How To Improve Student Success ByCreating An Active Learning Environment

Debra Dunlap Runshe

Instructional Development SpecialistUniversity Information Technology Services - Learning Technologies

Indiana University – Purdue University Indianapolis

Webinar Objectives

By the end of this webinar, participants will:•articulate a rationale for using active learning in the classroom•describe instructional methods that encourage active learning•identify techniques that can be incorporated into their classes to create an active learning environment•improve student retention and success

K – W - L

What do you know about

active learning?

What would you like to

know about active learning?

What have you learned about

active learning?

What is Active Learning?

Active Learning

Pause Proce

dure

Pause Proce

dure

Class disc

ussion

Class disc

ussion

Short, low-riskShort, low-risk

(Bonwell & Sutherland, 1996)

Minute Paper

Minute Paper

Think-Pair-S

hare

Think-Pair-S

hare

Pro-Con G

rid

Pro-Con G

rid

CATsCATs

Cooperative le

arning

Cooperative le

arning

Problem-based le

arning

Problem-based le

arning

Longer duration, higher-riskLonger duration, higher-risk

Experie

ntial L

earning

Experie

ntial L

earning

Already doing it?

• Writing exercises• Student presentations• Computer exercises• Labs• Tests

Why Active Learning?

Why Active Learning?

Research has shown that knowledge retention can be significantly increased by creating a welcoming environment and incorporating active learning strategies into your teaching.

Bloom’s Taxonomy

(Bloom, 1956)

Seven Principles for Good Practice

1. Encourages contact between faculty and students.

2. Develops reciprocity and cooperation among students.

3. Uses active learning techniques.

4. Gives prompt feedback.

5. Emphasizes time on task.

6. Communicates high expectations.

7. Respects diverse talents and ways of learning.

(Chickering & Gamson, 1987)

Passive vs. Active Learning

• Students learn both passively and actively. • Passive learning takes place when students

take on the role of “receptacles of knowledge”; that is, they do not directly participate in the learning process.

• Active learning is more likely to take place when students are doing something besides listening.

(Ryans & Martin, 1989)

Retention of Information

After 24 hours, what percent of information is retained by students in a lecture environment?

a) 5%

b) 10%

c) 20%

d) 40%

e) 50%

Passive vs. Active Learning

0102030405060708090

Teaching Method

Lecture

Reading

Audio-Visual

Demonstration

Discussion

Practice by Doing

Teaching Others

(Sousa, 2001)

Why Active Learning?

More Evidence on Impact:Interactive engagement methods lead to improved test performanceCollaborative learning methods enhance/improve academic achievement, student attitudes, and retentionProblem-based learning develops positive student attitudes, interpersonal skills, problem solving and lifelong learning skills, knowledge retentionCooperative learning methods enhance student achievement, interpersonal skills, self-esteem

(Prince, 2004)

Are there cons?

Start Right Away!

Use an active learning technique on the first day of class – it sets an expectation of participation form the very beginning of the semester.

Start with an activity that is quick and easy. This will help students acclimate to your teaching style as well as help them learn how to participate in collaborative learning.

Start Right Away!

Find someone who___???

Start Right Away!

Two ways to actively engage your students

through the use of technology:•Chat Sessions•Discussion Forums

At the beginning of the semester:•Assess student technology experience and access to the environment.•Include a demonstration of the online environment.•Establish ground rules for online interactions.

Start Right Away!

Where do I start?

• Include your students in the learning process.

• Punctuate your lectures.

• Deliver a series of smaller lectures in place of one long lecture.

• Insert active learning techniques.

Easy to Implement Techniques

Classroom Assessment Techniques (CATs) simple, ungraded activities that can:

• provide feedback about how your students are doing

• help your students monitor their own learning• focus your students attention on course content

through reflection, writing, and speaking• allow you to punctuate your lecture with

learning activities

Examples of Low-Preparation CATs

• Background Knowledge Probe• Punctuated Lectures• Minute Paper• The Muddiest Point• Think – Pair – Share• Complete a Sentence Starter

(Angelo & Cross, 1993)

Purpose of a Background Knowledge ProbeFor students, it highlights key information to be studied, offering a preview of material to come and/or a review of prior knowledge.

For teachers, it helps determine the best starting point and the most appropriate level for a lesson.

For both, it can be used for either pre- or post-lesson assessment of learning.

Examples of Background Knowledge Probe

• Pro-Con Grid• Survey/inventory• Place yourself along the continuum.• “Signs up”

Background Knowledge Probe

How familiar are you with Angelo and Cross’s Classroom Assessment Techniques: A Handbook for College Teachers?

What assessment techniques, if applicable, do you routinely use in your classes?

Pro-Con Grid

Develop a list of what you think would be pros and cons of using active learning techniques and of lecturing.

We will then come back together and share what some of those pros and cons are.

Pro-Con Grid

Pros Cons

Active Learning Strategies

Lecturing

Online Background Knowledge Probe

Large Lecture Techniques• Pause 3 times for two

minutes each during a lecture to allow students to consolidate, share, and compare notes.

• Assign short, ungraded written exercises followed by class discussion.Give two mini-lectures separated by a small group study session built around a study guide.

Focus Question

Think

While active learning has the potential to revolutionize instruction, there are many reasons why it doesn’t take place. What are barriers to active learning in the classroom?

Focus Question

Think into the future

As students leave the university, what are the skills, strategies, concepts, aptitudes, and personal qualities that they will need to be a productive and successful citizen in the coming years?

Focused ListingPurpose: To help determine what learners recall about a

specific topic, including concepts they associate with a central point.

When to use this? Before, during or after a lesson.

Steps:1.Students write key word at the top of a page. For 2–3 minutes, jot down related terms important to the understanding of that topic.2.Pair up with peer, sharing lists and explanations of why concepts were included. This will build their knowledge base and clarify their understanding of the topic.

One Minute Paper

What technique do you think you will implement in your next course?

Specifically, where do you see its use?

Complete a Sentence Starter

Angelo and Cross’s “Minute Paper”, where students typically respond to two questions, is the best-known and most widely-used CAT because...

Muddiest Point

What about incorporating active learning and classroom assessment techniques into your classroom is still confusing to you?

Memory Matrix

Course Objective

Beginning of

semester routine

End of semester routine

Specific evidence of growth

To develop flexible strategies for generating, revising, editing and proofreading

To write and to read with an awareness of purpose appropriate to the needs of the audience

To narrow the focus of an essay, using a thesis statement appropriately

Defining Features Matrix

What are the differences between formative evaluation and summative evaluation?

Formative Summative

Defining Features Matrix

What are the differences between formative evaluation and summative evaluation?

Formative Summative•Developmental•Non-graded•Anonymous•Occurs more frequently

•Formal •Graded evaluations (quizzes, exams, papers)

•Occurs at course transitions

•Often too late for students

Concept Maps• Brainstorm terms and short phrases related to the topic.

• Create a shape for your central topic.• Create levels of association with shapes and lines.

• Insert logical connectives on the lines connecting the concepts (such as includes, excludes, causes, results in, predicts, contradicts, supports).

Concept Maps

Central ThemeSubtopic

SubtopicSubtopic

Detail

Concept Maps

Branches of the

GovernmentLegislative

Judicial Executive

Vice President

PresidentSupreme

Court

Congress

Senate

House of Representatives

Cooperative Learning

Basic components include:•positive interdependence,•individual and group accountability,•promotive interaction,•appropriate use of

social skills, and•group processing.

(Johnson & Johnson, 2003)

Cooperative Learning Activities

• Learning new content• Checking homework• Test preparation and review• Presentations and projects• Labs and experiments• Peer review

(Johnson & Johnson, 2003)

Wiki

Benefits of eLearning

• Low participants and shy students sometimes open up.• There are minimal off-task behaviors.• Delayed collaboration is more extensive and rich than real time; real time is more immediate and personal.

• Students can generate tons of information or case situations on the Web.

(Bonk & King, 1998)

Benefits of eLearning

• Minimal student disruptions and dominance.

• Students are excited to publish work.

• Many forms of online advice are available. Practitioner, expert, instructor, and student online feedback are all valuable and important.

(Bonk & King, 1998)

Benefits of eLearning

• With the permanence of the postings, one can print out discussions and perform retrospective analysis and other reflection activities.

• Discussion extends across the semester and creates opportunities to share perspectives beyond your classroom.

• Elearning encourages instructors to coach and guide learning.

(Bonk & King, 1998)

Chat Room Activities

• Debate• Guest Speaker• Office Hours

Discussion Forum Activities

• Peer Review of Projects• Scavenger Hunt• Electronic Séance• Jigsaw

PBL or PBL

Problem-Based Learning - a specific problem is specified by the course instructor. Students work individually or in teams over a period of time to develop solutions to this problem. Resource: http://www.udel.edu/inst/

Project-Based Learning - students have a great deal of control of the project they will work on and what they will do in the project. The project may or may not address a specific problem.Resource: http://www.bie.org/

How do I choose?

What do I want my students to know?

What do I want my students to be able to do?

How will I assess my students?

What do I want my students to know?

What do I want my students to be able to do?

How will I assess my students?

How do I Choose?

Objectives

Activities Assessments

How do I choose?

Inexperienced Experienced

Course Objectives

Personal Style

Student Experience

Limited interaction Extensive interaction

More control Less control

(Bonwell & Sutherland, 1996)

How do I choose?Students are Active/Lower

Level of Risk

DemonstrationsSelf-assessmentsBrainstorming activities Quizzes or testsLecture with pauses or discussion Surveys/questionnaires

Students are Active/Higher Level of Risk

Role playingSmall group presentations Individual presentationsGuided imagery exerciseUnstructured small group discussionResponsive lecture

Students are Inactive/Lower Level of Risk

Show a film for the entire class period.Lecture for the entire class period.

Students are Inactive/Higher Level of Risk

Invite a guest speaker.

What do you think?

What techniques are suitable for your class?

What techniques are you already using?

Write down an area of your course you believe is appropriate for active learning and the technique you would use.

Plan, Plan, Plan

• Create your learning goals and objectives for the session activity is to take place as well as the course.

• Plan the activity.• Articulate your goals and objectives to your students in verbal and written instructions.

• Debrief after the activity. What did they learn? What about the process?

• Assess the activity.• Refine the objectives, activity, and assessment for next time.

Words of Wisdom

When I hear, I forget.

When I hear and see, I remember a little.

When I hear, see, and ask questions about it or discuss it, I begin to understand.

When I hear, see, discuss, and do, I acquire knowledge and skill.

(Silberman, 1996)

Final thoughts...

Resources...

ResourcesPublications

Angelo, T. A. & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers. San Francisco: Jossey-Bass.

Bean, J. C. (1996). Engaging ideas: The professor's guide to integrating writing, critical thinking, and active learning in the classroom. San Francisco: Jossey-Bass.

Bligh, D. A. (2000). What's the use of lectures? San Francisco: Jossey-Bass.

Bonk, C.J. & Zhang, K. (2008). Empowering online learning: 100+ activities for reading, reflecting, displaying, & doing. San Francisco, CA: Jossey-Bass.

Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the classroom. ASHE-ERIC Higher Education Report, no. 1. Washington, D.C.: The George Washington University, School of Education and Human Development.

ResourcesPublications

Bransford, J. D., Brown, A. L., Cocking., R. R. (Eds.). (2000). How people learn: Brian, mind, experience, and school. Washington, DC: National Academy Press.

Chickering, A. W., and Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin 39(7): 3-7.

Chickering, A., & Erhmann, S. (1996, October). Implementing the seven principles: Technology as lever. AAHE Bulletin, October. Retrieved from http://www.tltgroup.org/programs/seven.html

Davis, B. G. (2009). Tools for teaching (2nd ed.). San Francisco: Jossey-Bass.

Diamond, R. M. (2008). Designing & assessing sources & curricula: A practical guide (3rd ed.). San Francisco: Jossey-Bass.

ResourcesPublications

Finkel, D. L. (2000). Teaching with your mouth shut. Portsmouth, NH: Boynton/Cook Publishers.

Halpern, D. F. & Hakel, M. D. (2003). Applying the science of learning. Change. (July/August). 37-41.

Hatfield, S. R. editor; with David G. Brown ... [et al.]; and special sections by Martin Nemko, contributing editor. (1995). The seven principles in action: improving undergraduate education. Bolton, MA: Anker Publishing.

Johnson, D. W. & Johnson, R. T. (1994). Learning together and alone: Cooperative, competitive, and individualistic learning (4th ed.). Needham Heights, MA: Allyn and Bacon.

Johnson, D. W. & Johnson, R. T. (2003). Joining together: Group theory and group skills. (8th ed.). Boston, MA: Allyn and Bacon.

ResourcesPublications

Johnson, D. W. & Johnson, R. T. (2004). Assessing student in groups: Promoting group responsibility and individual accountability. Thousand Oaks, CA: Corwin Press.

Kuh, G. D., Pace, C. R. & Vesper, N. (1997). The development of process indicators to estimate student gains associated with good practices in undergraduate education. Research in Higher Education 38(4):435-454.

MacGregor, J. (2000). Strategies for energizing large classes: From small groups to learning communities. San Francisco: Jossey-Bass.

Meyers, C. & Jones, T. B. (1993). Promoting active learning: Strategies for the college classroom. San Francisco: Jossey-Bass.

Millis, B. J., & Cottrell, P. G. (1998). Cooperative learning for higher education faculty. Phoenix, AZ: Oryx Press.

ResourcesPublications

Pascarella, E. T., & Terenzini, P. T. (1998). Studying college students in the 21st century: Meeting new challenges. The Review of Higher Education, 21(2),151-165.

Shank, P. (Ed.). (2007). The online learning idea book: 95 proven way to enhance technology-based and blended learning. San Francisco, CA: Pfeiffer.

Silberman, M. L. (1996). Active learning: 101 strategies to teach any subject. Boston: Allyn & Bacon.

Sousa, D. A. (2001). How the brain learns: A classroom teacher's guide (2nd ed.). Thousand Oaks, CA: Corwin Press.

Svinicki, M. D. (2004). Learning and motivation in the postsecondary classroom. Bolton, MA: Anker Pub. Co.

ResourcesProblem-Based Learning Resources

Illinois Mathematics and Science Academy Center for Problem-Based Learning

http://www2.imsa.edu/programs/pbl/cpbl.html

Maricopa Center for Teaching and Learninghttp://www.mcli.dist.maricopa.edu/pbl/

Samford Universityhttp://www.samford.edu/ctls/archives.aspx?id=2147484112

Problem-Based Learning at McMaster Universityhttp://chemeng.mcmaster.ca/pbl/pbl.htm

University of Delawarehttp://www.udel.edu/inst/

ResourcesProject-Based Learning Resources

Buck Institute for Education: Project-Based Learning

http://www.bie.org/

National Academy Foundation

http://naf.org/files/PBL_Guide.pdf

University of Indianapolis Center of Excellence in Leadership of Learning (CELL)

http://cell.uindy.edu/PBL/pblresources.php

ResourcesCase Study Teaching Resources

National Center for Case Study Teaching in Science

http://ublib.buffalo.edu/libraries/projects/cases/case.html

Virginia Tech Case Study Site

http://www.edtech.vt.edu/edtech/id/models/casebased.html

Harvard University Case Site for Business

http://www.hbs.edu/case/index.html

Penn State University Case Site

http://tlt.its.psu.edu/suggestions/cases/

Institute for Case Development

http://www.wested.org/icd/welcome.html

Thank You for Your Participation!

Debra Dunlap Runshe, Instructional Development SpecialistUniversity Information Technology Services – Learning Technologies

Indiana University-Purdue University IndianapolisInformation Technology and Communications Complex (IT 342H)535 West Michigan Street, Indianapolis, IN 46202

Phone: 317-278-0589  Email: drunshe@iupui.edu