1. Less Lecture, More Learning IN THE APES CLASSROOM Presented by Charlene Woodland Science Educator

2. Why This Topic? APES exam has sooo much content APES exam has sooo much content Lecture works to deliver it, but it doesn’t help students to retain it Lecture works to deliver it, but it doesn’t help students to retain it So, I decided I needed to try something different So, I decided I needed to try something different And I want to share my successes with you And I want to share my successes with you

3. "Learning is not a spectator sport. Students do not learn much just by sitting in classes 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 and apply it to their daily lives. They must make what they learn part of themselves." Chickering, A. & Gamson, Z. 1987

4. By Any Other Name… Active learning Active learning Flipping the classroom Flipping the classroom Blended learning Blended learning Student centered learning Student centered learning Constructive learning Constructive learning Social Learning Social Learning

5. The Disadvantages More time to plan More time to plan Less covered, but… Less covered, but…

6. The Advantages More effective and efficient way of learning More effective and efficient way of learning More time to assist students in applying knowledge More time to assist students in applying knowledge Greater depth of understanding Greater depth of understanding

7. How This Works for Me Step 1: Students learn background knowledge on their own Reading text / outlining Watching videos Online lectures Step 2: Use classroom time to practice concepts and apply knowledge Discussions, peer teaching, etc…

8. “Group Work” Most of the strategies that I utilize can be used in groups Most of the strategies that I utilize can be used in groups Why? Why? "Collaborative learning is based on the idea that learning is a naturally social act in which the participants talk among themselves. It is through the talk that learning occurs.” "Collaborative learning is based on the idea that learning is a naturally social act in which the participants talk among themselves. It is through the talk that learning occurs.” Gerlach 1994

9. Case Studies A scenario that is real or realistic A scenario that is real or realistic A dilemma should exist, the more controversial the more conversation A dilemma should exist, the more controversial the more conversation Allows students to apply theory to real scenarios Allows students to apply theory to real scenarios Students should have background knowledge to make informed decisions Students should have background knowledge to make informed decisions This can work with all topics This can work with all topics

10. Case Study: I’ll Have the Works...Without the Fire, Please. Hector: “What are you doing?” Julie: “Looking on online to see where the fireworks displays are.” Hector: “The 4th is over. Haven’t we had enough pollution for one year?” Julie: “Fireworks aren’t pollution. They’re artistic expressions of light.”

11. Hector: “You mean light pollution.” Julie: “It’s not like it’s everyday.” Hector: “I read a report by the EPA that said a toxin called perchlorate which can come from fireworks is poisoning our water supply.”

12. Julie: “What does it do to you?” Hector: “Evidently it messes with your thyroid, and can cause growth problems.” Lucy: “Hey, guys what’s going on?” Hector: “I’m just schooling Julie about fireworks and human health.”

13. Lucy: “Oh, you read that article about the lake study after a fireworks display?” Hector: “No, I didn’t read that one.” “Tell us about it.”

14. Lucy: “Well, this article was a scientific study that said the levels of perchlorate went up drastically within fourteen hours of the display and then they went back down.” “But, they believe it settled in the soil.” Julie: “Hector, you said it can come from fireworks. Does it come from anywhere else?”

15. Hector: “Yeah, it can come from rocket fuel.” Julie: “See, it’s not the fireworks at all.” “Besides it’s my right as an American to celebrate with fireworks.” “The very first celebration of our independence from Britain was celebrated with fireworks.”

16. Lucy: “What about those birds?” “Remember that big deal about all those birds dying around New Year’s Day, down south?” They said that it was probably caused by the noise of the fireworks scaring the birds from their nests and them colliding into things.”

17. Julie: “What about my right to bear arms?” “Since fireworks were originally made with gunpowder, that’s gotta count.” “Or, what about my right to the pursuit of happiness?” Hector: “What about the happiness of the birds or the little kids with thyroid problems?”

18. Lucy: “Look, where not getting getting anywhere with this.” “Let’s go rent a movie, instead.” Hector: “What should we get?” Julie: “Independence Day, of course.”

19. What Next? Either a whole class discussion, prompted by a “Who’s right?” Or Have students break into groups to discuss, and report out. Students should always be expected to use proof from background knowledge

20. Your Turn Break into groups and take 5 minutes to discuss Break into groups and take 5 minutes to discuss Then we’ll share Then we’ll share

21. Peer Teaching Version 1 1.Students read or watch a video 2.Students formulate questions about what they didn’t understand 3.Students pair up 4.Take turns to clarify each other’s questions

22. Peer Teaching Version 2 1.Students read or watch a video 2.Pair up 3.Each pair is given a question 4.Taking turns, each students answers the question using the background information to defend their position

23. Peer Teaching Version 3 Students read or watch a video Students read or watch a video Each student either states their position or answers a question posited by you, on a blog/forum, again defending their position Each student either states their position or answers a question posited by you, on a blog/forum, again defending their position Each students comments on 2 other posts, again defending their response Each students comments on 2 other posts, again defending their response

24. Whole Group Discussion I include a current events discussion in every unit I include a current events discussion in every unit Students are required to obtain at least two articles related to the topic Students are required to obtain at least two articles related to the topic Students provide a summary of the article and how it relates Students provide a summary of the article and how it relates Other students ask questions Other students ask questions

25. Think – Pair – Share Students are given a question/problem Students are given a question/problem Individually answer question Individually answer question Pair up with another/other student(s) to discuss answers Pair up with another/other student(s) to discuss answers

26. Simulations and Games Online virtual labs and investigations Online virtual labs and investigations Games can include matching, mysteries, group competitions, solving puzzles, pictionary, etc… Games can include matching, mysteries, group competitions, solving puzzles, pictionary, etc…

27. Reflection Students take time to think about what they learned: Students take time to think about what they learned: Verbal – one sentence summary Verbal – one sentence summary Written – a summary paragraph Written – a summary paragraph Individual Individual Group Group

28. Role Play Students are given a scenario Students are given a scenario Each student assumes the identity of a stakeholder Each student assumes the identity of a stakeholder Students then argue their positions Students then argue their positions Once a decision is reached groups can report out to the class their consensus and reasoning Once a decision is reached groups can report out to the class their consensus and reasoning

29. Projects Projects are great learning tools, but they take a long time Projects are great learning tools, but they take a long time I suggest shorter projects I suggest shorter projects

30. Skits/PSAs/90sec Videos This strategy can be used in groups of 2 or more This strategy can be used in groups of 2 or more Students are given 15-20 minutes to prepare an active presentation of what they’ve learned Students are given 15-20 minutes to prepare an active presentation of what they’ve learned

31. Now It’s Your Turn 1.Get into groups 2.Take 7 minutes to discuss how you’ve used one of these strategies or a different strategy successfully in your classroom 3.Then we’ll go around and share

32. Final Comments Website with PPT and resources: lesslecturemorelearning.wordpress.com There’s also a link to a quick survey: Please take 5 minutes now and complete it. Thank you and enjoy the rest of your day!