their daily
lives. They must make what they learn part of
themselves. (Chickering and Gamson, as cited in
Bonwell and Eison, 1991 p.3.)
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Active Learning Strategies

• for
• Large Classrooms
• 5/23/05

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• Use active learning techniques
• Have you tried Think-Pair-Share?
• Give Bookends a try
• How can I engage a classroom of 70 students?

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Learning Outcomes for this Session

• Faculty will identify active learning strategies
  that could be used in their large classroom
  regardless of teaching style or course student
  learning outcomes.

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3 Assumptions about Active Learning

• Student engagement deepens student understanding.
  
• Choice of strategies depends on
• Course level student learning outcomes
• Instructor teaching style
• There is a continuum of choices from simple to
  more complex.

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Continuum of Active Learning Strategies
Cooperative learning groups
Punctuated Lecture

• Complex Strategies
• Longer in duration
• 1

Mid Level Strategies 2

• Simpler Strategies
• Short
• Unstructured
• 4

Adapted from Sutherland, Bonwell (1996)
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It is tradition, It was part of my training, and
seems like what I should be doing. I feel somehow
guilty when I am not lecturing. (Creed as
cited in Bonwell Eison, 1991 )
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Sampling of simple active learning strategies

• An active pause in the lecture
• Think-Pair-Share
• Short Writes
• Formative Quizzes

Adapted from Sutherland Bonwell (1996)
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1 Active Pause in the Lecture
lecture 12-18 min
lecture 12-18min
lecture 12-18 min
2 min. pause
2 min. pause
2 min. pause
Ruhl, Hughes Schloss, 1987
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2 Minute Pause

• No interaction between student faculty
• Discussions among students
• Rework notes
• Clarifying
• Assimilating information

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Study findings

• 12 days after the last lecture, long term
  retention tested.
• Students hearing lectures where the instructor
  paused did significantly better on the free
  recall quizzes and a comprehensive test.
• Ruhl, Hughes Schloss, 1987

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2 Think-Pair-Share (5-10 min)

• Pose a question during the lecture
• Student thinks about/writes an answer
• makes an attempt to answer.
• Then, collaborates with another student.
• Answer clarified, expanded
• Answer shared with class
• An extension is to have 2 pairs join and compare
  answers.

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Take half a minute to think about simple active
learning strategies you have found to be
effective.

• Then, share them with your neighbor

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3 Short Writes

• One Minute Paper (in reality 4-5min.)
• The major points I learned today are.
• Questions that remain unanswered or the muddiest
  points are..
• or
• What was the main idea presented in this portion
  of the lecture?
• Describe the concept of _________________
• Short writes could be submitted to the instructor
  or provide the basis for class discussion.
• (Angelo Cross 1993)

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Discipline Specific Questions Might Include

• Math- What is yet unclear or what is the muddiest
  point about a particular mathematical process?
• Literature- What was the most meaningful insight
  you gained from this chapter. What important
  question did the novel make you ask of yourself?
• Angelo Cross (1993) p. 371

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4 Formative Quizzes i.e. ungraded

• To understand how well students are
  comprehending
• Same type of questions that might appear on an
  exam are read or shown on an overhead.
• If multiple choice or T/F students can
• Use hand signals (polling)
• Use cards if you want answers to be more
  confidential

A
B
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Formative Quizzes

• Advantages for faculty
• Quickly determine student understanding.
• Opportunity to clarify before new material
  covered.

• Advantages for students
• Have an idea of types of questions on an exam.
• Show areas that need more study.

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Open hand YesFist No
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Mid-Level Active learning Strategies

• When utilizing films, demonstrations, guest
  speakers etc.
• Book Ends
• Double Entry Journal

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Book Ends

• 1. Before the demo. or video etc.
• Present 3-4 questions that help students organize
  in advance what they know about the topic and set
  3 expectations as to what the demo etc. will
  cover.
• 2. After the demo. etc. has ended
• Present 3-4 questions that will help students
  review and organize what they observed and
  learned.
• Combine into groups of four and have them share
  answers.
• (Johnson, Johnson, Smith 1998, p.329)

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Double Entry Journal

• When students can place content knowledge in a
  personal context, they are more likely to retain
  the information and be able to retrieve it.
• Barbara Mills, 2002, p.2

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Double Entry Journal
Key Points Response
Key points of an article, film, chapter, guest lecture. Can be written by faculty or by student. Students respond out of class, linking the point to other academic material, current events, or personal experiences opinions

Adapted from Barbara Mills (2002)
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Viterbo University School of Nursing N-451 Double
Entry Journal-Transcultural Nursing Name__________
_____________________________
Key Points What is cultural competence? Population Specific Issues Socioeconomic 2.Epidemiological 3.Outcome Resources www.crossculture.com http//erc.msh.org www.ethnomed.org Responses
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Complex Strategies

• Cooperative Groups

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Cooperative Groups Encourage

• All students to learn the material.
• Weaker students to request receive peer
  coaching.
• Shyer or less able students to accept leadership
  roles.
• Barbara Mills, 2002

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Considerations working with Cooperative Groups

• Peer and Self Assessment

• Team member name_________________
• Your name_________________________
• Expectation Possible points (10 total)
• 1. Present and on time
  1 2
• 2. Own work completed
  1 2 3
• 3. Actively participates in the team process 1
  2 3
• 4. Respectful of team members
  1 2

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Considerations working with Cooperative Groups

• Group processing of behaviors and of social
  skills
• Did all members of the group contribute?
• What could be done next time to make the group
  function better?
• What were the most important things I learned
  today?

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Considerations working with Cooperative Groups

• Facilitator- takes leadership and keeps the group
  focused and on track.
• Recorder- responsible for writing the group
  responses.
• Spokesperson- reports to the whole class as the
  opportunity is presented.
• Folder manager-makes sure all materials are
  completed and turns in folder at the end
  the class

• Three to Four Students/Group
• Explicit instructions
• Time frame communicated
• Group roles identified

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Considerations working with Cooperative Groups

• Teacher selected vs randomly or student selected
• Remain together long enough to bond

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Opportunities for the teacher

• Monitor group learning by moving group to group.
• Show interest in students progress
• Being perceived as approachable

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Continuum of Active Learning Strategies
Cooperative learning groups
Punctuated Lecture

• Complex Strategies
• Longer in duration
• 1

• Simpler Strategies
• Short
• Unstructured
• 4

Mid Level Strategies 2
Adapted from Sutherland, Bonwell (1996)
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• Faculty will identify active learning strategies
  that could be used in their large classroom
  regardless of teaching style or course student
  learning outcomes.