Active Learning in the College Classroom

Faculty Development Session Template Title of Session: Objectives of this session Audiences for which this session is intended Activities to achieve the objectives Length * Best practices to be modeled Active Learning in the College Classroom By the end of this session, the participant will: Remember and understand key concepts and terms related to active learning Be comfortable enough to implement at least one active learning strategy in his or her teaching Be able to relate active learning to other teaching methods Understand some of the personal and social implications of using active learning in his or her classroom Care about learning more about active learning Have a list or resources for learning more about active learning New faculty Graduate student Adjunct faculty Current faculty All Other: high school faculty Introductions Opening question and discussion (3) What we know about lectures? quiz (1, 3) One-sentence Summary of what we know about lectures (1, 4) Participant generated definitions of Active Learning (1, 3) Discussion of what will change in their classroom if they use active learning (4) Workshop: 90 minutes Presentation: 40 minutes Opening activity Objectives stated near the beginning of the lesson Objectives formulated using significant learning terms and framework Quiz to test prior knowledge with immediate feedback Classroom assessment technique used (one sentence summary) “Popsicle stick” method of calling on students Using quiz sheet as “advance organizer” of important material Giving credit to sources Modeling Ending with a question to have students continue to think about the topic after class is over * Please attach the session agenda, which shows the activities and the portion of the workshop that will take the form of a presentation Reason for these best practices Methods of assessment (Outcome measures) Opening activity used adult learning theory (Kolb) to value what participants already know and are able to Objectives stated near the beginning of the lesson because research has shown that students are more likely to meet the objectives if they know what they are Objectives formulated using significant learning terms and framework to introduce participants to significant learning theory Quiz to test prior knowledge with immediate feedback = modeling Classroom assessment technique used (one sentence summary) = modeling “Popsicle stick” method of calling on students = modeling Using quiz sheet as “advance organizer” of important material = modeling Giving credit to sources = modeling Modeling was used so participants will have an example in mind when/if they implement any of these strategies Ending with a question to have students continue to think about the topic after class is over is supposed to help students move content from short term to long term memory Many of the objectives will be achieved through discussion (1, 3, 4) so for testing out or an on-line version of the workshop, mastery of these could be demonstrated through short answer of objective questions in a test or quiz format Those who not meet these objectives could be directed to read the chapters and Web pages from which this information was taken ( = , =, = ) Objective will require an indirect method (self-reporting) and/or direct observation of the participant actually implementing one or more active learning strategies Objective is from the affective domain and, therefore, will be self-reported Additionally, participants could be queried after time has passed to provide evidence they did something to demonstrate they had cared enough to learn more about active learning Objective requires the facilitator to make sure participants leave the room with the list provided If this were an online module, software could be used to verify the participant had downloaded the list Those wishing to test out of the module could be asked to supply two additional resources to add to the list Yes Appropriate for online delivery No Modifications necessary for online delivery: would need to be posted on an online platform with access to chat, quiz and voice over capabilities Research base Resources needed Academy of Dental Therapeutics and Stomatology (n d.) Active learning strategies: Orchestrating learner participation in educational activities The Academy of Dental Therapeutics and Stomatology Dental Continuing Education Courses Retrieved from http://www.ineedce.com/userfiles/4/pdf/CEStrategiesPpt.pdf Angelo, T A., & Cross, K P (1993) Classroom assessment techniques: A handbook for college teachers San Francisco, CA: 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, CA: JosseyBass Bligh, D A (2000) What’s the use of lectures? San Francisco, CA: Jossey-Bass Bonwell, C., & Eison, J (1991) Active learning: Creating excitement in the classroom Washington, DC: ERIC Clearing house on Higher Education and the Association for the Study of Higher Education Retrieved from http://www.ntlf.com/html/lib/bib/91-9dig.htm\ Center for Teaching and Learning (2008) Twelve Active Learning Strategies Minneapolis, MN: University of Minnesota Retrieved from http://www1.umn.edu/ohr/teachlearn/tutorials/powerpoint/learning/index.html Davis, B G (2009) Tools for teaching (2nd ed.) San Francisco, CA: Jossey-Bass Fink, L D (2003) Creating significant learning experiences: An integrated approach to designing college courses San Francisco, CA: Jossey-Bass Joyce, B., Weil, M, & Showers, B (2008) Models of teaching (8th ed.) Needham Heights, MA: Allyn and Bacon McKinney, K (n d.) Active learning In Center for Teaching, Learning & Technology Retrieved from http://www.cat.ilstu.edu/resources/teachTopics/tips/newActive.php McNeal, A P., & D’Avanzo, C (Eds) (1997) Student-active science: Models of innovation in college science teaching Fort Worth, TX: Saunders College Meyers, C., & Jones, T B (1993) Promoting active learning: Strategies for the college classroom San Francisco, CA: Jossey-Bass Millis, B J., & Cottell, P G (1997) Cooperative learning for higher education faculty Phoenix, AZ: Oryx Press Weimer, M (2002) Learner-centered teaching: Five key changes to practice San Francisco, CA: Jossey-Bass Projector, laptop, PowerPoint software, What we know about lectures? quiz, Active Learning Resources handout Active Learning in the College Classroom workshop agenda 3:30 – 3:35 Introductions 3:35 – 3:45 Opening question and 10 minute discussion (see PowerPoint presentation) 3:45 – 3:50 Objectives of this workshop (see above and PowerPoint presentation) 3:50 – 3:55 What we know about lectures? quiz (below) (pass out handout and allow time for participants to answer) 3:55 – 4:00 PowerPoint slides with correct information (#1 is True; the rest are False) 4:00 – 4:10 One-sentence Summary of what we know about lectures (time for participants to write their summaries, share with the whole group, and move back to PowerPoint to share one) 4:10 – 4:20 Defining Active Learning (time for participants to generate their own definitions, facilitator calls on one, using “popsicle stick” method, moves back to PowerPoint) 4:20 – 4:40 Examples of Active Learning Setting Expectation (pass out know your syllabus activity (below) as example) Reinforcing Expectations Are lectures and active learning mutually exclusive? Classroom Assessment Techniques 4:40 – 4:45 Why Active Learning is important Discussion of what will change in their classroom if they use active learning 4:45 – 4:55 Review of Best Practices 4:55 – 5:00 Hand out Resources on Active Learning Workshop Evaluation What we know about lectures? Please mark the following statements True or False The lecture is as effective as other methods for transmitting information The lecture is as effective as discussion for promoting thought The lecture is effective as a way of changing attitudes a The lecture is effective for teaching values associated with subject matter b The lecture is effective for inspiring interest in a subject c The lecture is effective for personal and social adjustment The lecture is effective for teaching behavioral skills One-Sentence Summary of what we know about lectures Your definition of Active Learning Another definition of Active Learning that you like An example of active learning you would like to try Know your syllabus activity Approximately how much will the textbook and other requirements of the course cost? What are the pre-requisites for this course? Are all the items in the Conceptual Framework covered in this class? If so, how many are there? If not, which are missing? Why are there standards in the unit plan that are not in the lesson plans? Which assignment addresses the most standards? Why? How are assignments submitted for this class? How much quizzes and chapter tests count toward the final grade? What are the Professional Dispositions on which College of Education students are evaluated each semester? What are the consequences for pre-service teacher behavioral deficiencies? 10 Will this be a student-centered or teacher-centered course? 11 What are the consequences for academic dishonesty? 12 Does Dr Roberts accept late work? 13 What would be the best thing to if you are unprepared for class? 14 What are the requirements to make up missed work? 15 Can you ask to receive an I if you are earning a D or F in the class? 16 What are the field clinical requirements for the course? 17 What should a student if he or she will not be able to complete field clinical? 18 Why are two different fonts used in this syllabus? 19 Dr Roberts has not completed the course calendar because a she’s lazy b she doesn’t know what she’s doing c she plans to tailor the class to this specific group of students’ needs and interests Know your syllabus activity 20 Approximately how much will the textbook and other requirements of the course cost? $265 21 What are the pre-requisites for this course? EDF 1005; EDG 3004; EDF 3135 or EDF 3210 or DEP 2004 or EDP 2002; EME 2040; and admission into the College of Education 22 Are all the items in the Conceptual Framework covered in this class? If so, how many are there? If not, which are missing? 2.3, 6.2 also, 2.7, 5.8 6.4 23 Why are there standards in the unit plan that are not in the lesson plans? Not every lesson must have all those things but at least one in the unit must 24 Which assignment addresses the most standards? Field Experience Why? It is the practice of all the theory covered in the class 25 How are assignments submitted for this class? Blackboard digital drop box 26 How much quizzes and chapter tests count toward the final grade? They won’t be given unless students are coming to class unprepared, then they will be part of Class Activities grade 27 What are the Professional Dispositions on which College of Education students are evaluated each semester? Professionalism, Effective Communication, Respectful Behavior, Ethical Behavior, and Reflective Behavior 28 What are the consequences for pre-service teacher behavioral deficiencies? Up to department chairperson 29 Will this be a student-centered or teacher-centered course? student-centered 30 What are the consequences for academic dishonesty? Fail the course 31 Does Dr Roberts accept late work? no 32 What would be the best thing to if you are unprepared for class? 33 What are the requirements to make up missed work? Absence excused, make arrangements within class periods of returning 34 Can you ask to receive an I if you are earning a D or F in the class? NO 35 What are the field clinical requirements for the course? Level II background clearance, Liability Insurance, Medical Insurance, FAMU ID badge, attend orientation, log 20 hours in school, teach a lesson 36 What should a student if he or she will not be able to complete field clinical? Withdraw from the course 37 Why are two different fonts used in this syllabus? Standard for entire COE and individual 38 Dr Roberts has not completed the course calendar because d she’s lazy e she doesn’t know what she’s doing f she plans to tailor the class to this specific group of student’ needs and interests C Active Learning Resources Academy of Dental Therapeutics and Stomatology (n d.) Active learning strategies: Orchestrating learner participation in educational activities The Academy of Dental Therapeutics and Stomatology Dental Continuing Education Courses Retrieved from http://www.ineedce.com/userfiles/4/pdf/CEStrategiesPpt.pdf Angelo, T A., & Cross, K P (1993) Classroom assessment techniques: A handbook for college teachers San Francisco, CA: 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, CA: Jossey-Bass Bligh, D A (2000) What’s the use of lectures? San Francisco, CA: Jossey-Bass Bonwell, C., & Eison, J (1991) Active learning: Creating excitement in the classroom Washington, DC: ERIC Clearing house on Higher Education and the Association for the Study of Higher Education Retrieved from http://www.ntlf.com/html/lib/bib/91-9dig.htm\ Center for Teaching and Learning (2008) Twelve Active Learning Strategies Minneapolis, MN: University of Minnesota Retrieved from http://www1.umn.edu/ohr/teachlearn/tutorials/powerpoint/learning/index.html Davis, B G (2009) Tools for teaching (2nd ed.) San Francisco, CA: Jossey-Bass Fink, L D (2003) Creating significant learning experiences: An integrated approach to designing college courses San Francisco, CA: Jossey-Bass Joyce, B., Weil, M, & Showers, B (2008) Models of teaching (8th ed.) Needham Heights, MA: Allyn and Bacon McKinney, K (n d.) Active learning In Center for Teaching, Learning & Technology Retrieved from http://www.cat.ilstu.edu/resources/teachTopics/tips/newActive.php McNeal, A P., & D’Avanzo, C (Eds) (1997) Student-active science: Models of innovation in college science teaching Fort Worth, TX: Saunders College Meyers, C., & Jones, T B (1993) Promoting active learning: Strategies for the college classroom San Francisco, CA: Jossey-Bass Millis, B J., & Cottell, P G (1997) Cooperative learning for higher education faculty Phoenix, AZ: Oryx Press Weimer, M (2002) Learner-centered teaching: Five key changes to practice San Francisco, CA: JosseyBass As you sign in, please put your name on an orange strip and place it in the cup ... (1996) Engaging ideas: The professor’s guide to integrating writing, critical thinking and active learning in the classroom San Francisco, CA: JosseyBass Bligh, D A (2000) What’s the use of lectures?... Active Learning is important Discussion of what will change in their classroom if they use active learning 4:45 – 4:55 Review of Best Practices 4:55 – 5:00 Hand out Resources on Active Learning. .. for Teaching and Learning (2008) Twelve Active Learning Strategies Minneapolis, MN: University of Minnesota Retrieved from http://www1.umn.edu/ohr/teachlearn/tutorials/powerpoint /learning/ index.html