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Active Learning Workshop for TAs. Introductions Name Department How long you ’ ve been assisting at AUC Remember what others have said?

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Presentation on theme: "Active Learning Workshop for TAs. Introductions Name Department How long you ’ ve been assisting at AUC Remember what others have said?"— Presentation transcript:

1 Active Learning Workshop for TAs

2 Introductions Name Department How long you ’ ve been assisting at AUC Remember what others have said?

3 Split into groups Each one talks for one minute about what courses they are assisting and some of the challenges/issues there Remember what others have said? Why?

4 How to Make Breakfast A set of exercises

5 Lecture: Making Breakfast Scramble eggs Brew the coffee Heat the toast Simple lesson? We all got it?

6 A Show of Hands … Has everyone HAD breakfast this morning? Ramadan!!! Does everyone eat breakfast when not fasting? Who likes eggs for breakfast? Who likes coffee for breakfast? Who knows how to make scrambled eggs?

7 What was wrong with the first lesson? Assumptions? Relevance? Other?

8 Breakfast Components In groups, brainstorm for a few minutes on breakfast components and present them to the class How is this different from the initial lecture?

9 Debating Breakfast Split into two groups: Healthy breakfast Unhealthy but tasty breakfast After a few minutes of thinking, “ debate ” what a “ good ” breakfast “ should ” contain

10 Alone: arrange a breakfast for someone who: Is dieting Can ’ t digest milk products Can't digest beans Doesn't like coffee/tea Would you have been able to do so using the first lecture?

11 Active Learning A Theory Review

12 So what is active learning? " … anything that students do in a classroom other than merely passively listening to an instructor's lecture" (Paulson and Faust) Includes helping students listen better, short exercises related to in-class material, complex group exercises, applying real-life problems, etc.

13 Benefits of active learning You know more about how the students are thinking/absorbing Students become more involved and engaged Students learn extra skills beside the content matter Makes use of what students already know Helps students think of how the subject matter can be applied in their day-to-day lives or other real-life contexts

14 How can I apply active learning? Have you been exposed to this? Today or even before in other classes? We already displayed a few techniques: poll/pretest, brainstorming, debate, problem-based learning Listing of different techniques is available online Can be applied for a certain concept or an entire chapter or an entire semester

15 How Can Technology Help? Any ideas? Webquests Online quizzes Online interactive material (www.merlot.org)www.merlot.org Online discussions or chats

16 Cooperative Learning Theory & Practice

17 What is Cooperative Learning What do you think it means? Do you think it is a form of active learning? Why? Where have you used cooperative learning in your discipline?

18 A Definition (Slavin) Cooperative learning (also called social learning) is learning that occurs when groups of students work together rather than individually.

19 Why Cooperative Learning? Active vs. passive Quicker more personal feedback from peers Learn from others ’ thinking/skills Develop higher-level thinking skills Develop social/interpersonal skills Better appreciation of diversity and different points of view

20 E.g. Learning Together Work together and hand in an assignment for a group grade – emphasis on team-building and discussions on group dynamics (easily applicable to any group work in any discipline)

21 E.g. Group Investigation Work together through cooperative inquiry, discussion, project planning, presenting to rest of class (easily applicable to e.g. Management projects; science/engineering projects)

22 E.g. Cooperative Scripting Cooperative scripting: work in pairs, and summarize parts of material to each other for feedback[1][1] (applicable to any material-based activity) [1][1] Research shows higher gains in achievement by the one speaking rather than the one listening

23 Jigsaw Specialist groups working on different aspects of the project Get together to integrate For example …

24 Issues/ChallengesIssues/Challenges

25 How To Know Everyone Has Worked Partial group and partial individual accountability – how? Assign specific roles – e.g. Jigsaw Each student to state what their particular contribution to the work was Group members to assess the group work (what went well/poorly) midway & at end

26 How to Group Students? Self-chosen groups Commitment But: Friends? By diversity (of e.g. major, academic achievement, academic standing, gender) More to learn from each other BUT More time to get used to each other By similarity (e.g. of interest) Not self-formed so not just friends BUT difficult & no diversity to learn from

27 Group Size? Depends on the task at hand “ two ” is a pair … Usually 3-6 is ideal Larger numbers possible if tasks can be split up into sub-tasks

28 Preparing Students for Group Work Clear expectations Regular team reviews Group work Individuals Ice-breakers or team-building exercises (search the net for ideas!)

29 Active/Cooperative? Do you feel active or cooperative learning will help your classes? Can you think of immediate applications of cooperative or active learning for the courses you assist? Pass by CLT if you decide to apply and would like to assess success

30 References Anon. (undated) "Active Learning Techniques" ng_techniques.pdf ng_techniques.pdf Post A (2003) “ Cooperative Learning ” Slavin R E (2003) “ Educational Psychology: Theory and Practice 7 th edition ”. Boston, MA: Allyn & Bacon. Concept to Classroom (2004) /index_sub3.html /index_sub3.html Paulson D R and Faust J L (undated) "Active Learning for the College Classroom"

31 Thank You Questions ( )


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