A Frame for this afternoon

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A Frame for this afternoon
To be playful and serious at the same time is
possible, and it defines the ideal mental
condition Methods which are permanently
successful in formal education go back to the
types of situation which causes reflection out of
school in ordinary life. They give pupils
something to do, not something to learn and the
doing is of such a nature as to demand thinking,
or the intentional noting of connections
learning naturally results. (John Dewey,
1916)
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Active Learning Methods in a Small Group Context

• Compare contrast active and experiential
  learning (just a warm up test for you, lah)
• Evaluate a range of active learning methods for
  small group learning
• analyze the need for variation in the learning
  experience
• Use a range of active learning methods as an
  integrated pedagogic strategy

3
Compare and contrast Active and Experiential
learning

• In groups of 4/5, identify and share your prior
  knowledge on what you
• understand by active and experiential learning.
• From your discussion, identify
• Similarities between active and experiential
  learning
• Differences between active and experiential
  learning
• The importance of the differences in terms of
  learning effectiveness
• (illustrate with at least 2 examples)
• Note all of you must be able to present and
  answer questions posed by
• members of other groups or yours truly

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Active Experiential LearningSimilarities
Differences

• Experiential learning is by its very nature
  active, but engages directly with real world
  experience (e.g., actually teaching very
  difficult students)
• Kolbs Experiential Learning cycle
• Discussing ways to deal with difficult students
  is active learning, but is limited experientially
  
• Both can promote students thinking (e.g.,
  analyzing, comparing and contrasting, making
  inferences and interpretations, evaluating,
  generating possibilities, etc) and create
  interest in the learning experience.

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What do we mean by Cooperative Learning
Structures?

• A Structure is a content free way (method/tool)
  for organising
• interaction in the classroom. Content is placed
  into a
• structure to create a Activity which necessitates
  cooperative
• learning.
• Activities are then designed into lessons to meet
  specific
• learning outcomes (e.g., activating prior
  learning, promoting
• types of thinking, reinforcing key content
  understanding,
• developing communication skills, etc)

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Numbered Heads Together
Basic Theme Students are presented with a
question or problem- they put their heads
together, generate and explore possible
answers/solution Steps 1 The teacher has
students numbered off 3 The teacher
tells the students to put their within
groups, so that each student has
heads together, discuss their possible answers,
a number 1, 2, 3, 4.
agree their best answer and
make sure that all

group members know the correct answer 2 The
teacher asks a question or presents a problem
and gives think time for 4 After
a defined period of time (or when the
students individually
students indicate they are ready)
the teacher
calls a
number (1, 2, 3, or 4), and all students

with that number can raise
their hands to

respond
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What is Cooperative Learning?

• Any classroom learning situation in which
  students of all levels
• of performance work together in structured groups
  to achieve a
• common learning goal.
• Key Principles
• Positive Interdependence (e.g., your gain is my
  gain)
• Individual Accountability (the individual is
  tested)
• Equal Participation (as far as is possible)

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Why use Cooperative Learning?

• Research has shown that cooperative learning
  techniques (when
• used effectively)
• Promote student learning and academic achievement
• Increase retention of the subject content
• Enhance student motivation
• Help develop skills in oral communication
  teamwork
• Promote student self-esteem
• (Kagan 2004)

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Building Cooperative Learning into Lessons

• Use Cooperative Learning as an addition to the
  lecture, tutorial or other method, not in place
  of these methods (Use for between 10-30 of the
  lesson time)
• Use Structures that facilitate the specific
  learning you want within the lesson design (For
  example, after a period of lecturing, it is
  useful to provide a means for students to digest
  the information, identify points for further
  clarity and generate questions. Therefore, select
  a structure(s) that facilitates this learning)
• Adjust Methods for maximum benefit (Less content
  can be covered in cooperative learning, which may
  necessitate covering some material through
  e-learning, homework, etc). Balance the benefits
  of cooperative learning with other methods of
  teaching and learning support.

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Preparation and Management

• Group formation (teacher selected, heterogeneous,
  2-6 students)
• Duration of a group (long enough to be
  successful. Groups that stay together for longer
  periods can tackle more complex tasks. Dont
  quickly break groups up because they are not
  working this failure often transfers to new
  groups)
• Focus on a learning goal to be mastered by all
  (require students to learn something, not just to
  do something. If the group is simply asked to
  complete a task, one or two students will work
  and the others will freeload)
• Make the learning meaningful (connect to the
  learning objectives. Students must see the
  learning as relevant, not activity for its own
  sake or the teacher avoiding work)
• Make the Structure Explicit (show, dont simply
  tell instructions -have a group model the step.
  Circulate, observe, listen and intervene where
  necessary. Develop and practice a Quiet or
  Zero-Noise signal)

The principles of good small group management
apply
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Timed Pair Share

• Basic Theme
• In pairs, students share with a partner for a
• predetermined time while the partner listens
• carefully. Then partners switch roles
• Steps
• 1 Teacher announces a topic and states
  4 Partner B acknowledges what was
• the question/problem each student will
  learned (e.g., One thing I learned as I
• have to share on
  listened to you was)
• 2 Teacher provides instructions on how to 5
  Pairs switch roles Partner B speaks
• select partner and allocates time for task
  Partner A listens
• 3 In pairs, Partner A speaks Partner B
  6 Partner A acknowledges learning
• listens

A useful adaptation of this is to allow a THINK
time before the sharing known as
Think-Pair-Share)
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RoundRobin

• Basic Theme
• In teams, student take turns responding orally
• Steps
• 1 Teacher assigns a topic or question
• with multiple possible answers
• 2 In teams, students respond orally,
• each in turn, taking the same amount of time

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Circle the Sage

• Basic Theme
• Each teammate gathers around a different Sage
  to learn
• the content they then return to compare notes
• Steps
• 1 Teacher identifies Sages.
• 2 Sages spread out around the 4 Sages
  teach disciples take notes
• room and stand
• 3 Each member of each team 5
  Disciples return to their teams, and
• gathers around a different sage,
  compare notes with teammates.
• to become a Disciple.

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Questions

• How to teach students who absolutely dislike the
  subject matter even course?
• What are other active learning strategies that
  can be used in large classes?
• How to align the 3 demands on cognitive capacity
  to autonomy learning?
• Saljos 5 learning conceptions all correct,
  different levels of learning right?
• What is the difference between facilitation and
  lecturing in the context of active learning?
• How to teach less, get students to learn more and
  push the boundaries of their thinking?
• How to adopt active learning to psychomotor based
  modules?
• Should we use active learning sparingly
  otherwise students will be thinking the whole day
  can be tiring?
• How do we assess active learning?
• How to use role play to teach first year
  fundamental concepts in engineering how?
• Now what Active - indeed Experiential - Learning
  Experiences could I weave in here?

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Active Learning Methods and Tools

• Questioning
• Small group activities (e.g., cooperative
  learning structures, buzz groups, poster tours,
  etc)
• Case studies, Scenario-Based Learning, Projects
  and PBL activities
• Games, Role Play Simulations
• Discussion/Debates
• Other Performance Tasks (experiments,
  troubleshooting, etc)
• Thinking Tools (e.g., Mind mapping,
  Plus-Minus-Interesting, Force-Field Analysis,
  Thinking Hats, etc)

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Big Point...
A method is typically only a part of the overall
instructional strategy its how a number of
them are weaved together to create an
experience that results in student engagement
and effective learning
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Pedagogic Design
A systematic approach, using evidence-based
principles and practices, for creating learning
experiences (strategies incorporating
instructional methods, activities and resources)
to facilitate desired learning outcomes for a
group of learners Good pedagogic design is both
systematic and creative skillfully utilizing
available resources and being responsive to the
situated context (adaptable to what actually
happens in real learning situations)
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A metaphor for Good Learning Design
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Variety Novelty - Stories, Humour,
Activities,Examples Woven through good
Presentation Style
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What is SHAPE ?
Stories
Humour
Activities
Examples
Presentation Style
A Heuristic for the design of creative learning
experiences
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The Power of SHAPE
We understand everything in human life through
stories (Jean-Paul Sartre) Humour is by far
the most significant behaviour of the
brain (Edward De Bono) Learning activities
are the best and most productive way to
learn (Lambert and Coombs) The
meaning of your communication is the response
that you get (Bandler
Grinder) A fine example nurtures learners,
enhancing their concentration and effort
(Wlodkowski)
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Using SHAPE to Shape the learning experience

• Stories told to provide context, understanding
  and emotional anchors
• Humour used to achieve rapport and provide
  novelty
• Activities provided to integrate, apply and
  consolidate learning
• Presentation style employed (e.g., words, tone,
  body language as well as observation and
  listening) to provide clarity, meaning and
  influence student attention, beliefs and
  psychological states
• Examples used to illustrate facts, concepts,
  principles, procedures

and use these Resources Creatively
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SHAPE as a Metaphor for Expert Teaching
...expert teachers use a repertoire of
strategies, selecting the most appropriate for
use in a particular context and adapting it if
necessary for a group of learners A pedagogic
repertoire consists of two aspects approaches,
activities, examples, analogies and
illustrations for representing facts, skills,
concepts, beliefs and attitudes to others and
the skills and strategies used as an integral
part of these approaches
(Turner-Bisset, 2001, p.69)
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Against boredom even the gods themselves
struggle in vain Friedrich Nietzsche
Locally Known as the Chilli Crab Syndrome
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Typical Attention Span
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Minimize Forgetting through Review
100
Probability of recall
Recall without reviews
Recall with reviews at intervals
10 next next
next minutes day day
week
with continuous periodic reviews
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Noted Gen Y characteristics - how do they play
out in the classroom what challenges are
presented?
NOW
Have been referred to as a generation that has
been treasured, considered special since
birth, and generally been more sheltered than its
predecessors. Product of a child-centred
philosophy
(Howe and Strauss, 2009)
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Everything is Experience ( Perception)

• As human being we are stuck in a process of
  continuous Experience even when sleeping

Given a choice, people seek experiences that are
perceived as pleasurable, novel, and pain
reducing because they satisfy needs (Survive,
Belong, Power, Freedom, Fun from the work of
William Glasser)
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The Serial Position Curve
80 70 60 50 40 30 20
Primacy Effect
Recency Effect
Proportion Correct
von Restorff Effect
0 1 2 3 4 5 6 7 8
9 10 11 12 13 14 15 16

Position on List
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Psychological Effects

• Primacy Effect (the tendency for the first items
  presented in a series to be remembered better or
  more easily)
• Recency Effect (the tendency for the most
  recently presented items or experiences to be
  remembered best)
• Von Restorff Effect (the tendency to remember
  distinct or novel items and experiences)

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The Need for a Motivational Strategy?
..if something can be learned, it can be
learned in a motivating manner (p.23) ..every
instructional plan also needs to be a
motivational plan (p.24) (Wlodkowski, R. J.,
1999, Enhancing Adult Motivation to Learn)
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Reasons for Active Learning
Learning is not a spectator sport. Students do
not learn much just by sitting in class
listening to teachers, memorizing pre-packaged
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. Arthur W. Chickering and
Zelda F. Gamson, "Seven Principles for Good
Practice," AAHE Bulletin 39 3-7, March 1987
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Active Learning is NOT
Activity for Activity Sake
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Thinking Tools and Techniques

• Mind-mapping (A useful all round learning
  thinking tool)
• Thinking Hats (A thought management tool)
• Plus-Minus-Interesting (A simple practical tool
  for identifying positives, negatives and unsure
  elements in a situation)
• Five Ws H (A questioning format to promote
  critical thinking)
• Force-Field Analysis (A critical and creative
  thinking tool for managing change)
• Forced Associations (A creative thinking
  technique to break out of traditional patterns of
  perception and thinking)
• PO (A creative thinking technique)
• SCAMPER (A creating thinking tool)
• Morphological Matrix (A creative thinking tool
  for creating multiple combinations)
• Note thinking tools and techniques dont do the
  thinking, they only provide a means for
  organizing your thinking

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Mind Map of Edward De Bonos Thinking Hats
White Hat
Blue Hat
Facts only No opinions
Metacognition Overview
Red Hat
Green Hat
Feelings Own view
Creative New ideas
Black Hat
Negative Logical
Yellow Hat
Positive Optimistic
Mind Maps can promote all types of thinking as
well as aid memory and learning
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Plus-Minus-Interesting
PLUS
MINUS
INTERESTING
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5 Ws and an H
Who? What? Where? When? Why? How?
Who - identifies the people involved What -
identifies things, resources, etc Where -
identifies places or locations When -
identifies time-frames or situations Why -
identifies reasons How - identifies steps,
activities or actions
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Force-Field Analysis
Current Situation
Desired Situation
Potency 7 6 5 4 3 2 1
1 2 3 4 5 6 7 Potency
Forces driving change
Forces resisting change
Equilibrium

• The objective is to move the balance to the right
  which can be achieved by
• identifying forces, their causes and strength
• planning and acting to assist the driving
  forces
• planning and acting to reduce the resisting
  forces
• using some of the resisting forces against
  each other if possible

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Forced Associations (Random Triggers)
Forced Associations is a technique for linking
another thinking pattern into the one we are
presently using. We do this by selecting a random
concrete noun from a different field and
combining it with the problem under
consideration. For example, we might be looking
at ways to make lifts quicker. By
choosing a random word Mirror could lead to
installing mirrors by lifts. As we know this is
a popular solution for slow lifts. The lift
doesnt go faster, but people waiting dont
notice this as they look in the mirror.
Force Associate with Mirror
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PO (Provocative Operation)

• PO involves making deliberately provocative
  statements, which seek to
• force thinking out of established patterns.
• Examples Everybody should go to prison
• Lets abolish schools
• Having made a provocative statement, it is then
  necessary to suspend judgement
• and use the statement to generate ideas. For
  example, you can generate ideas
• by examining
• The consequences of the statement
• What the benefits could be?
• What would need to change in order to make it a
  sensible statement?
• What would happen if a sequence of events
  changed?

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S
A
P
R
C
M
E
SCAMPER is a checklist that helps to think of
ways to improve existing products or create new
ones Substitute Combine Adapt Magnify, Minify,
Modify Put to other use Eliminate Reverse
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Morphological Matrix
This tool encourages new possibilities through
combining options
OPTIONS
X A B C D E
A X
B X
C X
D X
E X
OPTIONS
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Deciding on Methods 1

• One method is not inherently superior to another.
  All methods have strengths and limitations, which
  need to be borne in mind when planning sessions.
  The following are important questions to ask
  yourself concerning your choice of methods for a
  given session will they
• facilitate the content you want to deal with and
  the types of learning required (e.g., knowledge,
  skills, and attitudes) and meet the objectives
  effectively
• suit the nature of the learning group and the
  individuals who comprise it (e.g., age, ethnic
  background, prior experience, etc)?
• utilize the resources you have available and
  fit the environment?
• fit into your style or range of teaching skills -
  are you comfortable and competent in using it?

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Deciding on Methods 2

• All methods (including explanation and
  demonstration) need to be systematically and
  creatively weaved into an effective and
  efficient instructional strategy, based on sound
  principles of learning
• Also, it is to be noted that a good learning
  design, while of key importance, requires the
  expertise of delivery and management - which
  includes the ability of good observation and
  thinking on ones feet
• Finally, all methods will result in students
  experiencing the chilli crab syndrome over time