1. Welcome! Educating for Careers Conference Using Infant Simulators for Active Learning Presenter: Cindy Fremont Realityworks

2. Slide 2 What is Active Learning? Teacher relinquishes some control Students more responsible for their own learning Two assumptions: 1 1.Learning is active by nature 2.Different people learn in different ways

3. Slide 3 Examples of Active Learning Strategies Cooperative Learning Groups Cooperative Pairs Problem-based Learning Project-based Learning Individual Active Learning Large Group Active Learning

4. Slide 4 Approximately what percentage of your current curriculum incorporates active learning? Question

5. Slide 5 What are some common concerns with using active learning in the classroom? Question

6. Slide 6 Some Commonly Expressed Concerns I’ll lose control of classroom The students may not like it/do it I don’t know how to grade students using it Some students may take over while the quiet or lazy students sit back and do nothing I don’t have good ideas for what to do It removes my position of authority How do I convey information if I don’t lecture?

7. Slide 7 Why Use Active Learning? Students: Learn more material Retain the information longer Enjoy the class more Use higher order thinking skills 2 Analysis Synthesis Evaluation Based on 600+ studies over the past 90 years

8. Slide 8 Edgar Dale, Audio-Visual Methods in Teaching (3rd Edition). Holt, Rinehart, and Winston (1969). 30% of what we see 50% of what we see and hear 70% of what we say 90% of what we say and do After 2 weeks we tend to remember… 10% of what we read 20% of what we hear Verbal Reasoning PASSIVEPASSIVE Dale’s Cone of Learning 3

9. Slide 9 Edgar Dale, Audio-Visual Methods in Teaching (3rd Edition). Holt, Rinehart, and Winston (1969). PASSIVEPASSIVE ACTIVEACTIVE Verbal Reasoning Visual Receiving Receiving & Participating Doing 10% of what we read 20% of what we hear 30% of what we see 50% of what we see and hear 70% of what we say 90% of what we say and do After 2 weeks we tend to remember… Dale’s Cone of Learning 3

10. Slide 10 Edgar Dale, Audio-Visual Methods in Teaching (3rd Edition). Holt, Rinehart, and Winston (1969). PASSIVEPASSIVE ACTIVEACTIVE Verbal Reasoning Visual Receiving Receiving & Participating Doing 10% of what we read 20% of what we hear 30% of what we see 50% of what we see and hear 70% of what we say 90% of what we say and do After 2 weeks we tend to remember… Dale’s Cone of Learning 3

11. Slide 11 Active Learning Strategies  Cooperative Learning Groups Cooperative Pairs Problem-based Learning Project-based Learning Individual Active Learning Large Group Active Learning

12. Slide 12 Cooperative Learning is NOT Simply having students work side-by-side Having students discuss something Having a better student help a slower student Allowing 1-2 members do the work while others sit back and watch

13. Slide 13 Cooperative Learning IS Shared responsibility for learning Students learn more, enjoy it more, develop other skills, such as working with others Teacher must provide a structured environment Five Characteristics: –Members work independently –Promote each other’s learning face-to-face –Hold each other accountable –Use good interpersonal skills –Group evaluates how effectively members worked together Also known as …

14. Slide 14 The Five Pillars of Cooperative Learning 7 POSITIVE INTERDEPENDENCE FACE-TO-FACE INTERACTION INDIVIDUAL ACCOUNTABILITY SOCIAL SKILLSGROUP PROCESSING

15. Slide 15 Cooperative Learning Process Establish Rules –Show respect for all members –Everyone is responsible –Learn from one another –Share leadership Establish Roles and rotate them –Moderator –Summarizer –Recorder –Encourager –Challenger Try to group students of different ethnic backgrounds, skill levels, and genders.

16. Slide 16 Types of Cooperative Groups Formal –Specific Content and problem solving Informal –Ensure understanding during class Base Groups –Long-term support/assistance over course of class

17. Slide 17 Cooperative Groups - Examples Jigsaw Groups Panel Discussions Debates Role Play Brainstorming & Visual Lists Peer Teaching

18. Slide 18 Cooperative Groups: Jigsaw Groups Example: Infant Development First 12 Months 1 Physical Development Intellectual Development Emotional Development Social Development Jigsaw Group

19. Slide 19 Cooperative Groups: Jigsaw Groups Example: Infant Development First 12 Months 1 2 Physical Development Intellectual Development Emotional Development Social Development Jigsaw Group Expert Group

20. Slide 20 Cooperative Groups: Jigsaw Groups Example: Infant Development First 12 Months 1 2 Physical Development Intellectual Development Emotional Development Social Development Jigsaw Group Expert Group

21. Slide 21 Cooperative Groups: Jigsaw Groups Example: Infant Development First 12 Months 1 2 3 Physical Development Intellectual Development Emotional Development Social Development Jigsaw Group Expert Group

22. Slide 22 Cooperative Groups: Jigsaw Groups Example: Infant Development First 12 Months 1 2 3 Physical Development Intellectual Development Emotional Development Social Development Jigsaw Group Expert Group

23. Slide 23 Cooperative Groups: Panel Discussions Include entire class in the presentation Assign student groups a topic to research and prepare presentations Each panelist makes a very short presentation before the floor is opened to questions from "the audience" Choose topics carefully Give students sufficient direction to ensure good preparation for presentations Consider “prepping” the "audience" by assigning various roles, e.g., in a presentation on national standards for changes needed in daycare settings, have some audience members role play daycare providers concerned about additional costs

24. Slide 24 Cooperative Groups: Debates Encourages students to think about several sides of an issue Students may have to defend a side they personally oppose Assign students to teams (may need several teams of two (pro/con) depending on class size Give teams a position to defend and present arguments to support their position on presentation day Time to rebut and respond to rebuttals must be built into debate –See “More Resources for Classroom Debates” –http://www.educationworld.com/a_lesson/lesson/lesson304b. shtml

25. Slide 25 Cooperative Groups: Role Play Students act out a part related to concepts and theories being discussed Teams can be formed to write the scripts for the role players Example lesson: 2.6: Schedule and Tracking

26. Slide 26 Cooperative Groups: Brainstorming & Visual Lists Brainstorm and create list on topic Leave list on table or post near group Groups rotate around room to see other ideas –Pro/Con topics give visual summary –Large discussion on results Example lesson: 2.5: Bathing and Diapering

27. Slide 27 Cooperative Groups: Peer Teaching Presentations Debriefing sessions Peer feedback Study groups Example lessons: 3.4-3.5: Safety, First Aid and Infant Health - Parts 1&2

28. Slide 28 Active Learning Strategies  Cooperative Learning Groups  Cooperative Pairs Problem-based Learning Project-based Learning Individual Active Learning Large Group Active Learning

29. Slide 29 Cooperative Pairs Think Pair Share Note Sharing Stump your partner

30. Slide 30 Cooperative Pairs: Think-Pair-Share Think of a think-pair-share activity you could use with a topic in your program Pair with a partner and discuss each other’s ideas Turn to another pair and share all ideas Example lessons: 1.1: The Important Role of the Caregiver 1.2: Infant and Toddler Development 2.2: Soothing a Crying Infant

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32. Slide 32 Cooperative Pairs: Note Comparing/Sharing Stop in the middle of the lecture/presentation Have students turn to a partner and read each other’s notes They should fill in gaps in their own notes as needed Practice often carries over with future courses

33. Slide 33 Cooperative Pairs: Stump Your Partner Give students one minute to think of a challenging question on the material from the lesson or an assigned reading Students partner with someone nearby Partners take turns posing and answering each other’s questions Teacher asks for sampling of questions Use good questions on future quizzes

34. Slide 34 Active Learning Strategies  Cooperative Learning Groups  Cooperative Pairs  Problem-based Learning Project-based Learning Individual Active Learning Large Group Active Learning

35. Slide 35 Project-Based Learning Interdisciplinary –Writing, speaking, technology, fine arts, science, etc. Work is primarily outside the classroom Groups, individual work, or both Short- or long-term May culminate with a project folder over course of class –Personal inventory –Research on careers in the field –Job search –Resume –Informational interview or site visit – and report

36. Slide 36 Problem-based Learning (Inquiry) Students confront specific, open-ended problems and work to find meaningful solutions Students work in groups to solve the problem Challenges students to “learn to learn” –Think analytically and critically –Activate prior knowledge –Learn in context Teacher role is facilitator Example lessons: 2.6: Schedule and Tracking 1.1: The Important Role of the Caregiver

37. Slide 37 Active Learning Strategies  Cooperative Learning Groups  Cooperative Pairs  Problem-based Learning  Project-based Learning  Individual Active Learning Large Group Active Learning

38. Slide 38 Individual Active Learning Minute Paper Muddiest/Clearest Point Journaling

39. Slide 39 Individual Active Learning: Minute Paper Effective for checking student understanding and reaction to course material Students take out blank sheet of paper Teacher poses the question Students write for 1 minute, then turn in paper

40. Slide 40 Individual Active Learning: Muddiest Point or Clearest Point Provides helpful information on what may need further clarification Ask at end of class period or natural break in presentation What was the muddiest (most unclear) point in today’s information? OR Be specific: e.g., What do you find unclear about the various styles of parenting?

41. Slide 41 Individual Active Learning: Journaling In class or as homework Combines benefits of minute paper and muddiest/clearest point You may ask more complex questions since students have more time, such as –Compare findings and theories of Piaget and Freud –Have students find and discuss reports of scientific studies in popular media on child development issues Example lesson: 4.1: Simulation Experience

42. Slide 42 Active Learning Strategies  Cooperative Learning Groups  Cooperative Pairs  Problem-based Learning  Project-based Learning  Individual Active Learning  Large Group Active Learning

43. Slide 43 Large Group Active Learning Socratic Questioning Games

44. Slide 44 Large Group Active Learning: Socratic Questioning Some criticism Options to enhance: –Wait –Fish Bowl –Quiz Questions –Students summarize another’s answer Example lesson: 2.3: Handling Stress and Preventing Shaken Baby Syndrome

45. Slide 45 Large Group Active Learning: Games Play an infant or toddler game with a partner Create an infant or toddler game and then play it with a partner Use PowerPoint to create games such as: –Jeopardy –Who Wants to Be A Millionaire –10,000 Pyramid –20 Questions Google “PowerPoint games”, and download a template of your choice

46. Slide 46 Rubrics: Setting Expectations A scoring tool which lists criteria for work Helps students and teacher define “quality” Help students know how their work will be evaluated Students can judge their own or other’s work before turning it in Helps teacher evaluate work

47. Slide 47 Rubric Example: Visit to Daycare Setting & Presentation See: http://rubistar.4teachers.org/index.php?screen=NewRubric 1234 Content Student has excellent understanding of the content and reached valid conclusions based on research Has good understanding of content, some good conclusions based on research Has some understanding of topic, few conclusions based on research Has little understanding of topic, no conclusions, little if any research Presen- tation Spoke clearly, covered all points, provided many examples Spoke clearly, covered most points, provided some examples Spoke clearly, at times, provided few examples, covered a few points Didn’t speak clearly, did not use examples, covered minimal points Group Work Participates, listens to, and values the opinions of group Generally participates in group, listens to, but may or may not value opinion of group Rarely participants in the group, rarely responds to opinion of group members Does not participant, listen to, or value the opinion of group members Areas to be Evaluated Levels of Achievement (Quality Indicators)

48. Slide 48 Helpful Tips 6 Plan ahead – allow time for logistics, instructions Move quickly from one phase of the activity to another Provide clear directions - Print them if possible Hold each group member accountable Appoint roles if the group has not done so Allow tight but reasonable time for each phase of the activity Announce “2 minute warnings” Use a variety of Active Learning strategies to avoid ruts Have set procedures for: –Seating –Rules and expectations –Student materials –Content introduction

49. Slide 49 End Notes 1.Promoting Active Learning: Strategies for the Classroom C Meyers, TB Jones - San Francisco, Calif: Jossey-Boss, 1993 2.Active Learning: Creating Excitement in the Classroom, CC Bonwell, JA Eison - ASHE- ERIC Higher Education Report, 1991 3.Cone of Learning (Edgar Dale), Audio-Visual Methods in Teaching (3 rd Ed.), Holt, Rinehart, and Winston, 1969 4.Cooperative Learning, S Kragen, San Juan Capistrano, CA: Resources for Teachers, Inc. 1992 5.Available from the World Wide Web: Active Learning for the College Classroom, D Paulson, J Faust 6.Available from the World Wide Web: Tips for Using Active Learning, The Abilene Christian University Adams Center for teaching Excellence 7.Johnson, D.W., Johnson, R.T., and Smith, K. (1991) Active Learning: Cooperation in the College Classroom, Edina, MN: Interaction Book Company