1. Active Learning Martha Wicker, Director
Center for Instructional Development
Clayton State University

2. Activity 1: Background Knowledge Probe
Question 1: What is your interest/knowledge level of
active learning?
I have never heard of active learning.
I have heard about active learning.
I have read about or attended a conference session
on active learning.
I have participated in a course, workshop, or training
session on active learning.
I have done independent research and/or presented
or published a paper on active learning.

3. Activity 1: Background Knowledge Probe
Question 2: What is your implementation level of
active learning?
I have never used active learning strategies in the classroom.
I seldom use active learning strategies in the classroom.
I sometimes use active learning strategies in the classroom.
I often use active learning strategies in the classroom.
I always use active learning strategies in the classroom.

4. Background & Definitions

5. “Learners construct their own reality or at
Constructivism
“Learners construct their own reality or at
least interpret it based upon their perceptions
of experiences, so an individual's knowledge
is a function of one's prior experiences,
mental structures, and beliefs that
are used to interpret objects and
events." (Jonasson, 1991)
Leading Theorists:
Jean Piaget
Seymour Papert
Jerome Bruner
Lev Vygotsky
John Dewey

6. Constructivism Premises: Learners construct their own meaning
New learning builds on prior knowledge
Social interaction enhances learning
Meaningful learning occurs through “authentic” tasks
(Good and Brophy,1994)
* Learners construct their own meaning. Students are not passive receptacles. They do not easily process or transfer what they passively receive. In order to make knowledge useful in a new situation, students must make a deliberate effort to make sense of the information that comes to them. They must own it. They must manipulate, discover, and create knowledge to fit their belief systems.
* New learning builds on prior knowledge. In making an effort to make sense of information, students must make connections between old knowledge and new information. They must compare and question, challenge and investigate, accept or discard old information and beliefs in order to progress.
* Learning is enhanced by social interaction. The constructivist process works best in social settings as students have the opportunity to compare and share their ideas with others. Learning occurs as students attempt to resolve conflicting ideas. Although social interaction is frequently accomplished in small group activities, discussions within the entire class provide students the opportunity to vocalize their knowledge and to learn from others.
* Meaningful learning develops through "authentic" tasks. This aspect of constructivism is frequently misinterpreted. Using authentic tasks does not mean that we wait until a frog hops by to seize the opportunity to teach metamorphosis. It simply means that activities are chosen to simulate those that will be encountered in real life or in an assignment.

7. Background and Definitions
“I hear and I forget, I see and I
remember, I do and I understand.”
(Confucius)

8. Background and Definitions
“One must learn by doing the thing,
for though you think you know it –
you have no certainty until you try.”
(Sophocles, 5th century B.C.)

9. Background and Definitions
“All genuine learning is active, not
passive. It is a process of discovery
in which the student is the main
agent, not the teacher.”
(Adler,1982)

10. Background and Definitions
“Learning is not a spectator sport.
Students do not learn much just by
sitting in class listening to teachers,
memorizing pre-packaged assignments,
and spitting out answers. They must
talk about what they are learning, write
about it, relate it to past experiences,
apply it to their daily lives. They must
make what they learn part of
themselves.”
(Chickering & Gamson, 1987)

11. Definition of Active Learning
“In the college classroom, active
learning involves students doing
things and thinking about what they
are doing.”
(Bonwell & Eison, 1991)

12. Characteristics of Active Learning

13. Passive Learning
Play Movie

14. Activity 2: Gallery Walk
In your group, make a list of the characteristics of active learning.
Post your list on the wall and walk around the room to view each groups’ list.
Focused Listing – refer to handout

15. Characteristics of Active Learning
Students are involved in more than passive listening.
Students are engaged in activities (e.g., reading, discussing, writing).
There is less emphasis placed on information transmission and greater emphasis placed on developing student skills.
There is greater emphasis placed on the exploration of attitudes and values.
(Bonwell & Eison, 1991)

16. Characteristics of Active Learning
Student motivation is increased (especially for adult learners).
Students can receive immediate feedback from their instructor.
Students are involved in higher order thinking (analysis, synthesis, evaluation).
(Bonwell & Eison, 1991)

17. Characteristics of Active Learning
engaged in the learning process
encouraged to “own” and construct knowledge
provided with real-life connections and experiences
required to think critically and creatively
learning with reference to their different learning styles
building on their prior knowledge/experience
evaluated using multiple authentic assessment strategies
(Biggs, J., 2003)

18. Examples of Active Learning

19. Activity 3: Focused Listing
In your group, make a list of examples of active learning.
Rotate sharing examples on your list with the large group.
Focused Listing – refer to handout

20. Examples of Active Learning
Interactive Lectures
Group Projects
Debates
Simulations
Games
Presentations
Field Trips
Service Learning
Discussion
PBL
Case Studies
Research Papers
Labs
Collaborative Learning
Concept Mapping
Alternative Assessment

21. Passive & Active Learning
Receiving
Information
& ideas
Passive Learning
Experiences
Doing
Observing
Active Learning
Reflection
what & how
alone & group
(Fink, 2003)

22. Faculty Role (Cannon, 2000) Teacher Centered students passive
teacher decisions
emphasis on subject content only
lecture based learning
emphasis on content coverage
teacher is content expert
extrinsic motivation
competitive & individual learning
short-term learning
teacher-focused assessments
Student Centered
students active
student choices
emphasis on integrated content
inquiry based learning
emphasis on learning activities
teacher is facilitator
intrinsic motivation
cooperative learning
lifelong learning
student/peer-focused assessments
(Cannon, 2000)

23. Planning Model (Fink, 2003) Learning Goals Teaching & Learning
Activities
Feedback &
Assessment
Situational Factors
(Fink, 2003)

24. Activity 4: Think-Pair-Share
Think: Take a moment to think about the examples of active learning and select one you think you could use in the classroom. Answer the following questions:
Why did you choose this strategy?
What preparation is required by the faculty and students?
How does it change your role as the instructor?

25. Activity 4: Think-Pair-Share
Pair: Turn to the person next to you and explain your thoughts.
Why did you choose this strategy?
What preparation is required by the faculty and students?
How does it change your role as the instructor?

26. Activity 4: Think-Pair-Share
Share: Report out to your small group.
Why did you choose this strategy?
What preparation is required by the faculty and students?
How does it change your role as the instructor?

27. Benefits & Barriers

28. Activity 5: Electronic Polling
Question 3: What is the average attention span for
students?
10 – 15 minutes
15 – 20 minutes
30 – 45 minutes
50 – 60 minutes

29. Activity 5: Electronic Polling
Question 4: After 24 hrs, what percent of information is
retained by students in a lecture environment?
5 %
10%
20%
30%
50%

30. Activity 5: Electronic Polling
Question 5: After 24 hrs, what percent of information is
retained by students in an active learning environment?
10%
20%
30%
50%
75%

31. Benefits
(Souza, 2000)

32. Activity 6: Pro/Con Grid
In your group, make a list of the pros
(benefits) and cons (barriers) of using
active learning strategies in the
classroom.

33. Benefits of Active Learning
Students are more engaged in learning.
Students receive immediate feedback from instructor and other students.
Students are more motivated and accept more responsibility for their learning.
Students learn to work collaboratively with others from diverse backgrounds.

34. Barriers to Active Learning
You cannot cover as much course content as you can with the lecture method.
Designing active learning strategies requires more pre-class preparation.
It is more difficult to implement active learning strategies with large classes.
Most instructors enjoy lecturing and believe that their lectures are effective (Bonwell, 1991)

35. Barriers to Active Learning
Active learning strategies often require materials or equipment that may not be readily available.
Students often resist the use of active learning strategies.
Using active learning strategies involves taking risks
(Bonwell, 1991)

36. Activity 7: Brainstorming
In your group, brainstorm possible solutions to your assigned barrier.
Share your solutions with the large group.

37. Overcoming Risks (Bonwell, 1991) Dimension Low-Risk Strategies
High-Risk Strategies
Class Time Required
Relatively short
Relatively long
Degree of Structure
More structured
Less structured
Degree of Planning
Meticulously planned
Spontaneous
Subject Matter
Relatively concrete
Relatively abstract
Potential for Controversy
Less controversial
Very controversial
Students’ Prior Knowledge of
the Subject Matter
Better informed
Less informed
the Teaching Techniques
Familiar
Unfamiliar
Instructor’s Prior Experience
with the Teaching Technique
Considerable
Limited
Pattern of Interaction
Between faculty and students
Among students
(Bonwell, 1991)

38. Overcoming Risks (Bonwell, 1991)
Students are Active/Lower Level of Risk
Students are Active/Higher Level of Risk
Role playing
Small group presentations
Individual presentations
Guided imagery exercise
Unstructured small group discussion
Responsive lecture
Small group discussion Guided lecture
Demonstrations Self-assessments
Brainstorming activities In-class writing
Field trips Library tours
Quizzes or tests Lecture with pauses
Lecture with discussion Feedback lecture
Surveys/questionnaires Think-Pair-Share
Brainstorming
Students are Inactive/Lower Level of Risk
Show a film for the entire class period
Lecture for the entire class period
Students are Inactive/Higher Level of Risk
Invite a new guest speaker
(Bonwell, 1991)

39. Implementing Active Learning Strategies
Individual Faculty

40. Individual Faculty Select one active learning strategy Set the stage
Prepare students
Ask for feedback from students & peers
Reflect on the experience
Make modifications, if necessary
(Modified from Felder, 1996)

41. Implementing Active Learning
Campus-Wide Models

42. Activity 8: Case Studies
Read the case at your table.
Choose a recorder.
Respond to the question(s) at the end of your case.
Briefly summarize the implementation model to the large group.

43. Clayton State’s Model
The faculty development model spans a five-year period, offering training at three different levels:
Level 1 
Half-day training to entire faculty led by external consultant 
Internal grants for faculty to conduct discipline-specific classroom research projects and to meet biweekly to discuss the implementation of engagement strategies
Analysis of results and dissemination of findings
Level 2 
Biweekly focus groups for faculty within each discipline to discuss and implement engagement strategies
Peer review of faculty participating in the focus groups
Level 3 
Online, self-directed training modules for faculty to use as a resource on discipline-specific engagement strategies
Analysis of results and dissemination of findings 

44. Faculty Development Grants
Purpose
to award funds to faculty for conducting classroom research projects aimed at improving student success in learning;
to provide structured opportunities for faculty to share best practice strategies related to student success;
to disseminate classroom research findings.

45. Faculty Development Grants
Expectations
1st year:
meet bi-weekly to share classroom experiences and to collect Student Success strategies;
conduct a classroom research project;
formally share Student Success Program experiences with CCSU faculty;
present or publish classroom research findings at a conference or in a journal article.
contribute at least six student success strategies to the online database

46. Active Learning Database

47. Faculty Development Grants
Expectations
2nd year:
lead a monthly focus group;
participate in peer observations of faculty.
Incentives
Stipends 1st year: $1,500; 2nd Year: $1,000
Credit for participation on Summary of Professional Activity and Promotion and Tenure Evaluation

48. Focus Groups
Purpose
to provide structured opportunities for faculty to implement the Student Success strategies collected by the grant recipients;
to provide sharing opportunities for 6-10 faculty within each college/school to discuss their classroom experiences;
to facilitate improved teach ing through peer observation and feedback.

49. Focus Groups Expectations Incentives
meet monthly to learn about Student Success strategies and to share classroom experiences;
develop discipline-specific applications for at least two Student Success strategies and implement them in the classroom;
participate in journal reflections and peer observations.
Incentives
Credit for participation on Summary of Professional Activity and Promotion and Tenure Evaluation

50. Activity 9: Fish Bowl
Write down your questions on the index cards provided at each table.
Place your index cards in the fish bowl.
The workshop facilitator will respond to your questions by drawing cards from the fish bowl after break.

51. Activity 10: Reflective Journal
Complete the Inventory for Good Practice in Undergraduate Education on Active Learning
Devise a plan for implementing active learning strategies in your teaching.

52. Bibliography
Adler, Mortimer. (1982) The Paideia Proposal: An Educational Manifesto.New York: Collier Books.
Biggs, J. (2003) Teaching for quality learning at university: what the student does. 2nd edn. Buckingham: SRHE and Open University Press.
Bonwell, C.C. & Eison, J.A. (1991). Active Learning: Creating Excitement in the Classroom. ASHE-ERIC Higher Education Report No. 1. Washington, D.C.: School of Education and Human Development, George Washington University.
Cannon, Robert and Newble, David. (2000). A Handbook for Teachers in Universities & Colleges: a guide to improving teaching methods. London: Kogan Page.
Chickering, A., & Gamson, Z. (1987). Seven principles of good practice in undergraduate education. AAHE Bulletin, 39, 3-7.

53. Bibliography
Richard Felder, We Never Said It Would Be Easy North Carolina State University (1995). Columns/Noteasy.html
Fink, L. D. (2003). Creating significant learning experiences: An integrated approach to designing college courses. San Francisco: Jossey-Bass.
Good, T., and J. Brophy. (1994). Looking in Classrooms (6th ed.). New York: Harper Collins.
Jonassen, D. H. (1991) Objectivism versus constructivism: do we need a new philosophical paradigm? Educational Technology Research and Development, 39 (3), 5-14.
Souza, "How the Brain Learns", (2000).