Presentation on theme: "Slide 1 Curriculum Coordinator, UYF-Title III Re-Centering Teaching: 20+ Techniques for Promoting Active Learning Senior Consultant,"— Presentation transcript:
slide 1 Curriculum Coordinator, UYF-Title III Re-Centering Teaching: 20+ Techniques for Promoting Active Learning Senior Consultant, Faculty and Educational Development TLT Group Co-President & Senior Consultant Jacaranda Educational Development Dr. Bonnie B. Mullinix
slide 2 Re-Centering Teaching: 20+ Techniques for Promoting Active Learning Entry Activities Please do the following: 1. Introduce yourself (name, institution) in chat 2. Complete the posted polls: Q1: What is your role in facilitating learning? Q2: What is your disciplinary focus? 3. Next: Think and write (in chat): “A challenging concept or topic you teach that you would like to explore how to ‘recenter’ towards active learning.”
slide 3 Bonnie Mullinix ‘Webshop’ Goal To explore over 20 active learning/instructional techniques; considering advantages of each and how they can be used to effectively support active engagement in learning.
slide 4 Bonnie Mullinix, ‘Webshop’ Objectives: By the end of the webshop session participants will have: 1. Identified at least one challenging concept or topic they teach they might ‘recenter’; 2. Reflected on multiple learning theories and frameworks; 3. Considered at least 4-5 different instructional techniques in depth;
slide 5 Bonnie Mullinix, ‘Webshop’ Objectives (continued) : 4. Discussed how and when to most effectively utilize each technique to promote active engagement in learning; 5. Identified selected techniques to address their articulated challenge and facilitate active learning.
slide 6 Overview of the next 1 ½ hours Entry & Introductions [10-15 min] Challenges, Theories & Frameworks [15-20 min] Example: The Case of Jigsaw [5-10 min] Review Groups [15-20 min] Sharing/Discussion [25-30 min] Closure [5-10 min]
slide 7 Selecting Techniques Start from what you need Target a challenging concept Consider and align your learning outcomes Build on/add to what you know Add to your repertoire of techniques Take risks by trying out increasingly active methods Pay attention to what works Collect/monitor assessment data (formative/summative/SoTL) Bonnie Mullinix
slide 8 How People Learn (Bransford et al, 1999) 1. Pre-Existing Knowledge: preconceptions & misconceptions about how the world works. 2. Foundational Knowledge and Organizational Frameworks: developing competence in an area of inquiry involves: a deep foundation of factual knowledge, situated in contextual understanding using conceptual framework(s) and organized to facilitate retrieval and application. 3. Metacognition: Increase student awareness and monitoring of and responsibility for learning. Bransford et al. (1999). How People Learn
slide 9Bransford et al. (1999). How People Learn 1. Engage, challenge and work with the preexisting understandings that students bring with them. 2. Teach some subject matter in depth, offering many examples involving the same concept and provide an organizing framework to aid retrieval & application. 3. Teach metacognitive skills and awareness across the curriculum. How to Help People Learn
slide 10 Designing Learning Environments Learning environments have the following foci to balance in their design: 1. Learner-centered: Learners need connection with the content, and approaches that match their interest/needs. 2. Knowledge-centered: Attention should be given to what is taught (information, subject matter), why it is taught (understanding), and what competence or mastery looks like. 3. Assessment-centered: Formative assessments offer powerful insights into learning and help both teachers and students monitor progress; they let teachers view learner preconceptions and developmental stage and design/redesign instruction accordingly. 4. Community-centered: This requires the development of norms for the classroom and school, as well as connections to the outside world, that support core learning values. Bransford et al. (1999). How People Learn
slide 12 Bonnie Mullinix Bloom’s Taxonomy – Guide to Building Learning Outcomes Original (Benjamin Bloom, 1984) Revised (Anderson & Krathwohl 2001) Knowledge Remember Comprehension Understand ApplicationApply AnalysisAnalyze SynthesisEvaluate EvaluationCreate
slide 13 Bonnie Mullinix SMART Learning Objectives/Outcomes SMARTSMART Specific – objective clearly identifies what should be covered and accomplished by participants. Measurable - objective can be assessed. Achievable (or Realistic) – objective can be accomplished within the session/training contact period. Relevant (or Appropriate) - objective is closely related to the session and addresses a learning need of the participants. Time Bound - objective clearly indicates the time period by which the objective should be achieved.
slide 14 Bonnie Mullinix Verb Wheel Based on Bloom's Taxonomy Domain Appropriate verbs Student products
slide 15 Fleming’s VARK Learning Preferences Bonnie Mullinix Note: Learning Preferences differ from Learning Styles While Styles may indicate static categorization, Preferences indicate awareness of strengths and an ability to build towards a multimodal approach to learning learn.com/english/index.asp VARK Image from:
slide 16 Learning Theories & Frameworks More Similarities than Differences Importance of Theoretical Frameworks Guiding & challenging our thinking Supporting reflective practice Which do you use? Which will you use as you review the upcoming activities & techniques and consider how to integrate them into your practice ? Bonnie Mullinix
slide Activities & Techniques that Promote Learning 1. Brainstorming (Progressive Brainstorming – Think-Pair-Share) 2. Case Study (Critical Incidents) 3. Concept Maps (/Graphic Organizers) 4. Creative Art Forms (Pictures, Song and Dance) 5. Demonstration 6. Drama 7. Field Trips 8. Film/Video Shows 9. Fish Bowl 10. Games
slide Activities & Techniques that Promote Learning 11. Icebreakers/Energizers 12. Jigsaw Technique 13. The Kitchen Concept 14. Lecturettes 15. Multimedia Presentations 16. Role-plays 17. Panel Discussions 18. Peer Teaching 19. Simulations 20. Social Barometer /“Taking a Stand” Small Groups: Buzz Session Dyads/Triads Team-Based Learning
slide 19 Example: The Case of Jigsaw Jigsaw Technique for face-to-face workshop Color-coordinated cards with numbers and letters First: number-based “Expert” Groups explore ‘pieces’ Then: Letter-based “Sharing” Groups share & co-construct ‘whole picture’. Facilitator monitors and support groups Session concludes with plenary debriefing and discussion to clarify and consolidate observations and experience Bonnie Mullinix
slide 20 ‘Webshop’ Activity (modified) Review Groups [10-15 min] 1. Locate/select Review Group at: 2. Read techniques as assigned to your group [5-10min] Group 1: 1-4 Group 2: 5-8 Group 3: 9-12 Group 4: Group 5: 17-20(Add/Alt: 20 + Small Groups) 3. Consider how you might use at least one of these techniques to ‘re-center’ your teaching (discuss and post in spreadsheet (or chat) ) [ min]. Bonnie Mullinix In Handout
slide 21 ‘Webshop’ Activity Sharing Groups [25-30 min] Participants/Groups : share a summary of key observations, questions and ideas for how and where they might use the techniques reviewed Facilitator : Answers questions about techniques and their application. Highlights similarities and relationships between techniques Discusses the value of varying techniques to enhance engagement.
slide 22 Processing Discussion What questions or ideas emerged from your group regarding: The techniques? descriptions, similarities, differences, relationships between… Interesting uses / plans to use in your courses Remember: There’s no single/correct response; Rather, it is important to strategically select and vary techniques to enhance engagement while addressing varied learning preferences.
slide 23 References Mullinix, B. B. (2002). Nurturing Participation: A Facilitator's Introduction to NonFormal Education and Participatory Training. Amherst, MA: Center for International Education, University of Massachusetts (pp 36-43). Anderson, L.W., & Krathwohl, D.R. (eds.) (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. New York: Longman Bloom, B. (1984). Taxonomy of Educational Objectives Boston: Allyn and Bacon, Boston, MA Bransford, J.D, A.L. Brown and R.R. Cocking (eds.). (1999). How people learn: Brain, mind, experience, and school. National Academy of the Sciences. Accessed 3/20/08 at: Fleming, N. (2001). VARK: A Guide to Learning Styles. learn.com/english/index.asp. Accessed: 2 March 2008http://www.vark- learn.com/english/index.asp Kolb, D. (1984). Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, N.J., Prentice-Hall (see handout for additional references)
slide 24 Have more to Explore? Feel free to contact me : Dr. Bonnie B. Mullinix Co-President, Jacaranda Educational Development Greenville Technical College, Unlock Your Future (Title III) Curriculum Coordinator Thank you for your Participation! Bonnie Mullinix