active learning
TRANSCRIPT
Kristy Motz, Ferris State University
Jodi Shepherd, California State University, Chico
October 23, 2008
“Learning is not a spectator sport.”(Chickering and Gamson, 1987)
Active Learning Anything in which engages a student
Includes a number of techniquesIdeally, learners are motivated to interact with
the content.
Cooperative Learning
Discovery Learning
Constructivist Learning
Barriers to Active LearningBicknell-Holmes and
Hoffman Content Coverage Class Size Resistance Preparation
Use Books? What?
Created 4 worksheets Created 4 stations (one worksheet per
station) Computers with internet Various Books
What we did
Divided the class into 4 groupsStation 1: PAIS Station 2: Various Subject BooksStation 3: Various Reference BooksStation 4: Editorial Research Reports,
Historical Documents
Result
Books- new to many students08.15.1983 “What does this mean?”
Identified parts of a citation
Used Journal Locator
“Easier than Google”
What I Learned Set the ground rules: “Work together” does
not mean give each other the answers.
Keep time and stick to it.
Do the worksheets ahead of time and time yourself– try to get them all the same amount of time (10 mins) and adjust them if too long/short.
How to beginBicknell-Holmes and Hoffman
Think Small Read Talk to others Experiment Take Risks
Think Small
English 150 Ferris State University
Lake Michigan Whale Watching
Research Workshop
Goal: Students will improve research skills - using subject-specific library databasesIndividual: Interactive class instruction on
web research – what works and what doesn’t
Group work: each group studies one database in depth
Group work: each group presents database to rest of class
What We Did
Library instruction “hooks” into existing knowledge – searching the Free Web
Class divides into groups: each group given one specific database to explore and search for 50 minutes
Groups present their databases back to class (about 5-6 minutes each)
Result
“I saw a difference in [students’] research content. . .”
“I’m not afraid of ERIC anymore.” “This makes sense finally!” Email: “Already using what I learned
last night!” “Students were more self-directed in
their research. . “
Results “Without a doubt, I believe your
informational sessions help my MBA students a great deal. I also believe your added “hands on” approach is working quite effectively. Not only does it give the students an opportunity to get involved with the databases immediately, but it also gives each student a chance to present in front of others. Fantastic!!!” Dr. Anita Fagerman MMBA 601
What I Learned
Don’t make students look for unnecessary data
Be a Time Nazi – don’t let presentations ramble
Tie in quickly with additional information Be gentle with presenters Watch both the novice and expert
searcher engage
Engagement taking active interest in topic
Exploration investigating new ideas and concepts
Explanation explaining concepts in own words
Elaboration synthesizing, analyzing, and evaluating
Evaluation determining what has been learned
○ Ebert-May & Brewer (1997)
Five E’s of Learning
You Can Do It! From Bicknell-Holms and Hoffman:
Think Small Read Talk to others Experiment Take Risks
Contact
Kristy Motz, Ferris State University [email protected]
Jodi Shepherd, California State University, Chico [email protected]
Online: http://www.slideshare.net/activelearning