Presentation on theme: "Season Your Lectures with Active Learning Michael J. Quinn 1 June 2007."— Presentation transcript:
Season Your Lectures with Active Learning Michael J. Quinn 1 June 2007
Complete this sentence: Three things I’d like to know about active learning are _________________.
Structure of This Lecture Critiquing lecturing Critiquing lecturing Defining active learning Defining active learning Implementing active learning Implementing active learning
Listening Teams Q uestioners Q uestioners A greers A greers N ay-sayers N ay-sayers E xample-givers E xample-givers
I How come the more I talk the less my students learn?
Advantages of Lecturing Spark interest Spark interest Provide unavailable information Provide unavailable information Convey large amounts of information Convey large amounts of information Reach large audiences Reach large audiences Model ways of thinking Model ways of thinking Maintain control Maintain control Protect students Protect students Help auditory learners Help auditory learners Source: Sutherland and Bonwell
Disadvantages of Lecturing Passive students Passive students Inadequate feedback Inadequate feedback Flagging attention Flagging attention Poor retention Poor retention Burden on lecturer Burden on lecturer Non-auditory learners Non-auditory learners Source: Sutherland and Bonwell
Students Tune Out Source: Pollio
As lecture continues, retention of new material declines. Source: Johnson, Johnson, and Smith
Retention of New Material Source: McKeachie
Lectures Assume Homogeneity
Listening Teams Q uestioners Q uestioners A greers A greers N ay-sayers N ay-sayers E xample-givers E xample-givers Source: Silberman
II Active learning to the rescue!
Fundamentals 1. Learning is an active process. 2. Different people learn in different ways. 3. We often don’t know what we think until we try to say it or write it. 4. Just because you’ve said it doesn’t mean they’ve learned it.
Genuine Learning Reception Test Recap Explain
Engage More Parts of Brain Talking and listening Talking and listening Reading Reading Writing Writing Reflecting Reflecting
“When learning is active, students do most of the work” [Silberman].
Counter the Objections “That’s not how I learned the material.” “That’s not how I learned the material.” “Active learning is great for children, but college students don’t need it.” “Active learning is great for children, but college students don’t need it.” “It’s too slow paced— I’ll spend a lot of time watching instead of talking.” “It’s too slow paced— I’ll spend a lot of time watching instead of talking.” “I won’t be able to cover all the material.” “I won’t be able to cover all the material.”
III Fit active learning to your needs and personal style.
Ask Students to... Restate information Restate information Give examples Give examples Recognize instances Recognize instances Make connections Make connections Apply concepts Apply concepts Predict consequences Predict consequences State converse State converse
In-class Writing Assignments Be specific — ask students to Be specific — ask students to analyze – compare analyze – compare contrast – define contrast – define describe – evaluate describe – evaluate justify – prove justify – prove summarize – synthesize summarize – synthesize Source: Fulwiler
Learning Partners Compare class notes Compare class notes Discuss an example Discuss an example Solve a problem Solve a problem Critique each other’s writing Critique each other’s writing Question partner about reading Question partner about reading Recap lecture Recap lecture Develop questions for teacher Develop questions for teacher Test each other Test each other
More Examples Pop quiz (manual or electronic) Pop quiz (manual or electronic) Response cards (anonymous) Response cards (anonymous) Whips Whips Games (Family Feud or Jeopardy) Games (Family Feud or Jeopardy) Complete outline of lecture Complete outline of lecture
Use in Moderation!
Complete this sentence: Three different ways I can add active learning to my lectures are ________________.
References 1. Fulwiler, T. Teaching with Writing. Boynton/Cook Holt, J. How Children Learn. Pitman Johnson, D. W., Johnson, R. T., and Smith, K. A. Active Learning: Cooperation in the College Classroom. Interaction Book Company McKeachie, W. Teaching Tips: A Guidebook for the Beginning College Teacher. D. C. Heath Meyers, C., and Jones, T. B. Promoting Active Learning: Strategies for the College Classroom. Jossey-Bass Pollio, H. R. “What Students Think About and Do in College Lecture Classes.” Teaching-Learning Issues No. 53. University of Tennessee Silberman, M. Active Learning: 101 Strategies to Teach Any Subject. Allyn and Bacon Sutherland, T. E., and Bonwell, C. C. Using Active Learning in College Classes: A Range of Options for Faculty. Jossey-Bass