welcome! educating for careers conference using infant simulators for active learning presenter:...

Welcome!

Educating for Careers Conference

Using Infant Simulators for Active Learning

Presenter: Cindy FremontRealityworks

What is Active Learning?

• Teacher relinquishes some control• Students more responsible for their own learning

• Two assumptions:1

1. Learning is active by nature2. Different people learn in different ways

Examples of Active Learning Strategies

• Cooperative Learning Groups• Cooperative Pairs• Problem-based Learning• Project-based Learning• Individual Active Learning• Large Group Active Learning

Approximately what percentage of your current curriculum incorporates active learning?

Question

What are some common concerns with using active learning in the classroom?

Question

Some Commonly Expressed Concerns

• I’ll lose control of classroom• The students may not like it/do it• I don’t know how to grade students using it• Some students may take over while the quiet or lazy students sit

back and do nothing• I don’t have good ideas for what to do• It removes my position of authority• How do I convey information if I don’t lecture?

Why Use Active Learning?

Students:• Learn more material• Retain the information longer• Enjoy the class more• Use higher order thinking skills2

• Analysis• Synthesis• Evaluation

Based on 600+ studies over the past 90 years

Edgar Dale, Audio-Visual Methods in Teaching (3rd Edition). Holt, Rinehart, and Winston (1969).

30% of what we see

50% of what we see and hear

70% of what we say

90% of what we say and do

After 2 weeks we tend to remember…

10% of what we read

20% of what we hearVerbal Reasoning

PASSIVE

Dale’s Cone of Learning3

Edgar Dale, Audio-Visual Methods in Teaching (3rd Edition). Holt, Rinehart, and Winston (1969).

PASSIVE

ACTIVE

Verbal Reasoning

Visual Receiving

Receiving & Participating

Doing

10% of what we read

20% of what we hear

30% of what we see

50% of what we see and hear

70% of what we say

90% of what we say and do

After 2 weeks we tend to remember…

Dale’s Cone of Learning3

Active Learning Strategies

Cooperative Learning Groups• Cooperative Pairs• Problem-based Learning• Project-based Learning• Individual Active Learning• Large Group Active Learning

Cooperative Learning is NOT

• Simply having students work side-by-side

• Having students discuss something

• Having a better student help a slower student

• Allowing 1-2 members do the work while others sit back and watch

Cooperative Learning IS

• Shared responsibility for learning• Students learn more, enjoy it more, develop other skills, such as

working with others• Teacher must provide a structured environment• Five Characteristics:

– Members work independently– Promote each other’s learning face-to-face– Hold each other accountable– Use good interpersonal skills– Group evaluates how effectively members worked togetherAlso known as …

The Five Pillars of Cooperative Learning7

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Cooperative Learning Process

• Establish Rules– Show respect for all members– Everyone is responsible– Learn from one another– Share leadership

• Establish Roles and rotate them– Moderator– Summarizer– Recorder– Encourager– Challenger

Try to group students of different ethnic backgrounds, skill levels, and genders.

Types of Cooperative Groups

• Formal– Specific Content and problem solving

• Informal– Ensure understanding during class

• Base Groups– Long-term support/assistance over course of class

Cooperative Groups - Examples

• Jigsaw Groups• Panel Discussions• Debates• Role Play• Brainstorming & Visual Lists• Peer Teaching

Cooperative Groups: Jigsaw GroupsExample: Infant Development First 12 Months

1

Physical Development

Intellectual Development

Emotional Development

Social Development

Jigsaw Group


1

2




Social Development

Jigsaw Group

Expert Group


1

2

3




Social Development

Jigsaw Group

Jigsaw Group

Expert Group

Cooperative Groups: Panel Discussions

• Include entire class in the presentation• Assign student groups a topic to research and prepare presentations• Each panelist makes a very short presentation before the floor is

opened to questions from "the audience"• Choose topics carefully• Give students sufficient direction to ensure good preparation for

presentations• Consider “prepping” the "audience" by assigning various roles, e.g.,

in a presentation on national standards for changes needed in daycare settings, have some audience members role play daycare providers concerned about additional costs

Cooperative Groups:Debates

• Encourages students to think about several sides of an issue• Students may have to defend a side they personally oppose • Assign students to teams (may need several teams of two

(pro/con) depending on class size• Give teams a position to defend and present arguments to

support their position on presentation day • Time to rebut and respond to rebuttals must be built into debate

– See “More Resources for Classroom Debates” – http://www.educationworld.com/a_lesson/lesson/

lesson304b.shtml

Cooperative Groups:Role Play

• Students act out a part related to concepts and theories being discussed

• Teams can be formed to write the scripts for the role players

• Example lesson: 2.6: Schedule and Tracking

Cooperative Groups: Brainstorming & Visual Lists

• Brainstorm and create list on topic• Leave list on table or post near group• Groups rotate around room to see other ideas

– Pro/Con topics give visual summary– Large discussion on results

• Example lesson: 2.5: Bathing and Diapering

Cooperative Groups:Peer Teaching

• Presentations• Debriefing sessions• Peer feedback• Study groups

• Example lessons: 3.4-3.5: Safety, First Aid and Infant Health - Parts 1&2


Cooperative Learning Groups Cooperative Pairs• Problem-based Learning• Project-based Learning• Individual Active Learning• Large Group Active Learning

Cooperative Pairs

• Think Pair Share• Note Sharing• Stump your partner

Cooperative Pairs:Think-Pair-Share

• Think of a think-pair-share activity you could use with a topic in your program

• Pair with a partner and discuss each other’s ideas• Turn to another pair and share all ideas

• Example lessons:• 1.1: The Important Role of the Caregiver• 1.2: Infant and Toddler Development• 2.2: Soothing a Crying Infant

Cooperative Pairs:Note Comparing/Sharing

• Stop in the middle of the lecture/presentation • Have students turn to a partner and read each other’s notes• They should fill in gaps in their own notes as needed• Practice often carries over with future courses

Cooperative Pairs:Stump Your Partner

• Give students one minute to think of a challenging question on the material from the lesson or an assigned reading

• Students partner with someone nearby• Partners take turns posing and answering each other’s questions• Teacher asks for sampling of questions • Use good questions on future quizzes


Cooperative Learning Groups Cooperative Pairs Problem-based Learning• Project-based Learning• Individual Active Learning• Large Group Active Learning

Project-Based Learning

• Interdisciplinary– Writing, speaking, technology, fine arts, science, etc.

• Work is primarily outside the classroom • Groups, individual work, or both • Short- or long-term• May culminate with a project folder over course of class

– Personal inventory– Research on careers in the field– Job search– Resume– Informational interview or site visit – and report

Problem-based Learning (Inquiry)

• Students confront specific, open-ended problems and work to find meaningful solutions

• Students work in groups to solve the problem• Challenges students to “learn to learn”

– Think analytically and critically– Activate prior knowledge– Learn in context

• Teacher role is facilitator• Example lessons:

• 2.6: Schedule and Tracking• 1.1: The Important Role of the Caregiver


Cooperative Learning Groups Cooperative Pairs Problem-based Learning Project-based Learning Individual Active Learning• Large Group Active Learning

Individual Active Learning

• Minute Paper• Muddiest/Clearest Point• Journaling

Individual Active Learning:Minute Paper

• Effective for checking student understanding and reaction to course material

• Students take out blank sheet of paper• Teacher poses the question• Students write for 1 minute, then turn in paper

Individual Active Learning:Muddiest Point or Clearest Point

• Provides helpful information on what may need further clarification• Ask at end of class period or natural break in presentation• What was the muddiest (most unclear) point in today’s information?

OR• Be specific: e.g., What do you find unclear about the various styles

of parenting?

Individual Active Learning:Journaling

• In class or as homework• Combines benefits of minute paper and muddiest/clearest point• You may ask more complex questions since students have more

time, such as– Compare findings and theories of Piaget and Freud– Have students find and discuss reports of scientific studies in popular

media on child development issues

• Example lesson: 4.1: Simulation Experience


Cooperative Learning Groups Cooperative Pairs Problem-based Learning Project-based Learning Individual Active Learning Large Group Active Learning

Large Group Active Learning

• Socratic Questioning• Games

Large Group Active Learning:Socratic Questioning

• Some criticism• Options to enhance:

– Wait– Fish Bowl– Quiz Questions– Students summarize another’s answer

• Example lesson: 2.3: Handling Stress and Preventing Shaken Baby Syndrome

Large Group Active Learning: Games

• Play an infant or toddler game with a partner• Create an infant or toddler game and then play it with a partner• Use PowerPoint to create games such as:

– Jeopardy– Who Wants to Be A Millionaire– 10,000 Pyramid– 20 Questions

Google “PowerPoint games”, and download a template of your choice

Rubrics: Setting Expectations

• A scoring tool which lists criteria for work• Helps students and teacher define “quality”• Help students know how their work will be evaluated• Students can judge their own or other’s work before turning it in• Helps teacher evaluate work

Rubric Example:Visit to Daycare Setting & Presentation

See: http://rubistar.4teachers.org/index.php?screen=NewRubric

1 2 3 4

Content Student has excellent understanding of the content and reached valid conclusions based on research

Has good understanding of content, some good conclusions based on research

Has some understanding of topic, few conclusions based on research

Has little understanding of topic, no conclusions, little if any research

Presen-tation

Spoke clearly, covered all points, provided many examples

Spoke clearly, covered most points, provided some examples

Spoke clearly, at times, provided few examples, covered a few points

Didn’t speak clearly, did not use examples, covered minimal points

Group Work

Participates, listens to, and values the opinions of group

Generally participates in group, listens to, but may or may not value opinion of group

Rarely participants in the group, rarely responds to opinion of group members

Does not participant, listen to, or value the opinion of group members

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Levels of Achievement (Quality Indicators)

Helpful Tips6

• Plan ahead – allow time for logistics, instructions• Move quickly from one phase of the activity to another• Provide clear directions - Print them if possible• Hold each group member accountable• Appoint roles if the group has not done so• Allow tight but reasonable time for each phase of the activity

Announce “2 minute warnings”• Use a variety of Active Learning strategies to avoid ruts• Have set procedures for:

– Seating– Rules and expectations– Student materials– Content introduction

End Notes

1. Promoting Active Learning: Strategies for the ClassroomC Meyers, TB Jones - San Francisco, Calif: Jossey-Boss, 1993

2. Active Learning: Creating Excitement in the Classroom, CC Bonwell, JA Eison - ASHE-ERIC Higher Education Report, 1991

3. Cone of Learning (Edgar Dale), Audio-Visual Methods in Teaching (3rd Ed.), Holt, Rinehart, and Winston, 1969

4. Cooperative Learning, S Kragen, San Juan Capistrano, CA: Resources for Teachers, Inc. 1992

5. Available from the World Wide Web: Active Learning for the College Classroom, D Paulson, J Faust

6. Available from the World Wide Web: Tips for Using Active Learning, The Abilene Christian University Adams Center for teaching Excellence

7. Johnson, D.W., Johnson, R.T., and Smith, K. (1991) Active Learning: Cooperation in the College Classroom, Edina, MN: Interaction Book Company

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