active learning - pages.wustl.edu · jacinta—8 min\爀屲active learning is a very broad term...

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Advancing your Confidence as an Educator (ACE) in Geriatrics and Gerontology

Julia Johnson, PhD, Assistant Director of Academic Services

Denise Leonard, PhD, Associate Director for Graduate-Student and Postdoc Programs, Academic Services

Active Learning: What it is, does it work, and how to do it.

Introducing Julia

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PhD in Chemistry with a Certificate in College Teaching from Duke University

Consults with engineering, mathematics, physics, earth and planetary sciences, and chemistry graduate students

Extensive experience in utilizing Team Based Learning (TBL) to teach general chemistry and biophysical chemistry

Introducing Denise

10/5/17

Develop, implement, and evaluate professional-development programs for graduate students and postdoctoral fellows

Consults with graduate students and postdocs

Saint Louis University with a PhD in Biology

Goals for this Webinar

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Understand the key features in active learning approaches.

Develop awareness of the evidence base that supports active learning.

Describe strategies to facilitate active learning across a range of teaching contexts.

What is Active Learning?

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What is Active Learning?

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MORE STUDENT-TO-TEACHER INTERACTION

MORE STUDENT-TO-STUDENT INTERACTION

MORE STUDENT ASSESSMENT & SELF-REFLECTION

1

2

3

• Peer discussion • Collaborative-learning groups • Cooperative-learning groups

• “Bookending” lectures with questions that prompt discussion

• Student response systems (high-tech and low-tech) • Case studies

• Incorporating classroom assessment techniques • Encouraging students to assess their own learning

Presenter

Presentation Notes

Jacinta—8 min Active learning is a very broad term that includes numerous ways/strategies used to engage students in: Thinking critically or creatively Expressing ideas to a peer, in a small group, or a whole class Reflecting upon the learning process Definition: “Active learning” is involving students in doing things and thinking about the things they are doing. Characteristics of Active Learning: More student-to-teacher interaction More student to-student interaction Peer discussion Collaborative-learning groups POGIL PBL Inquiry-based Learning Cooperative-learning groups Project-Based Team-based learning Discussion groups Student Assessment—Classroom Assessment Techniques: One-minute paper (2-3 min)—Requires students to summarize the most important or most useful points they learned from today’s lecture, assignment, reading, laboratory, or discussion. They can also write down any questions they have regarding the exercise, if time permits. It helps students to internalize and retain new material for long-term. Focused listing (3-5 min)—Soliciting for student ideas about a given concept or a relationship. Ask students to write as many related ideas to the concept/relation as they can; Have them discuss with their peers and reach a consensus, then share with the rest of class; This approach is good for identifying student misconceptions. Application cards—Have students write down on a piece of paper 1 or more real-world applications of the material. Select the best ones and read to the class at the next class meeting. Good for fostering student transfer of knowledge to useful applications. Metacognition activities help student become aware of their strengths and weaknesses as learners. What are the types of questions students should be asking themselves about the material? Moving student from a cognitively passive state: highlighting the text, reading the text to a more cognitively active state: asking how does this work, tested how much I remembered. Muddiest point—Ask students to write what they perceived as the most confusing concept from a lecture, demonstration, discussion, etc. Reserve sometime at the end of class for this exercise. If time allow, address the questions; otherwise do it in the next class—Helps students to reflect on their learning. Also, it’s a good strategy for engaging quiet students. Punctuated lectures— pause and ask students to reflect on, and write down the things they were doing during your lecture presentation and how it helped or hindered their understanding. Review the responses and offer suggestions how they can improve their listening.

Active Learning in Action

Traditional Classroom Active Learning Classroom???

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Instructor spends most time transmitting information; students are passive listeners

Instructor’s questions are often rhetorical/self-answered

Students listen and take notes independently

Active Learning in Action

Traditional Classroom Active Learning Classroom

10/5/17

Instructor spends most time transmitting information; students are passive listeners

Instructor’s questions are often rhetorical/self-answered

Students listen and take notes independently

Instructor periodically pauses for structured activities; students actively engaged in the learning

Instructor’s questions require responses and instructor elicits responses

Students often work in groups or with partners

Why do Active Learning?

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Several national reports, committees, and research are recommending more engagement in the classroom because learning is enhanced when existing knowledge is used to build new knowledge It promotes development of critical-thinking skills and a

sense of ownership in the learning. It reflects the spirit and the process of science. It enhances student conceptual understanding and

application. It promotes positive attitudes towards learning, and

increase retention of course material. Diverse learners learn well with diverse strategies.

Presenter

Presentation Notes

Jacinta— 2 min Active Learning because: Several national reports and science education committees are recommending more engagement in the classroom: Fewer students graduating with STEM degrees scholars have linked high attrition rates to a reliance on lecture-based courses and a lack of engaging pedagogy. There have been several reports that we need to change our approaches to undergraduate science education that promotes meaningful learning, problem solving and critical thinking. This is very important for the introductory courses where the is a leak in the pipeline. It reflections the spirit and the process of science. Lecture promotes more memorization rather than understanding and application. Learning is most meaningful and sticks with you when we do things by trying it out versus listening about it. It promotes positive attitudes and increase retention of course material. Diverse learners learn well with diverse strategies. Provides a boost in learning gains for underrepresented students in STEM. It helps you to get to know your students. National calls/reports are saying we need more active learning!!! Problems of attrition Student learning what we are learning Model the methods at the heart of scientific inquiry Provide opportunities for student to connect abstract ideas to the applications\ Traditional lecture-dominated methods fail to motivate the meaningful intellectual engagement and is a crucial factor in personal and academic development. How can you transform lecture with active learning?

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Demonstrations Flipped classroom approach

Role playing

Clickers/Peer Instruction Reading and Discussing Primary literature Think-Pair-Share

Problem-based/ Case-based learning Peer Review Group Work

Inquiry-based activities Jigsaw One-minute paper

Examples of Active-Learning Techniques

Presenter

Presentation Notes

Who as tried these? “POGIL (Process Oriented Guided Inquiry Learning) is a pedagogical method devised to teach process skills (such as collaboration and written expression) as well as content using an inquiry-based learning approach. A typical POGIL activity begins with a piece of data. For example, this data could be a graph, a map, or an image. The students are then given questions that force them to explore the data. These questions eventually lead students to generating a conclusion based on the data. Students then apply this conclusion in new situations. Thus, POGIL activities follow the structure of the learning cycle of exploration, concept invention and application, and has a strong basis in constructivism.” “In PLTL, students who have done well are recruited to be peer-leaders: students who facilitate small-group learning as an integral part of the course. Each week, the peer-leaders meet with their group to engage in problem solving and discussion of course material.” “In a jigsaw, the class is divided into several teams, with each team preparing separate but related assignments. When all team members are prepared, the class is re-divided into mixed groups, with one member from each team in each group. Each person in the group teaches the rest of the group what he/she knows, and the group then tackles an assignment together that pulls all of the pieces together to form the full picture, hence the name jigsaw.”

Which will take the most class time?

Think, pair, share

Case Studies

Polling Questions

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Which will take the most class time?

Think, pair, share Case Studies Polling Questions

5 -15 minutes 30 minutes - entire class sections

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Think, Pair, Share

Pose a question Prompts discussion No obvious ‘right’ answer

Give time for students to THINK (~2 minutes)

Ask them to PAIR with neighbor and discuss (~5 minutes)

Bring class together and have students SHARE (~5 minutes)

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Think, Pair, Share Think Time for personal reflection Reason: Gives individuals time to formulate response—encourages

diverse learning styles

Pair Time for individuals to discuss with small groups Reason: Gives time for feedback and discussion—lower stakes

conversations, encourages participation

Share Time for larger conversation Reason: Gives time for the class to come together—ensures that there is

a consensus

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Polling Questions: Pose a question Students think and respond individually

Students discuss the question with peers Students respond again Show histogram (technology permitting) Instructor provides closure

Your sister-in-law calls to say that she’s having twins. Which of the following is more likely? (Assume she’s not having identical twins.) A. Twin boys B. Twin girls C. One boy and one girl D. All are equally likely

Peer Instruction

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Polling Questions: Benefits of Peer Instruction

Individual Peer-instruction

Bruff, D.,(2009) Teaching with Classroom Response Systems 10/5/17

What makes a case study? Which of the following scenarios would NOT be considered a case study? A. Students are given a case to review before lecture. In class

they work in small groups to discuss a series of questions related to the case.

B. You show a video of a doctor gathering patient information. Students work in groups to arrive at next steps for the doctor to proceed.

C. Students are given a mock medical record during lecture and allowed to think individually about next steps. You then lead a class-wide discussion to determine appropriate procedure.

D. All of the above are case studies. E. None of the above are case studies.

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Case Study

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Present an engaging and relevant scenario Explain why (learning objectives) Written, role play, video Can be provided before or during lecture

Give students time to analyze and respond Individually or in groups Students feel they learn more and like it better when they work in

groups (Gross Davis (2009), Tools for Teaching)

Wrap up with a discussion Allow students to respond before expressing your own opinion Tie back to learning objectives Provide closure

General Best Practices

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Tie active learning to course learning objectives Always provide closure

Prepare

Execute Reflect

References

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Trujillo, G., & Tanner, K. D. (2014). Considering the Role of Affect in Learning: Monitoring Students' Self-Efficacy, Sense of Belonging, and Science Identity. CBE-Life Sciences Education, 13(1), 6-15.

Rattan, A., Good, C., & Dweck, C. S. (2012). “It's ok—Not everyone can be good at math”: Instructors with an entity theory comfort (and demotivate) students. Journal of Experimental Social Psychology, 48(3), 731-737.

Aronson, J., Fried, C. B., & Good, C. (2002). Reducing the effects of stereotype threat on African American college students by shaping theories of intelligence. Journal of Experimental Social Psychology, 38(2), 113-125.

Spencer, S. J., Steele, C. M., & Quinn, D. M. (1999). Stereotype threat and women's math performance. Journal of experimental social psychology, 35(1), 4-28.

Tanner, K., & Allen, D. (2007). Cultural competence in the college biology classroom. CBE-Life Sciences Education, 6(4), 251-258.

Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 201319030.

References

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Tanner, K. D. (2010). Order matters: using the 5E model to align teaching with how people learn. CBE-Life Sciences Education, 9(3), 159-164.

Eddy, S. L., & Hogan, K. A. (2014). Getting under the hood: how and for whom does increasing course structure work? CBE-Life Sciences Education, 13(3), 453-468.

Haak, D. C., HilleRisLambers, J., Pitre, E., & Freeman, S. (2011). Increased structure and active learning reduce the achievement gap in introductory biology. Science, 332(6034), 1213-1216.

Wilson, Z. S., Holmes, L., Sylvain, M. R., Batiste, L., Johnson, M., McGuire, S. Y., ... & Warner, I. M. (2012). Hierarchical mentoring: a transformative strategy for improving diversity and retention in undergraduate STEM disciplines. Journal of Science Education and Technology, 21(1), 148-156.

Preszler, R. (2009). Replacing Lecture with Peer-led Workshops Improves Student Learning CBE Life Sci Educ 8:182-192.

Wood, W. B. (2009). Innovations in teaching undergraduate biology and why we need them. Annual Review of Cell and Developmental, 25, 93-112.

Crowe, A., Dirks, C., & Wenderoth, M. P. (2008). Biology in bloom: implementing Bloom's taxonomy to enhance student learning in biology. CBE-Life Sciences Education, 7(4), 368-381.

Tanner, K. D. (2013). Structure matters: twenty-one teaching strategies to promote student engagement and cultivate classroom equity. CBE-Life Sciences Education, 12(3), 322-331.

Questions?

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active learning - pages.wustl.edu · jacinta—8 min\爀屲active learning is a very broad term...

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