active learning during lectures presented by jennifer uhler university of tartu tartu, estonia...
TRANSCRIPT
Active Learning during Lectures
Active Learning during Lectures
Presented by Jennifer UhlerUniversity of Tartu • Tartu, Estonia
Seminars on Language Development and Intercultural Teaching
April 13, 2007
Overview
Actively learning about active learning Defining active learning A model for active learning Potential advantages and challenges
Icebreaker “Quickie 7”
favorite type of reading material hot beverage entertainment preference vacation destinations preferred retirement age
Debrief What did you think when you
saw different people in different sub-groups?
Who surprised you in their choices?
Who was predictable and unpredictable?
How did people's behavior change in according to the different group categories?
Who has knowledge or expertise or passion about something that we didn't realize before?
Inside-Outside Circle
Read the quotations
Which one do you relate to most? Why?
Think-Pair-Share
Why are you attending this seminar?
What is your teaching background?
Defining Active Learning
Listen to the experts...
What do they have to say about active learning?
Take notes
Snowball definitions
Define active learning
Alone Pairs Fours Whole class
“University lecturers are expected to ‘combine the talents of a scholar, writer, producer, comedian, showman and teacher in ways that contribute to student learning’”
(McKeachie, 1994 as cited in Fry, et. Al., 2005).
Cooperative learning
Find at least 5 things your entire group has in common!
Buzz groups
Quickly discuss in you groups some reasons why lectures are important in your discipline.
Lectures can…
Provide new information, based on original research and generally not found in textbooks or other printed sources
Highlight similarities and differences between key concepts
Communicate the enthusiasm of teachers for their subjects
Model how a particular discipline deals with questions of evidence, critical analysis, problem solving and the like
Organize subject matter in a way that is best suited to a particular class and course objectives
Dramatize important concepts and share personal insights
Cashin (1985) as cited in Fry, H., Ketteridge, S., & Marshall, S. (2005). A Handbook for Teaching and Learning in Higher Education. London: Routledge.
A Model of Active Learningby L. Dee Fink (1999)
Experience of Dialogue with
DOING
OTHERSOBSERVING
SELF
Dialogue with Self
Reflection
“What do I think about a topic?”
“How do I feel about this topic?”
“What am I learning?”
“How am I learning?”
“What role does it play in my life?”
Dialogue with Others
Partial Lectures Textbooks
Dynamic/Active Other students Practitioners or experts Inside or outside of
class Live, writing, email
Observing
Watching or listening someone “doing” The instructor Professionals Observing phenomena
DirectFirst hand
VicariousBooks, movies, stories
Doing
Direct practicum
Vicarious Case studies Mock trials labs
Implementing the model
Expand the kinds of learning
experiences you create
Create small groups of students and have them make a decision or answer a focused question periodically,
Find ways for students to engage in authentic dialogue with people other than fellow classmates who know something about the subject (on the web, by email, or live),
Have students keep a journal or build a "learning portfolio" about their own thoughts, learning, feelings, etc.,
Find ways of helping students observe (directly or vicariously) the subject or action they are trying to learn, and/or
Find ways to allow students to actually do (directly, or vicariously with case studies, simulation or role play) that which they need to learn to do.
Take advantage of the power of interaction
Create a dialectic between
experience and dialogue
Summary & Reflection
List the exercises in our class so far
Label them according to experience (doing/observing) and dialogue (self/other)
How do they foster good learning in the university classroom?
Jigsaw
Active learning activities
Whole group discussion
What approaches have you used or experienced in lectures that you believe to encourage student learning?
How can we help students make new meaning of the material presented to them?
Round-robin
Potential educational advantages of interactive learning/collaborative learning/cooperation
Be creative!
Potential challenges
Read your problem
Circulate to find your solution
Share
Other challenges and concerns?
References and materials at seminars.jennu.net