Student Centered Active Learning Environment

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This presentation was given to Lansingburgh teachers for PD.


  • 1. SCALE ( Student Centered Active Learning Environment ) Kelly Schermerhorn August 24, 2010
  • 2. Recap from Monday TPACK Tell me one thing you will use from the presentation on Monday.
  • 3. Essential Question of the Day
    • If a visitor came into your classroom, what does it look like now and how would you change it?
  • 4. SCALE is
    • Student
    • Centered
    • Active
    • Learning
    • Environment
  • 5. It can be called
    • SCALE, which we know
    • TEAL-Technology-enabled active learning environment
    • SCALE UP-Student Centered Activities for Large Enrollment undergraduate programs
    • SCLE-Student Centered Learning Environment
    • SCALE-UP-Student Centered Activity Learning Environment
    • SCenTRLE-Student Centered Technology Rich Learning Environment
  • 6. A general definition of SCALE
    • Student Centered Active Learning Environments- an attempt at teaching specific content within the context of broad conceptual themes.
    • Lets break it down, shall we?
  • 7. Student-Centered
    • states, approach to learning focusing on the needs of students rather than those others involved in the educational process, like teachers and administrators.
  • 8. Active Learning Environment
    • Active learning is anything short of just passively listening to a facilitators lecture.
    • In active learning, "knowledge [is] directly experienced, constructed, acted upon, tested, or revised by the learner. The question is, how can we design a creative learning environment that promotes active learning? Figure 1 provides some guidelines.
    • The definition for Constructivism is: The basic idea of constructivism is that knowledge must be constructed by the learner; it cannot be supplied by the teacher.
  • 9. Lets think about..
    • In an active learning environment, less emphasis is placed on transmitting information (teacher-centered) and more on developing students skills (student-centered).
    • ( Bonwell and Eison, 1991, p.2).
  • 10. Which means
    • The students are now in charge of their learning. They can each explore the topic that most interests them, customizing their educational experience. They can actively pursue information and learn independent thinking skills. The teacher no longer needs to be a subject expertan impossible task in this age of so much information. Instead, the teacher now oversees the learning process.
    • from Effective Learning Environment.
  • 11. Missouri School District example of active learning
    • Please read through this webpage from the Principal of Stoutland R-2 School district in Missouri
  • 12. In your own words
    • Roundtable discussion on what you just read.
    • Question to self: Am I doing this now?
    • If not, why not?
    • If so, can I share this with my colleagues?
  • 13. Essential Question of the Day
    • If a visitor came into your classroom, what does it look like now and how would you change it?
    • Add on: Do you like how it looks? Is it comfortable?
  • 14. Common Concerns
    • The authors many of the common concerns about active learning, including:
    • If I spend time in class on active learning exercises, I'll never get through the syllabus.
    • If I don't lecture I'll lose control of the class.
    • Some of my students just don't seem to get what I'm asking them to do-they keep trying to find "the right answer" to open-ended problems, they still don't have a clue about what a critical question is, and the problems they make up are consistently trivial.
    • When I tried active learning in one of my classes, many of the students hated it. Some refused to cooperate and made their hostility to the approach and to me very clear.
    • I'm having a particularly hard time getting my students to work in teams. Many of them resent having to do it and a couple of them protested to my department head about it.
  • 15. More concerns
    • If I assign homework, presentation, or projects to groups, some students will "hitchhike," getting credit for work in which they did not actively participate.
    • Many of the cooperative teams in my class are not working well-their assignments are superficial and incomplete and some team members keep complaining to me about others not participating.
    • Teams working together on quantitative problem assignments may always rely on one or two members to get the problem solutions started. The others may then have difficulties on individual tests, when they must begin the solutions themselves.
    • I teach a class containing students in minority populations that tend to be at risk academically. Does active, cooperative learning work in this kind of setting?
    • Even though I've done everything the experts recommend, some of my students still complain that they don't like the student-centered approach I'm using and they would have learned more if they had taken a "normal" class.
  • 16. Game Break
    • Give your self a 15 minute break to return with discussion for the next step.
  • 17. North Carolina State University
  • 18. So far
    • Taking in all the information so far, is this a feasible process you could implement in your class?
    • If you are already teaching like this, can you share your successes?
    • What you need to work on?
  • 19. Technology & Information Literacy Instruction on
  • 20. Whatever you call it,
    • How can you see this working in your classroom this year using the technology that you will be given?
    • Turn to your neighbor and share your answer. When called on, you will share your neighbors answer with the group.
  • 21. Review of todays topic: SCALE
    • Define in your own words
    • Do you see TPACK and SCALE working together?
    • If so, how? If not, why not?
  • 22. Resources
    • Texas collaborative:
    • student centered definition
    • Minnesota State colleges-active learning document:
    • Active learning for the college classroom:


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