Before we start, please take this pretest. Which teaching strategy is ESSENTIAL for promoting active learning in large classes? Hands-on experimentation Peer collaboration Physical activity Real-world problem-solving Reflective writing Shorter in-class lectures

How to respond: If you have a smartphone, send a message to In the message window, type only the number that corresponds to your answer: (Hands-on experimentation) (Peer collaboration) (Physical activity) (Real-world problem-solving) (Reflective writing) (Shorter in-class lectures)

Teaching Large Classes: Promoting Active Learning CETLA March 21, 2013

Objectives Define “active learning.” Identify barriers to active learning in large classes. Set the stage for active learning. Try out recommended activities. Identify helpful web resources. Share best practices. Note: We will discuss how to design group activities and manage class discussions at future sessions.

Please take notes. Active Learning Barriers Setting the Stage Activities and Resources 1.___ 2.___ 3.___ 4.___ Colleagues’ Best Practices Note: Slides with links will be posted, but they will be incomplete.

What is “active learning”? Let’s try Think-Pair-Share: Write a one-sentence definition. Then exchange definitions with your neighbor. Discuss both definitions and try to agree on one, revising as needed. Be prepared to share your joint definition with the class.

One definition “Active learning” is a pedagogy that “provides opportunities for students to talk and listen, read, write, and reflect as they approach course content through …activities…which require students to apply what they are learning” (Meyers & Jones,1993).

Why active learning? On “doing”… Learners “discover and construct knowledge through activities.”  --Jean Piaget On “reflecting”… All reflection involves, at some point, stopping external observations and reactions so that an idea may mature.”  --John Dewey

What are some of the barriers to active learning in large classes? There isn’t enough time. There are too many distractions. The lecture hall layout is not conducive.

Is this you? Students retain 70% of information in the first 10 minutes of a 50-minute lecture, but only 20% in the last (McKeachie, 1986).

How can we overcome these barriers?

Interrupting a lecture may help students remember the content better. Believe it or not!

Setting the Stage Use learning objectives to cut fat out of your lecture. Break up the remaining lecture into 5-20 minute mini- lectures. Take activity breaks in between. Post most or all of your lecture online. Require students to study the lecture material before class. Devote most or all of class time to activities that help students apply, analyze, synthesize, or evaluate what they learned from the lecture. Change the PaceFlip the Classroom “You don’t want to cover a subject; you want to uncover it” –David Dawkins

What kinds of activities can work with large classes?

Activities Think-Pair-Share Empty Outline Games Peer Instruction Minute Paper Case Study Hands-on Research Simulations/Role-play

Category 5 Category 4 Category 3 Category 2 Category Parade of Games in PowerPoint

Peer Instruction Now try to reach a consensus with your neighbor about the answers to the pretest. Which teaching strategy is ESSENTIAL for promoting active learning in large classes? Hands-on experimentation Peer collaboration Physical activity Real-world problem-solving Reflective writing Shorter in-class lectures

Now please vote again. If you have a smartphone, send a message to In the message window, type only the number that corresponds to your answer: (Hands-on experimentation) (Peer collaboration) (Physical activity) (Real-world problem-solving) (Reflective writing) (Shorter in-class lectures)

Now it’s time to share. Who has tried other active learning strategies such as hands-on research, case studies, minute papers, or simulations?