Active Learning in the College Classroom

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

Faculty Development Session Template Title of Session: Active Learning in the College Classroom

Objectives of

this session

By the end of this session, the participant will:

1 Remember and understand key concepts and terms related to active learning.

2 Be comfortable enough to implement at least one active learning strategy in his

or her teaching

3 Be able to relate active learning to other teaching methods.

4 Understand some of the personal and social implications of using active learning

in his or her classroom

5 Care about learning more about active learning

6 Have a list or resources for learning more about active learning.

Audiences for

which this

session is

intended

New faculty

Graduate student

Adjunct faculty

Current faculty

All

Other: high school faculty

Activities to

achieve the

objectives

Introductions Opening question and discussion (3) What do 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)

Best practices to

be modeled

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

Reason for

these best

practices

Opening activity used adult learning theory (Kolb) to value what participants already know and are able to do

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

Methods of

assessment

(Outcome

measures)

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 do not meet these objectives could be directed to read the chapters and Web pages from which this information was taken ( 1 = , 3 =, 4 = )

Objective 2 will require an indirect method (self-reporting) and/or direct observation

of the participant actually implementing one or more active learning strategies Objective 5 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 6 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

Appropriate for

online delivery

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

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: Jossey-Bass

Resources

needed

Projector, laptop, PowerPoint software, What do 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 do 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

What do we know about lectures?

Please mark the following statements True or False

1 The lecture is as effective as other methods for transmitting information.

2 The lecture is as effective as discussion for promoting thought

3 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.

4 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

1 Approximately how much will the textbook and other requirements of the course cost?

2 What are the pre-requisites for this course?

3 Are all the items in the Conceptual Framework covered in this class? If so, how many are there? If not, which are missing?

4 Why are there standards in the unit plan that are not in the lesson plans?

5 Which assignment addresses the most standards? Why?

6 How are assignments submitted for this class?

7 How much do quizzes and chapter tests count toward the final grade?

8 What are the 5 Professional Dispositions on which College of Education students are evaluated each semester?

9 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 do 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 do 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

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 do 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 5 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 do if you are unprepared for class?

33 What are the requirements to make up missed work? Absence excused, make arrangements within 2 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 do 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

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

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please put your name on an

orange strip and place it in the

cup.