Active Learning: Rethinking Our Teaching to Promote Deeper Learning Facilitated by Ken Silvestri, CFE Instructional Designer

WORKSHOP OUTCOMES After participating in this workshop on active learning, you will be able to: Distinguish between active learning and passive learning Create a plan for integrating and facilitating active learning strategies in the classroom (3) Use some common and simple active learning strategies in your teaching (4) Draw upon some instructional technologies to support the use of active learning

OVERVIEW Why Active Learning What is Active Learning How to Integrate Active Learning How technology enables active learning Source: Kenneth J. Silvestri Wordle

WHY ACTIVE LEARNING No Active Learning Active Learning 34% Failure Rate 22% Failure Rate +6% better on examinations Source: Freeman et al. (2014) Active learning increases student performance in science, engineering, and mathematics. PNAS, June 10, 2014, vol. 111, no. 23

Attention Span = 10-20 Minutes WHY ACTIVE LEARNING INFORMATION ENGAGEMENT 10-20 Minutes Attention Span = 10-20 Minutes Source: Stuart & Rutherford, 1978; Wilson & Korn, 2007

WHAT IS ACTIVE LEARNING? Image Source: Wikipedia Commons

WHAT IS ACTIVE LEARNING? THINK (Individual): Take 2 minutes to think about what active learning means to you PAIR UP: Turn to the person next to you and discuss your ideas SHARE: Have one person share your thoughts with the larger group Image Source: Wikipedia Commons

WHAT IS ACTIVE LEARNING? PROBLEM SOLVING INTERACTING DISCUSSING DOING/ ENGAGING REFLECTING TEACHING APPLICATION

WHAT IS ACTIVE LEARNING? BLOOM’S TAXONOMY Higher Order Thinking Skills “Students that are engaged in more activities than just listening. They are involved in dialog, debate, writing, and problem solving as well as higher order thinking, e.g. analysis, synthesis, evaluation, and creating” - Bonwell and Eison, 1991 ”ZONE OF DEEPER LEARNING” Lower Order Thinking Skills Source: Benjamin Bloom

HOW: INTEGRATING ACTIVE LEARNING 50 Minute Lecture 5 Minute Thinking or Reflection Activity Introduce New Topic or Revisit Previous Topic 10-15 Minutes Group Discussion or Application Activity 10-15 Minutes Introduce New Topic 10-15 Minutes 5 Minute Reflection Activity 75 Minute Lecture: In-Depth Group Activity 15-20 Minutes

HOW: INTEGRATING ACTIVE LEARNING GROUP DISCUSSION ACTIVITY: Take 10 minutes to discuss active learning strategies that could fit in the active learning lecture model. SHARE: Have someone in your group with a laptop or tablet post your list of strategies for everyone to see at: https://padlet.com/kenneth_silvestri_bzn/4jr0dh9by33b You can add your list by clicking anywhere on the screen and typing in the box provided. Make sure to give your group a name in the title, i.e. Active Learning Bobcats.

Ask Before You Tell Think-Pair-Share Jigsaw One-Minute Paper STRATEGY OUTCOME Activation of prior knowledge Ask Before You Tell Explaining, Discussion, and Collaboration Think-Pair-Share Peer Instruction, Evaluating, and Synthesizing Jigsaw Case Studies/ Problem-Solving Real-World Relevancy, Analyzing, and Application Reflection on what is being learned One-Minute Paper

HOW: PREPARE YOUR STUDENTS Why Active Learning Start Early – Day One Start Small Community-and Team-Building

HOW: INTEGRATING ACTIVE LEARNING More Time Less Time

HOW: TECHNOLOGY AS ENABLER RECORDED LECTURES 10:00 Manageable chunks targeting 1-2 concepts, 5-10 minutes long 0:00/10:00 CC

HOW: TECHNOLOGY AS ENABLER FORMATIVEFEEDBACK ONLINE QUIZZES PREPARED STUDENTS

HOW: TECHNOLOGY AS ENABLER Encourages participation Prompt feedback Facilitate higher order thinking skills and deeper learning Image Source: iclickers.com

HOW: LARGE ENROLLMENT COURSES

HOW: LARGE ENROLLMENT COURSES INDIVIDUAL PAIR GROUP ONE-MINUTE PAPER THINK-PAIR-SHARE ACTIVE DEBATE PAIRED JIGSAW NOTE SHARING CONCEPT MAPS iCLICKERS

ACTIVE LEARNING RESOURCES

ONE-MINUTE PAPER 1:00 INSTRUCTIONS: Take one minute to reflect on what you learned and write down one thing from this workshop that you can try in a course that you teach.

REFERENCES Bloom B. S. Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. (1956) New York: David McKay Co Inc. Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the classroom. ASHE-ERIC Higher Education Report No. 1. Washington, D.C.: The George Washington University. Freeman et al. (2014) Active learning increases student performance in science, engineering, and mathematics. PNAS, June 10, 2014, vol. 111, no. 23 Miller, Michelle D. (2014) Minds Online: Teaching Effectively with Technology. Harvard University Press Rose, D. & Meyer, A. Teaching Every Student in the Digital Age: Universal Design for Learning. (2002). ASCD: http://www.cast.org/teachingeverystudent/ideas/tes/ The Instructor’s Guide to Course Facilitation & Facilitation, Minnesota State University, [updated, 2015]