student-centered activities (for large groups)

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Student-Centered Activities (for large groups). Jennifer Valcke - Centre Interfacultaire de la Didactique des Langues Vivantes at the Universit libre de BruxellesLB Jennifer.Valcke@ulb.ac.be - PowerPoint PPT Presentation

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Inside the Classroom Practical Teaching Techniques

Student-Centered Activities (for large groups)Jennifer Valcke - Centre Interfacultaire de la Didactique des Langues Vivantes at the Universit libre de BruxellesLBJennifer.Valcke@ulb.ac.be

Annemieke Meijer - Centre for Teaching and Learning, Educational Advice and Training Department at Universiteit UtrechtA.A.Meijer@uu.nl

+Whos Who?Annemieke MeijerCoordinator of the Writing & skills center and tutor at University College UtrechtJennifer ValckeESP and EAP teacher at the Engineering School of Brussels at the ULBCLIL advisor linguistic and pedagogical support for teaching and learning in a foreign language

+Lets Get to Know One Another!In your folders, you will find a list of questionsWalk around the room and collect answers from other participantsAs a group, lets discuss your findings

+What Makes an Effective Teacher?Take a minute to think about:One characteristic of an effective teachersOne characteristic of an ineffective teachersWrite your answers down on a piece of paper and pass it to JennyLets take a look at your responses together

+Does anybody know what this activity is called? Would/Do you use in class and why?One-minute paperTEXT: Characteristics of Effective Teachers4Blooms Revised Taxonomy(Anderson and Krathwohl, 2001)

For an interactive model and a complete list of categories, please go to:http://www.celt.iastate.edu/teaching/RevisedBlooms1.html+Model of learning objectivesFrom LOTS to HOTS and from concrete to abstract knowledgeTEXTS: A Model of Learning Objectives + Blooms Taxonomy Activities5(Inter)Active LearningTurn to your neighbour and discuss the following:What interactive techniques do/have you use/d in your classes? At the beginning / middle / end of a lecture?Any advantages? Any drawbacks?Now, discuss your ideas with another pair of participantsDecide on one activity that you will describe to the rest of the group

+Does anybody know what this activity is called? Would/Do you use in class and why?Think-pair2-share6Why Active Learning?The lecture is the process by which the notes of the lecturer are transferred to the notes of the student without passing through the mind of eitherIn groups of 4, discuss the above well-known jokeNow lets discuss this as a group

+Why Active Learning?Involving students in doing things and thinking about the things they are doing (Bonwell & Eison 1991). Engaging students in:Thinking critically or creativelySpeaking with a partner, in a small group, or with the entire classExpressing ideas through writingExploring personal attitudes and valuesGiving and receiving feedbackReflecting upon the learning process

+Does Active Learning Work?Hake (1998) reported the results of one study involving 62 introductory physics courses (N>6000 students)Dramatic student gains in conceptual and problem-solving test scoresSpringer et al. (1998) similarly reported a large meta-analysis of studies examining small group learning in SMET courses (i.e., Science, Maths, Engineering, and Technology). Various forms of small group learning produced:Higher achievement test scores, More positive student attitudes, Higher levels of student persistence.Knight & Wood (2005) report the results of a study completed in a large, upper-division Biology lecture course. Students were observed to make significantly higher learning gains and better conceptual understanding when taught with:in-class activities in place of some lecture time, collaborative work in student groups increased in-class formative assessmentgroup discussion+

Lets take a break!+Controversial Questions About Active Learning

There are controversial questions posted around the room.Read each statement. If you agree with it, use a green sticker; if you disagree with it, use a red sticker.Place your chosen sticker on the agree-disagree continuum so that it reflects your opinion.Now discuss the results in small groups.

+A Few Words on Attention-SpanThe attention of university students during a 50 minute lecture where the lecturer lost his audience (Hartley and Davies 1978)

+A Few Words on Attention-SpanI decided that every lecture Id ever give would come in discrete modules. Since the 10-minute rule had been known for many years, I decided the modules would last only 10 minutes. (Medina 2008)

+Although our attention span is limited, we do have the ability to refocus on a task. When you push the Attention Reset Button youre giving your audience that opportunity to refocus.13Interactive ActivitiesLets go through a few activitiesBasicIntermediateAdvanced

Use the green and red cards in your folders to respond to Jennys questions.+Interactive ActivitiesBasic (1/2)Think-pair-share / Think-pair2-shareStudents must consider a question alone (make notes).Exchange information with their neighbour.(Grouping with another pair to settle on a final answer) 2.Reporting back to the class.One-minute paperAsk students to produce, alone or in pairs, a written response in only one minute.Used to collect feedback on student comprehension.Allows students an opportunity for immediate application.Paired discussionsIn 3 or 4 minutes, have students discuss something with the person next to them: summarise class so far; react to theory, concepts, or information; relate todays material to past learning, etc.Make your questions as specific as you can.

+Interactive ActivitiesBasic (2/2)Exam questionAlone / in 2s / in 3s, students write an exam question to do with the topic they have just covered in class (i.e. an open question, a multiple choice question, etc.) Question of the dayShort paired activities for the beginning of class that engage students with the lecture material that requires students to think actively about the content.The question requires short explanations, annotations, calculations, or drawings that develop communication skills as well as higher-level thinking.Concrete imagesTo help students make specific references to a topic, go around the room and ask each one to state a concrete image / scene / event / moment that they find relevant. List these on the board.Ask students to find themes or patterns, missing points, etc. The move the discussion to analysis with a common collection of facts.

+Interactive ActivitiesIntermediate (1/3)Demonstrations Effective demonstrations ask students to predict outcomes, experience the demonstrations, and reflect by comparing the prediction and actual outcomesMultiple choiceQuestions are conceptual multiple choice questions that are used to assess student understandingStudents work on the questions individuallyYou could use the voting remotes or green/red bits of paperThese questions can be used to promote higher-level thinking such as analysis, critical thinking, and synthesisRole-playingActivities put the student in the position of a relevant decision maker forcing them to apply the content to determine a policy or solve a problem+Interactive ActivitiesIntermediate (2/3)Skeleton Notes Examples of skeleton or partial note handouts or power points slides that maintain intellectual engagement throughout the class.Students must complete partial notes as the lecture progresses.These require an initial investment in terms of preparation, but are then easily available for subsequent semesters.Buzz groupsGive one or two prepared questions to groups of 3 to 5 students.Each group records its discussion and reports to the whole class. Help the class summarise the groups answers.+Interactive ActivitiesIntermediate (3/3)Truth statementsAsk several small groups to decide on 3 things they know to be true about a particular issue.This is useful when introducing a new topic which students think they know well, but where their assumptions need to be examined.Reaction sheetAfter presenting a controversial topic, pass around several sheets to collect written reactions to these questions.Ask questions like: What ideas do you questions? What ideas are new to you? What ideas really hit home? Follow up with discussion.Variations include asking each student to write on a sheet of paper, or ask small groups to do so.+Interactive ActivitiesAdvanced (1/2)Value linesStudents line up according to how strongly they agree or disagree with a proposition, or how strongly they value something. This gives a visual reading of the continuum of feelings in the group.Next, sort students into heterogeneous groups for discussion.Ask students to listen to differing viewpoints in their groups and to paraphrase opposing positions fairly.Forced debateAs students come into the auditorium, ask all students who agree with a proposition to sit on the left and students who oppose it to sit on the right. Hanging signs with the propositions will help.It is important that they physically take a position and that the opposing sides face each other.Once this is done, force them to argue for the position with which they disagree.This activity will allow students to plunge into temporary ownership of viewpoints which are not their own (in opposition to their own strongly held opinions).+Interactive ActivitiesAdvanced (2/2)Philips 66The teacher presents students with a question or a problem.Divide your students into groups of 6 students, and tell them to organise themselves in sub-groups (one student must lead the discussion and another will report the discussion and take notes).Each group spends 2 minutes dividing themselves up in their respective roles.The teacher then gives out the question (each group may have a different or same question) and lets students discuss it for 6 minutes.It is essential for groups to produce a fully-formed sentence (i.e. whose syntax is correct) expressing their ideas or opinions. The reporter must thus note down the groups response and not individual opinions/ideas.After 5 minutes, the teacher reminds students that There

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