Achitecting an Active Classroom: An Integrative Approach Rocky K. C. Chang Department of Computing The Hong Kong Polytechnic University 16 January 2004

Rocky K. C. Chang, Department of Computing2 Outline 1.Step 1-2-3: the main processes of building my classroom 2.An integrative approach 3.Lecturing, problem-solving, and peer learning 4.Students’ feedbacks 5.Conclusions and questions

Rocky K. C. Chang, Department of Computing3 Steps Identify the teaching and learning difficulties –Subject content –Students’ backgrounds –Others, e.g., lack of motivation 2.Decide on the expected learning outcomes and formulate the teaching strategies and approaches 3.Persist throughout the process

Rocky K. C. Chang, Department of Computing4 Step 1: Identify the difficulties Rapid development in the field (both in scope and depth) Abstract concepts Lack of hands-on experience Many terminologies and acronyms Heterogeneity of students’ backgrounds Lack of motivation to learn Scaling to large class size

Rocky K. C. Chang, Department of Computing5 Step 2: Expected learning outcomes and strategies My expectation: –Major: build a solid foundation on the underlying principles. –Minor: acquire useful, practical skills. Expectations with the difficulties identified –Teaching plan (what to cover and how much) –Assessment schemes –Teaching strategies –Learning strategies The most important class (out of all)

Rocky K. C. Chang, Department of Computing6 The first and the last

Rocky K. C. Chang, Department of Computing7 Active classroom, if you will Thinking: motivate students to think deeply –In-depth treatment of the subject Task-focused: engage students in meaningful tasks –Purposeful and thoughtful assessment components Teamwork: facilitate peer learning –Students are my partners in teaching Transcendence: humbly break the wall of in- class learning –A lot of learning activities taken place out of classrooms

Rocky K. C. Chang, Department of Computing8 Active classroom, if you will Interactive classes Enquiry-based learning Experience-based learning Collaborative learning Authentic and challenging assessment Integration of technology in teaching and learning

Rocky K. C. Chang, Department of Computing9 Outline 1.Step 1-2-3: the main processes of building my classroom 2.An integrative approach 3.Lecturing, problem-solving, and peer learning 4.Students’ feedbacks 5.Conclusions and questions

Rocky K. C. Chang, Department of Computing10 An integrative approach The main theses: –It is not enough to just emphasize on some teaching and learning components. –A thoughtful integration of all components would greatly enhance the learning outcomes. Three types of integration –Teaching and learning activity integration –Peer integration –Teaching and assessment integration

Rocky K. C. Chang, Department of Computing11 Teaching and learning activity integration The main foundation is still based on lectures and self- reading. The problem-solving layer intends to deepen the understanding. –Cover the important details and reinforce the concepts taught in lectures. –Interact with the concepts through experimentation.

Rocky K. C. Chang, Department of Computing12 Peer integration The best teaching assistants are the students –Students know their learning problems. –Encouragement, support, and stimulation Study groups

Rocky K. C. Chang, Department of Computing13 Teaching and assessment integration Teaching and assessment are nonseparable. Meaning and purposes of assessments? Imbed assessment in the teaching and learning activities

Rocky K. C. Chang, Department of Computing14 Outline 1.Step 1-2-3: the main processes of building my classroom 2.An integrative approach 3.Lecturing, problem-solving, and peer learning 4.Students’ feedbacks 5.Conclusions and questions

Rocky K. C. Chang, Department of Computing15 Lecturing: an art of exposition Defining the problems / issues at hand Explaining them intuitively Making them relevant Registering a framework Making them interesting Interacting with the learners

Rocky K. C. Chang, Department of Computing16 Problem-solving: a deepening exercise Analytical problem-solving –Assignments, but worked together during tutorials –Open-book mid-term tests and examination Experimental problem-solving (semi- open-ended) –Configuring a private computer network –Conducting experiments to verify the concepts.

Rocky K. C. Chang, Department of Computing17 A more elaborate setup

Rocky K. C. Chang, Department of Computing18 Group-based learning and assessment Grouping at the beginning of the course Each group works on the class project and attend the same tutorial session. A two-step assessment of individual contribution to the group project –An overall grade –Possible upward/downward adjustments based on other group members’ evaluation

Rocky K. C. Chang, Department of Computing19 Outline 1.Step 1-2-3: the main processes of building my classroom 2.An integrative approach 3.Lecturing, problem-solving, and peer learning 4.Students’ feedbacks 5.Conclusions and questions

Rocky K. C. Chang, Department of Computing20 Overall I am more interested in Computer Networks after taking this course. I have understood the foundational principles of Computer Networking. I am interested in taking more advanced courses on Computer Networks. Overall, I enjoy taking this course.

Rocky K. C. Chang, Department of Computing21 Overall

Rocky K. C. Chang, Department of Computing22 Effectiveness of lectures, tutorials, and textbook The lectures help me understand the subject materials. The tutorial sessions helped me understand the subject materials. The textbook helped me understand the subject materials.

Rocky K. C. Chang, Department of Computing23 Effectiveness of lectures, tutorials, and textbook

Rocky K. C. Chang, Department of Computing24 Effectiveness of assessments The assignments helped me understand the subject materials. The class project helped me acquire practical skills in Computer Networking. The class project helped me understand the subject materials. Overall, the project is worthy of my time and effort. The test helped me find out how much I have understood (or have not understood)

Rocky K. C. Chang, Department of Computing25 Effectiveness of assessments

Rocky K. C. Chang, Department of Computing26 Effectiveness of study groups My group members are helping each other to understand the subject materials. My group members are dedicated in working together on the class project. Overall, my study group has helped me study better, in terms of understanding and motivation.

Rocky K. C. Chang, Department of Computing27 Effectiveness of study groups

Rocky K. C. Chang, Department of Computing28 Conclusions and questions The integrative approach encourages us to view all T&L components as a whole. –Rethink the purpose of each component. –Formulate a more comprehensive teaching strategy. Does this approach work for other disciplines? How much work would be involved in using this approach? Does the approach make any difference?

What is an active classroom?

Any one that is architected by a teacher who is actively seeking ways to improve the learning outcomes