Active Learning: 3 Easy Ways for Higher Education Lectures
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Transcript of Active Learning: 3 Easy Ways for Higher Education Lectures
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Active Learning3 Easy Options
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What we will discuss: Definition
Range of applications in higher education
3 specific easy strategies & supporting evidence: 1. Pausing2. Asking Questions3. Cases or Problems
Tips on what to do, what to avoid
Being successful in your teaching
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Definition
‘anything that involves students in doing things
and
thinking about the things they are doing’ (Bonwell & Eison, 1991, p. 2)
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What does active learning look like?
Pausing lecture &students make notes
Pausing lecture – students discuss
what was presented
Pausing lecture; polling students; students discuss
answers; faculty-led tutorial on correct
answer
Cases or Worked Problems
Flipped classroom(lecture)
Team-based learning(small groups)
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Active learning: 3 easy ways
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#1: Pause
Students use this time to: Reflect on content Write or review notes Check understanding
with peers
1
Talk (5-8 mins)
Pause (2-5 mins)
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#1: Pause - Evidence Pausing during lecture works (Ruhl et al. 1987; Cain et al, 2009; Gulpinar
& Yegen, 2005; Di Vesta & Smith, 1977; Ruhl & Suritsky, 1995)
Ruhl et al, 1987:
72 students
1
Pause No PauseShort-term recall 108 correct facts 80 correct factsLong-term recall 89.4% 80.9%
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#1: Pause – Why does it work? Human attention span
Rule of 7
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#1: Tips for Making “Pause” Work Transition statement
“Take the next __ mins to…”
Set a watch or timer
Stay quiet
Be sensitive – should you wander, or stay put?
Transition statement
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Questions or Clarifying Comments?
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#2: Ask a question
• Use audience response system
• Question for discussion with peers
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Lecture (5-8 mins)
Pose question &
pause
Mini-lecture
Focus: Learners’ conceptualization
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#2: Questions - Evidence Asking questions (in person or with clickers) works
(Crouch & Mazur, 2001; Johnson & Mighten, 2005)
Crouch and Mazur, 2001:
Learning gains from 0.49 to 0.74 over eight years of assessment in introductory physics
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#2: Questions – Why does it work? Addresses and corrects conceptualization of fundamental
principles
Some extent of collaborative learning Collaborative learning increases social support
(Prince, 2004)
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Tips for Making Questions Work
Clearly worded, developmentally appropriate question Field test with peers, past/current learners
Clearly give time to think, work, respond e.g. “Please take 5 mins to…”
Anticipate student responses Your tip sheet
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Questions or Clarifying Comments?
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#3: Case or Problem
Circulate to provide help, answer questions
Lecture (5-8 mins)
Assign Case or Problem
Answer & Debrief
Repeat, Increase difficulty
Emphasize the correct steps and correct thinking
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Cover main concepts
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#3: Case or Problem Hands-on activities work (Van Dijken et al, 2008)
Hake et al, 1998:
Population 2084 students in 14 introductory
physics courses
4458 students in 48 introductory
physics courses Teaching format Traditional lecture Cases, worked
problems, immediate feedback
Avg learning gain(pre vs post test)
0.23 +/- 0.04 0.48 +/- 0.14
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#3: Why does it work? Addresses and corrects conceptualization of fundamental
principles
Some extent of collaborative and cooperative learning
Repetition & building upon concepts while role-modeling Enculturation – thinking, into professional practice Memory retention Scaffolding
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#3: Tips for Making Case/Problem Work
Ensure cases or problems are:
• Related to content
• Developmentally appropriate
• Well written (field test!)
Anticipate student questions or areas of difficulty
Worked answer is clear & available outside of class
Pause to see if learners have questions
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Questions or Clarifying Comments?
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How to be successful
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What to avoid Picking a complex topic or a topic you have not
taught many times previously
Changing too much within a lecture
Changing all your lectures to a new format at once
Teaching without practicing
Teaching without anticipating student questions or areas of difficulty
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How to be successful
Pick a topic you have taught many times before Anticipate student questions, areas of difficulty Prepare learners for the ‘new’ format Safety net: answer keys or ‘lists’; timers Add feedback questions on evaluation so you
know where to improve Ensure support from administration1
1Bonwell & Eison, 1991
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Take-home messages 3 specific easy strategies:
1. Pausing2. Asking Questions3. Cases or Problems
Prepare, anticipate, practice!
Start small & get feedback