1. Learning Experiences using Active Learning
MODULE 4
Learning Experiences using Active Learning
This module will focus on the third stage of the Backward Design: defining learning experiences.
3rd
2nd
1st

2. The Backward Design 1st 3rd Define Learning Objectives
Plan Learning Experiences
Define Evidences of Learning and Assessment tasks
Define Learning Objectives
3rd
Review from module 1:
The Backward Design is a course design methodology centered on students’ learning. It emphasizes the need to have a clear goal in mind. In other words, it reinforces the need of having objectives clearly defined before starting thinking what to teach and how to teach. As a result, the course will be designed according to what students should know, understand and be able to do by the end of the course, which are the learning objectives. Defining these learning objectives is the first stage of the methodology. The two following stages are to define the evidences of learning and assessment tasks, and to plan the learning experiences.
How do these stages are related to each other?
Each stage is dependent on the previous one, specially the first one, because the starting point for any design activity is “what are the objectives?”
The purpose of any course activity will be to help students to reach the goal established in the learning objectives.
2nd
1st

3. Learning Objectives How to create a lesson plan?
How to engage students in a course?
What is the professor’s role in a learner-centered classroom?
What is the purpose of using Active Learning?
How to apply Active Learning to a course?
By the end of the course, faculty will be able to:
- Create a lesson plan
Create class activities that will engage students in the course
Analyze and asses class activities regarding their ability to engage students
Define Active Learning and explain the purpose of using it
Modify or produce activities that will actively involve students
- Describe professors’ role in a learner-centered classroom

4. From Big Ideas to Lesson Plans
Objectives
What students should be able to know and do by the end of the course?
Learning
Goals
Nature
of the
Content
Learning
Experiences
Content Plan
Content Plan: organize what you are going to teach
LESSON PLANS
Assessment
Activities

5. From Big Ideas to Lesson Plans
Learning
Goals
Objectives
Nature
of the
Content
BIG IDEA
Content Plan
What to teach?
Main Idea behind the concepts and skills you want to teach
How would you summarize this concept in one sentence?

6. From Big Ideas to Lesson Plans
Nature
of the
Content
Learning
experiences
LESSON PLAN
What students should do to learn this concept or skill?
What is the best way to provide this experience?
See
Perform
Listen
Talk
Analyze
Create
Other…
Create a context that will reproduce / illustrate the nature of the content
Give students a role (thinking or acting) in this context
Debrief: students should talk and reflect on the experience

7. Desired knowledge and skills Current knowledge and skills
Lesson Plan
Directions on how to help students to achieve the desired results
Desired knowledge and skills
Current knowledge and skills
Lesson Plan

8. ? To From Where to start? Who your students are?
What are the course objectives?
What do your students already know?
What is the gap? How to bridge it? To ?
From

9. First, learn about your students!K W
In order to learn about the students, the professor should get information about students prior knowledge that are related to the course objectives. It can be done by applying a pre-test or ask students to write an essay explaining their background activities or experiences related to the course goal.
In addition, professors should ask students about their expectations, interests and learning styles. Professors should ask students what questions they have and want to be answered and what is the best way to present those answers (lecture? Experiments? Projects? Etc). Those information are very important when developing class activities. By knowing what will catch students’ attention and how to do it, it is easier to plan engaging class activities.
At last, professors should have clear in their minds what are the big ideas the course will provide students and how those big ideas are described in terms of learning objectives.
By doing this diagnostic, professors will be able to plan classes that will take students from their current level of understanding to the one the course is aiming at.
What do they Know?
What do they Want to learn?
What they should Learn?
Then, create or adjust lesson plan to fulfill students’ needs!

10. Components of a Lesson Plan
The lesson plan will follow the same path from backward design!
Course number and name
OBJECTIVES:
Big Ideas
Topic & Context
Learning Objectives
ASSESSMENTS:
Performance Tasks
Other formative assessment activities
Reserve some time to self-assess your plan
LEARNING ACTIVITIES:
Time
Teaching Method
Professor Instructions and Student Learning Activities
Material and Resources

11. Creating Learning Activities
What students should do to achieve the desired results?
“I hear, I forget
I see, I remember
I do, I understand”
- Chinese Proverb
Class activities should engage students!
From “Understanding by Design”, Wiggins and McTighe

12. Students more responsible for learning Evaluation promotes learning
Principles of LCT
LCT strategies provide ways to engage students in active participation and to build their own understanding
Shared power
More development activities, teacher as facilitator
Students more responsible for learning
Evaluation promotes learning
Less teacher control
Less content coverage
Less focus on teacher
Less focus on grades
Weimer, 2002

13. Perform authentic tasks
How to engage students?
By using LCT!
Teaching approaches that creates learning environments to engage students to construct understanding based on:
Create meaning
Solve problems
Apply concepts
Real-life situations
Relevant to students
Perform authentic tasks
Knobloch & Ball, n.d.)

14. What is the professor role in LCT environment?
Professors should act as facilitators, encouraging students interaction and discussions
Professors will:
Prepare more class activities -> Students will construct their knowledge
Prepare and give less lecture -> Interact more with students
Create environment for interaction -> Manage class discussions (

15. LCT strategies were grouped into three approaches:
LCT Approaches
LCT strategies were grouped into three approaches:
Which one should
I use?
It will depend on the
learning experience
needed to achieve
the objective
This Module:
Active
Learning

16. Active Learning
Students should do more than simply listen to a lecture!
Students should process and use the information in order to retain it
Active Learning is “anything that involves students in doing things and thinking about the things they are doing”
(Bonwell & Eisen, 1991)

17. Why Active Learning? Why is it important?
The amount of information retained by students declines substantially after ten minutes of listening (Thomas, 1972)
Students need to be physically and mentally involved in class activities to learn

18. Multiple Intelligences Learning requires multi-modal approaches!
Bodily-Kinesthetic
This area has to do with movement and doing. People are generally good at physical activities such as sports or dance. People who have this intelligence usually learn better by getting up and moving around. They may enjoy acting or performing, and in general they are good at building and making things. They often learn best by physically doing something, rather than reading or hearing about it. Those with strong bodily-kinesthetic intelligence seem to use what might be termed muscle memory. They remember things through their body such as verbal memory or images. They require fine motor skills that require dancing, athletics, surgery, craft and other movement functions. In artificial Intelligences programs are being developed to mimic the movement of athletics through games and other computer related items but they will not take the place of the actual movement of this inteligence physcially. Careers which suit those with this intelligence include athletes, dancers, actors, surgeons, builders, and soldiers. Although these carreers can be duplicated through vitual similation they will not produce the actual physical learning that is needed in this intelligence.
[edit] Interpersonal
This area has to do with interaction with others. People in this category are usually or extroverts and are characterized by their sensitivity to others' moods, feelings, temperaments and motivations, and their ability to cooperate in order to work as part of a group. They communicate effectively and empathize easily with others, and may be either leaders or followers. They typically learn best by working with others and often enjoy discussion and debate. The artificial intelligences for this intelligence can be excel. Although this is a feeling and emotional intellegences, with today computer and online material people can learn, relate, with each other. Web cam and other technical material has allowed people to function in this intelligence. The personal touch has to still be there to impliment these functions. Careers which suit those with this intelligence include politicians, managers, teachers, and social workers.
[edit] Verbal-linguistic
This area has to do with words, spoken or written. People with verbal-linguistic intelligence display a facility with words and languages. They are typically good at reading, writing,telling stories and memorizing words along with dates. They tend to learn best by reading, taking notes, listening to lectures, and via discussion and debate. They are also frequently skilled at explaining, teaching and oration or persuasive speaking. Those with verbal-linguistic intelligence learn foreign languages very easily as they have high verbal memory and recall, and an ability to understand and manipulate syntax and structure. This intelligence is high in writers, lawyers, philosophers, journalists, politicians and teachers. Artificial Intelligences can be used in this function with written litature from the intelligences, also though computers and other audio media to inhance the intelligence.
[edit] Logical-Mathematical
This area has to do with logic,abstractions,reasoning,and numbers. While it is often assumed that those with this intelligence naturally excel in mathematics, chess, computer programming and other logical or numerical activities, a more accurate definition places emphasis on traditional mathematical ability and more reasoning capabilities, abstract patterns of recognition, scientific thinking and investigation, and the ability to perform complex calculations. Many scientists, mathmaticians, engineers, doctors and economists function in this level of intelligences. This probably is the most usuable intellegence that can compare with the artificial intellengences. In our military, the government has used this intellignece in war, with the percision of finding enemy targets with mathmatiac calaculations. Engineers have used computer programs and robots to build and construct projects. Doctors have used robots to operate on patients during surgery. The stock market have used computers project the economy in the future.
[edit] Naturalistic
This area has to do with nature, nurturing and relating information to one's natural surroundings. This is the eighth and newest of the intelligences, added to the theory in This type of intelligence was not part of Gardner's original theory of Multiple Intelligences. Those with it are said to have greater sensitivity to nature and their place within it, the ability to nurture and grow things, and greater ease in caring for, taming and interacting with animals. They may also be able to discern changes in weather or similar fluctuations in their natural surroundings. They are also good at recognizing and classifying different species. "Naturalists" learn best when the subject involves collecting and analyzing, or is closely related to something prominent in nature; they also don't enjoy learning unfamiliar or seemingly useless subjects with little or no connections to nature. It is advised that naturalistic learners would learn more through being outside or in a kinesthetic way.
The theory behind this intelligence is often criticized, much like the spiritual or existential intelligence (see below), as it is seen by many as not indicative of an intelligence but rather an interest. However it might have been a more valuable and useful intelligence in prehistoric times when humans lived closer to nature.
Careers which suit those with this intelligence include scientists, naturalists, conservationists, gardeners and farmers.
[edit] Intrapersonal
This area has to do with introspective and self-reflective capacities. Those who are strongest in this intelligence are typically introverts and prefer to work alone. They are usually highly self-aware and capable of understanding their own emotions, goals and motivations. They often have an affinity for thought-based pursuits such as philosophy. They learn best when allowed to concentrate on the subject by themselves. There is often a high level of perfectionism associated with this intelligence.
Careers which suit those with this intelligence include philosophers, psychologists, theologians, writers and scientists.
[edit] Visual-Spatial
Main article: Spatial reasoning
This area has to do with vision and spatial judgment. People with strong visual-spatial intelligence are typically very good at visualizing and mentally manipulating objects. Those with strong spatial intelligence are often proficient at solving puzzles. They have a strong visual memory and are often artistically inclined. Those with visual-spatial intelligence are also generally have a very good sense of direction and may also have very good hand-eye coordination, although this is normally seen as a characteristic of the bodily-kinesthetic intelligence.
Some critics [4] point out the high correlation between the spatial and mathematical abilities, which seems to disprove the clear separation of the intelligences as Gardner theorized. Since solving a mathematical problem involves reassuringly manipulating symbols and numbers, spatial intelligence is involved in visually changing the reality. A thorough understanding of the two intelligences precludes this criticism, however, as the two intelligences do not precisely conform to the definitions of visual and mathematical abilities. Although they may share certain characteristics, they are easily distinguished by several factors, and there are many with strong logical-mathematical intelligence and weak visual-spatial, and vice versa.[citation needed]
Careers which suit those with this intelligence include artists, engineers, and architects.
[edit] Musical
This area has to do with rhythm, music, and hearing. Those who have a high level of musical-rhythmic intelligence display greater sensitivity to sounds, rhythms, tones, and music. They normally have good pitch and may even have absolute pitch, and are able to sing, play musical instruments, and compose music. Since there is a strong auditory component to this intelligence, those who are strongest in it may learn best via lecture. In addition, they will often use songs or rhythms to learn and memorize information, and may work best with music playing in the background.
Careers which suit those with this intelligence include instrumentalists, singers, conductors, disc-jockeys, and composers.
[edit] Other intelligences
Other intelligences have been suggested or explored by Gardner and his colleagues, including spiritual, existential and moral intelligence. Gardner excluded spiritual intelligence due to what he perceived as the inability to codify criteria comparable to the other "intelligences". Existential intelligence (the capacity to raise and reflect on philosophical questions about life, death, and ultimate realities) meets most of the criteria with the exception of identifiable areas of the brain that specialize for this faculty.[5] Moral capacities were excluded because they are normative rather than descriptive.[6]
Learning requires multi-modal approaches!

19. (Multiple Intelligences)
Why Active Learning?
Why does it help students to learn?
Students who actively engage with the material are more likely to recall information (Bruner, 1961)
Provide immediate feedback, raise questions, and make students think, building understanding
Different people learn in different ways
(Multiple Intelligences)

20. Active Learning Process
A dynamic process!
Multi-modal delivery
Feedback
Questions
Understanding
Knowledge
Application
Student’s existing knowledge
Professor as facilitator

21. How to use Active Learning?
Multi-modal delivery engages students in class activities that use multiple senses
Visual
Social
Active
Learning
Visual: Real objects + technology
Verbal: Professor interaction
Engaging Lectures by including:
Stories, analogies, examples, involving students
Humor
Giving the message meaning in a verbal way that connects with student personal interests and experiences. In this way, the message will be remembered
Use sounds, music
Kinesthetic:
Touching
Doing tasks with the body
Doing demonstrations, performing a task
Real-time feedback by professor:
Use of technology (quizzes, clickers)
Informal, formative exercises (used as review)
Social: Peer-to-peer
Listening and talking to each other
Student interaction
Verbal
Real-time
feedback
Kinesthetic

22. Active Learning: Visual Visual Instruction + Analysis
Show students:
Videos
Demonstrations
Real objects
Graphs / Diagrams / Pictures
Animations / Flashes
Use technology to present concepts:
Animations / Flashes
Simulation
3D images

23. Active Learning: Verbal
Engaging Lectures!
Story-telling
Involving students in the story
Teaching with enthusiasm
Use:
Analogies/metaphors
Stories
Real-life examples
Teaching with songs

24. Active Learning: Verbal Communicate meaning, relevance
Humor
Communicate meaning, relevance
Connects!
Student’s mind
Previous experiences
Teaching in chunks
Break lessons down into lessons segments (~10 min) and processing time (~2 to 10 min)

25. Active Learning: Social
Peer-to-peer learning! Promotes Students’ interaction!
In-class discussions
In pairs
With all students & professor as facilitator
Think-pair-share
In-class debates

26. Active Learning: Social
Peer teaching or Collaborative Learning
In-class small projects
In-class small scenarios and discussion

27. Active Learning: Social Student-led review sessions
Brainstorming
Concept mapping
Ask students to create visual representations of models, ideas and relationship between concepts + share + discussion
Student-led review sessions

28. Active Learning: Real-time Feedback One-minute Paper / Essay:
In-class writing
One-minute Paper / Essay:
Student will summarize last or current class, and write questions to be clarified
Students will write down the key idea and what needs clarification
Stump the professor
Students will write down difficult questions about the content to ask the professor. The objective is to ask questions that the professor is not able to answer.

29. Active Learning: Real-time Feedback
Review Games
Games can include matching, mysteries, and group competitions (jeopardy, bingo)

30. Active Learning: Real-time Feedback
Thumbs up / thumbs down / thumbs sideways or flash cards
Ask students to agree disagree to a statement, problem solution and discuss their reasoning
Use clickers to in-class quiz, student voting, opinion etc.
Debriefing / reflection

31. Active Learning: Kinesthetic
Learning by doing! Use the body!
Perform a task
Build models
Build Models
Role-playing
Perform or review concepts

32. How to get started?
What students should do to learn this concept or skill?
What students should know and be able to do at the end of the class?
It may require Active Learning, Inquiry Learning or Contextual Learning activities!
Objectives
& Learning
Goals
Nature
of the
Content
Learning
experiences
LESSON
PLAN
How would you summarize this concept in one sentence?
What specific activity professor could create that will provide students the right learning experience?
What resources should be used?

33. How to get started? A Nutrition Example
Objectives
& Learning
Goals
Nature
of the
Content
Learning
experiences
LESSON
PLAN
Describe and explain the digestion process
Digestion is a process; a sequence of events
Listen
Show pictures or video while lecturing
See
Talk about it
Peer-teaching, concept mapping
Get involved in the process
Build a model, role-play
Review
Quiz

34. Outcomes of each activity Desired Outcomes / Objectives1
Desired Outcomes / Objectives
Activity
Create interest, present idea
Memorize / Recall
Clarify / internalize
Process / digest the information
Review / Reinforce
Generate ideas
Explain / communicate
Draw conclusions
Build confidence
Connect / associate
Practice application
Develop a skill
Get other student's view 2 xx x
Use of visual aids xx x
Story-telling x xx
Involve students in the story xx x
Teaching with enthusiasm xx x
Use of songs

35. Outcomes of each activity Desired Outcomes / Objectives1
Desired Outcomes / Objectives
Activity
Create interest, present idea
Memorize / Recall
Clarify / internalize
Process / digest the information
Review / Reinforce
Generate ideas
Explain / communicate
Draw conclusions
Build confidence
Connect / associate
Practice application
Develop a skill
Get other student's view 2 xx x
Use of Humor x xx
Communicate meaning, relevance xx x
Teach in chunks x xx
In-class discussion xx x
In-class debates xx x
Peer teaching

36. Outcomes of each activity Desired Outcomes / Objectives1
Desired Outcomes / Objectives
Activity
Create interest, present idea
Memorize / Recall
Clarify / internalize
Process / digest the information
Review / Reinforce
Generate ideas
Explain / communicate
Draw conclusions
Build confidence
Connect / associate
Practice application
Develop a skill
Get other student's view 2 x xx
In-class small projects x xx
In-class small scenarios discussion x xx
Brainstorming x xx
Concept mapping xx x
Students presentation

37. Outcomes of each activity Desired Outcomes / Objectives1
Desired Outcomes / Objectives
Activity
Create interest, present idea
Memorize / Recall
Clarify / internalize
Process / digest the information
Review / Reinforce
Generate ideas
Explain / communicate
Draw conclusions
Build confidence
Connect / associate
Practice application
Develop a skill
Get other student's view 2 xx x
In-class writing xx x
Stump the professor xx
Review games x xx
Thumbs up/down x xx
Quizzes x xx
Debrief, reflection

38. Outcomes of each activity Desired Outcomes / Objectives1
Desired Outcomes / Objectives
Activity
Create interest, present idea
Memorize / Recall
Clarify / internalize
Process / digest the information
Review / Reinforce
Generate ideas
Explain / communicate
Draw conclusions
Build confidence
Connect / associate
Practice application
Develop a skill
Get other student's view 2 x xx
Build models x xx
Perform a task xx x
Role-playing
Bottom line: different activities will lead to different outcomes!
Depending on the nature of the task, different outcomes can be achieved.

39. Is my lesson plan engaging and effective?
Is it providing students a path to achieve the objectives? W
Where is it going? Why? T
Tailor to students’ needs, interests and styles H
Hook the students and Hold their attention E
Equip students with opportunities to Experience and Explore the big ideas O
Organize activities for maximum engagement and effectiveness R
Provide opportunities to students to Reflect, Rethink and Revise E
Evaluate work and their progress

40. From Big Ideas to Lesson Plans!
Summary
BIG IDEA
From Big Ideas to Lesson Plans!
Learning
Goals
Objectives
Nature
of the
Content
Learning
Experiences
Content Plan
LESSON PLANS
Assessment
Activities

41. Learn about your students Plan activities that will bridge the gap
Summary
Learn about your students
Plan activities that will bridge the gap
Write your Lesson Plan

42. Activities are effective and engaging?
Summary
Which activities?
Activities are effective and engaging?
WHERE TO

43. Summary Active Learning Active Learning Visual Social Verbal Real-time
assessments
Kinesthetic

44. Learning Objectives How to create a lesson plan?
How to engage students in a course?
What is the professor’s role in a learner-centered classroom?
What is the purpose of using Active Learning?
How to apply Active Learning to a course?

45. References
Understanding, Unpacking Standards, Big Idea, Essential Questions
Wiggins, Grant and McTighe, Jay. Understanding by Design. 2nd Edition. ASCD, Virginia, 2005.
Multiple Intelligences
Active Learning: Creating Excitement in the classroom, by Charles C. Bonwell, Ph.D.
Center for Teaching, Learning and Technology website, by Kathleen McKinney (

46. References
Review and Summary of Learner-Centered Teaching by Maryellen Weimer (
Active Learning Strategies: