Download - Why are our students so passive in class?
![Page 1: Why are our students so passive in class?](https://reader035.vdocuments.mx/reader035/viewer/2022062811/56815fda550346895dcedefb/html5/thumbnails/1.jpg)
Why are our students so passive in class?
Better Content Learning through Active Engagement
Jane Dillehay10 August 2011
![Page 2: Why are our students so passive in class?](https://reader035.vdocuments.mx/reader035/viewer/2022062811/56815fda550346895dcedefb/html5/thumbnails/2.jpg)
![Page 3: Why are our students so passive in class?](https://reader035.vdocuments.mx/reader035/viewer/2022062811/56815fda550346895dcedefb/html5/thumbnails/3.jpg)
![Page 4: Why are our students so passive in class?](https://reader035.vdocuments.mx/reader035/viewer/2022062811/56815fda550346895dcedefb/html5/thumbnails/4.jpg)
Force of habit: we teach the way we were taught
• 1998 survey of 172,000 faculty (1)• 76% listed lecture as primary instructional
method = passive learning• Current cognitive research leads to an • Overwhelming number of strategies for active
engagement and learning which equals• Faculty paralysis
![Page 5: Why are our students so passive in class?](https://reader035.vdocuments.mx/reader035/viewer/2022062811/56815fda550346895dcedefb/html5/thumbnails/5.jpg)
http://www.myspace.com/video/vid/30092257
![Page 6: Why are our students so passive in class?](https://reader035.vdocuments.mx/reader035/viewer/2022062811/56815fda550346895dcedefb/html5/thumbnails/6.jpg)
What is active learning?
• Students doing something besides attending a lecture and taking notes.
• Students may be communicating or working with each other, or writing, reading and reflecting individually to learn and apply course material.
• What is NOT active learning? • Group study or group projects in which one or
two students do all the work.
![Page 7: Why are our students so passive in class?](https://reader035.vdocuments.mx/reader035/viewer/2022062811/56815fda550346895dcedefb/html5/thumbnails/7.jpg)
Research shows that:
• Effect of active learning on memory after two weeks:
• We remember 10% of what we read• 30% of what we watch• 90% of what we do(2)• "Fears that students who had less exposure to
lecture would learn less proved to be groundless” (3)
![Page 8: Why are our students so passive in class?](https://reader035.vdocuments.mx/reader035/viewer/2022062811/56815fda550346895dcedefb/html5/thumbnails/8.jpg)
Research also shows improvements:
• Student-faculty interaction• Student-student interaction • Academic achievement • Communication skills • Higher-level thinking skills • Teamwork • Attitude towards the subject and motivation
to learn. (4,5)
![Page 9: Why are our students so passive in class?](https://reader035.vdocuments.mx/reader035/viewer/2022062811/56815fda550346895dcedefb/html5/thumbnails/9.jpg)
Connection between active engagement and SLOs?
• Language and Communication• Critical Thinking• Identity and Culture• Knowledge and Inquiry• Ethics and Social Responsibility
![Page 10: Why are our students so passive in class?](https://reader035.vdocuments.mx/reader035/viewer/2022062811/56815fda550346895dcedefb/html5/thumbnails/10.jpg)
Why does active learning work?
• Individual students may get stuck on a problem and give up but groups tend to keep going
• Students learn alternative problem-solving strategies
• Students are more willing to ask and answer questions among themselves
• Students learn best when they teach each other
![Page 11: Why are our students so passive in class?](https://reader035.vdocuments.mx/reader035/viewer/2022062811/56815fda550346895dcedefb/html5/thumbnails/11.jpg)
Why am I lecturing about active learning?
• Time to get to work!• Several specific examples of active learningActivity 1 : How do you learn the rules of
citations?Learn the abstract principles ORLearn by experiencing concrete examples for yourself?
![Page 12: Why are our students so passive in class?](https://reader035.vdocuments.mx/reader035/viewer/2022062811/56815fda550346895dcedefb/html5/thumbnails/12.jpg)
Harvard style of citations (6)• Aardvark, J.R. (1980). Ants, and how to eat them. Journal of Orycteropodidae Studies, 80, 11-
17.
• Barker, R. (1982). Rum babas, and what to do if you’ve got them. Reading: Goodnight From Him.
• Izzard, E. (1998). Cake or Death? Gateaunomics, 10, 195-196.
• Lemur, R.-T. (2010). Strepsirrhinoplasty. Antananarivo: Rift Press.
• Ofleberger, E. (1996). Die Wesentlichen Ungewissheiten Zugehorig der Offenkundigen Mannlichkeit. Berlin: Bildungsverlag.
• Shorty, G. (in press). Okay, so they got me. Los Angeles: Cadillac.
What are the rules for organizing this reference list? Identify five rules.
![Page 13: Why are our students so passive in class?](https://reader035.vdocuments.mx/reader035/viewer/2022062811/56815fda550346895dcedefb/html5/thumbnails/13.jpg)
Some rules for Harvard style citations
• Surname followed by initials.
• (Year of publication).
• Title of article.
• Title of journal (italics), its volume (italics), page numbers.
![Page 14: Why are our students so passive in class?](https://reader035.vdocuments.mx/reader035/viewer/2022062811/56815fda550346895dcedefb/html5/thumbnails/14.jpg)
Activity 2. Writing a lab report
• What are the steps of the scientific method?• Observation• Hypothesis• Experiment• Results• Conclusion
![Page 15: Why are our students so passive in class?](https://reader035.vdocuments.mx/reader035/viewer/2022062811/56815fda550346895dcedefb/html5/thumbnails/15.jpg)
Activity 2
• What are the steps of the lab report?• Title• Abstract• Introduction• Methodology• Results• Discussion• Conclusion• Literature Cited
![Page 16: Why are our students so passive in class?](https://reader035.vdocuments.mx/reader035/viewer/2022062811/56815fda550346895dcedefb/html5/thumbnails/16.jpg)
To help you get started
• TITLE: Analysis of the distribution of cats per car: an illustration of the mutual exclusivity principle.
![Page 17: Why are our students so passive in class?](https://reader035.vdocuments.mx/reader035/viewer/2022062811/56815fda550346895dcedefb/html5/thumbnails/17.jpg)
Activity 3: Pop quiz and memory test
• What % of faculty use lecture as the primary method of instruction?
• 76%• We remember _ % of what we read• __% of what we watch• __% of what we do
![Page 18: Why are our students so passive in class?](https://reader035.vdocuments.mx/reader035/viewer/2022062811/56815fda550346895dcedefb/html5/thumbnails/18.jpg)
What have we learned so far?
• What are our concerns about active learning?• Student academic preparation:– Reading level and textbook–Work ethic and class preparation
• The activities are fun but use up limited class time- Just a few minutes of active learning major differences in learning
![Page 19: Why are our students so passive in class?](https://reader035.vdocuments.mx/reader035/viewer/2022062811/56815fda550346895dcedefb/html5/thumbnails/19.jpg)
And?
• I have a professional obligation to cover content- Active learning and memory
30% of what we watch 90% of what we do
• My course content does not fit these activities- Review your lectures and think of some things you want to ask your students
![Page 20: Why are our students so passive in class?](https://reader035.vdocuments.mx/reader035/viewer/2022062811/56815fda550346895dcedefb/html5/thumbnails/20.jpg)
And?
• Students don’t like it– Tell them why you are doing this– Improved learning and better grades
• Lecturing is easy– Learning curve – start with small and simple
activities– It takes time to develop your competence in active
learning
![Page 21: Why are our students so passive in class?](https://reader035.vdocuments.mx/reader035/viewer/2022062811/56815fda550346895dcedefb/html5/thumbnails/21.jpg)
Common mistakes
• Keep activities short (3-5 minutes)– Too much time is a waste of class time– Some finish in 3 minutes, others take forever
• Don’t call for volunteers to respond– If students know that anyone may be called to
answer, they will do their best to be ready.
![Page 22: Why are our students so passive in class?](https://reader035.vdocuments.mx/reader035/viewer/2022062811/56815fda550346895dcedefb/html5/thumbnails/22.jpg)
Your turn!
• Plan an activity for a course you will teach this fall.
• Pick an active learning approach (next slide) and develop an activity.
• Report back in five minutes to the class with your idea.
![Page 23: Why are our students so passive in class?](https://reader035.vdocuments.mx/reader035/viewer/2022062811/56815fda550346895dcedefb/html5/thumbnails/23.jpg)
Some active learning approaches
• Think-pair-share– Individual work pair up to discuss share with
class• Multiple choice question– Small group discussion to choose correct answer
• Thinking-aloud pair problem solving– Explainer and questioner
![Page 24: Why are our students so passive in class?](https://reader035.vdocuments.mx/reader035/viewer/2022062811/56815fda550346895dcedefb/html5/thumbnails/24.jpg)
What have you learned now?
• Planning for fall semester – try ONE thing!• Develop one activity for each class to support
a course concept
![Page 25: Why are our students so passive in class?](https://reader035.vdocuments.mx/reader035/viewer/2022062811/56815fda550346895dcedefb/html5/thumbnails/25.jpg)
Time to wrap up
• Q and A TIME – any questions? Comments?
![Page 26: Why are our students so passive in class?](https://reader035.vdocuments.mx/reader035/viewer/2022062811/56815fda550346895dcedefb/html5/thumbnails/26.jpg)
References
1. Finkelstein, M.J., R.K. Seal, and J. Schuster. 1998. The New Academic Generation: A Profession in Transformation. Baltimore: The John Hopkins University Press. 2. http://courses.science.fau.edu/~rjordan/active_learning.htm
![Page 27: Why are our students so passive in class?](https://reader035.vdocuments.mx/reader035/viewer/2022062811/56815fda550346895dcedefb/html5/thumbnails/27.jpg)
References
3. Lewis, S.E. and J.E. Lewis. 2005. Departing form Lectures: An Evaluation of a Peer-Led Guided Inquiry Alternative. Journal of Chemical Education 82(1):135-39.
4. Barkley, E. 2010. Student Engagement Techniques. Jossey-Bass. San Francisco
5. Prince, M. 2004. Does Active Learning Work? A Review of the Research. Journal of Engineering Education 93(3);223-31.
![Page 28: Why are our students so passive in class?](https://reader035.vdocuments.mx/reader035/viewer/2022062811/56815fda550346895dcedefb/html5/thumbnails/28.jpg)
References
6. http://finiteattentionspan.wordpress.com/2010/12/08/getting-learners-to-build-things-themselves-out-of-concrete-examples-that-is/
![Page 29: Why are our students so passive in class?](https://reader035.vdocuments.mx/reader035/viewer/2022062811/56815fda550346895dcedefb/html5/thumbnails/29.jpg)
Other sources
• Silberman, M. 2005. 101 Ways to Make Training Active. Pfeiffer, San Francisco.
• Bean, J. 1996. Engaging Ideas. Jossey-Bass, San Francisco.
• Blumberg, P. 2009. Developing Learner-Centered Teaching. Jossey-Bass, San Francisco.