How active is your lecture?
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Transcript of How active is your lecture?
How active is your lecture?
Prof. dr. Martin Valcke
Workshop Innovative teaching and Learning Strategies in Higher Education
Maputo 4-6 August, 2009
"Learning is not a spectator sport. Students do not learn much just sitting in classes listening to teachers, memorizing prepackaged assignments, and spitting out answers.They must talk about what they are learning, write reflectively about it, relate it to pastexperiences, and apply it to their daily lives. They must make what they learn part ofthemselves (Chickering & Gamson, 1987)."
Structuur
• Exploring “action”• A theoretical base for active learning• Activating lectures
Approach
• Building on current practices; large scale lectures
• Extending the current strategies without questioning meso-level issues
• Proving that powerful solutions are possible at this level
Approach
• Research based education• Problem based learning
• Task based learning• Project teaching
• Virtual companies• Situated learning
• Experiential learning• …
Too many or toodemanding implications
Conclusions
• Activation requires to rethink conceptions of learning
• Existing approaches can be revamped; reactivated
Exploring « action »
• Sheets + marker
• Write down keywords
• What is according to you “active learning”?
• Take the perspective of the student!
Exploring « action »
• Sheets of paper
• Try to cluster the former set of answers
“Active” learning
• Elements– Internal processes (cognitive activities)– Application– Together with other students– Motivated– Deep learning– … “Elements of the learning process”
Instruction and “active learning”
Mate van retentie
Theoretical base for “active” le arning
• Dissection of the process
• Social cognitive analysis
• Information processing model
Controleprocessen
Lange Termijn Geheugen LTG
[LTM Long-term memory]
Zintuigen
[receptors]
Output
[Effectors]
Werkgeheugen
Korte Termijn Geheugen KTG
[Working memory - Korte termijn geheugen]
Omgeving [Environment]
Immediate memory
[directe geheugen]
Opslag
[Storage
Ophalen
[retrieval]
Selectieve
perceptie
Informatie vanuit
de omgeving
Informatie terug naar
de omgeving
Respons/output
organisatie
Selectinginformation
Organisinginformation
Integratinginformation
Newell & Simon
Information SensesDevelopment
Mentaal Model
Prior knowledge
Informationselection
Informationorganisation
Informationintegration
Cognitive structure, schema,
Bloom: comprehension, application, analysis, and synthesis.
Information SensesDevelopment
Mentaal Model
Prior knowledge
Informationselection
Informationorganisation
Informationintegration
Bloom: comprehension, application, analysis, and synthesis.
Where do we situate the introductory activity?
?
Stop!
• Try to summarize in about three sentences what we can conclude until now.
• Form a learning duo• Bring your ideas together• Make a final decision about the three
sentences
Look out !
• « activation » has to focus on the 3 types of cognitive processes
• Take care! Many strategies are single-sided (only one type is activated)
• Individually and working together helps
• Contrast met minder-actieve vormen
Look out!
• Individually and working together– Guarantee that each individual is responsible
for its own activities
• See analysis of further examples
Information SensesDevelopment
Mentaal Model
Prior knowledge
Informationselection
Informationorganisation
Informationintegration
Why is a traditional lecture less activating?
Why is a traditional lecture less activating?
• Wrong selection of information• Information does not connect to prior knowledge• Selected info not congurent with what is
important (lkr lln)• Cognitive overload in working memory• Organisation of info not guaranteed• …Embedding active learning into lectures is possible
Relationship with learning goalshttp://www.vuw.ac.nz/acis99/Papers/PaperJones-149.pdf
Activation of lectures easily possible
• Jumpie-lectures (Hinkstapsprong)
• Guided lectures
• Feedback lectures
• Response lectures
• Peg Lectures
• In-built discussion
• The use of visualizers
Jumpie lectures (Hinkstapsprong)• Build in pauses to foster storage and
retrieval of new content: each 12-18 minutes a pause of 2-3 minutes in which students – alone or in couples – review what has been dealt with and in which they can help each other to clarify items.
• At the end 3 minutes during which they list the whole session (free recall).
Research evidence• Higher performance
• Ruhl, K. L., Hughes, C. A., & Schloss, P. J. (1987)higher performance and longer retention 3 times 2 minutes of pause if we talk six minutes less, students learn more
http://scholar.lib.vt.edu/ejournals/JVME/V21-1/Seeler1.html
Guided lectures
• The objectives of the lecture are clearly stated: operational.
• The lecture lasts 20-30 minutes. Students take notes. Next, 5 minutes to structure their notes. Next, they reconstruct the lecture in little groups (2-3 student). Update of their notes.
Feedback lectures• Students know the objectives and studied
the content beforehand independently. They solved pre- and postquestions en they have developed a structure/scheme of the content.
• The lecture last 20 minutes. Next a study period of 20 minutes. Next, little groups of 2-3 students to solve the tasks/problems presented in the materials.
• Very successful with students !
Research evidence
• 88% of the students prefer this approach
http://scholar.lib.vt.edu/ejournals/JVME/V21-1/Seeler1.html
Differentiële leerwinsthttp://www.physics.indiana.edu/%7Esdi/ajpv3i.pdf
Average learning gain in a course
RED = traditionalGREEN = active
format
Respons lectures
• De lezing is gebaseerd op de (open) vragen van de studenten die bijv. via een forum zijn doorgestuurd of die midden in een klassieke lezing worden ingezameld onder de studenten.
• Stelt eisen i.v.m. zelfstudie
« Peg » lectures
• Build in interactive assessment
• « Pegs » with number are used by students. To indicate their answer they put a peg on the back of the chair in front of them. (colored cards)
• Verhy high level of efficacy. Brings assessment closer to the study activity.
07 12 1995 Cursor Univ. Eindhoven
Built-in discussion
• OK, you have now experiences a number of examples of more ative lectures.
• Work together in groups (3 students “Team Think”). You get 3 minutes to solve the following problem:– What approach do you prefer. Give (1) a theoretical
argument and (2) a personal reason to underpin your choice.
• I will select one group to bring forward their solution.
Research evidence
http://www.vuw.ac.nz/acis99/Papers/PaperJones-149.pdf
Research evidence
http://www.vuw.ac.nz/acis99/Papers/PaperJones-149.pdf
The use of visualisers
• Use schemas, structure diagram.
• CTML theory– Some examples
The use of visualisers
• Design principles:– TEXT + graphics versus TEXT
– Audio + graphics versus text + graphics
– Audio + text + graphics versus text + graphics
• Animations:– Audio + animated graphics versus audio + static
graphics
– Example: discussion of the “dual channel theory’” of Paivio
Multimediapresentation
Sensory memory
Workingmemory
LongTerm
Memory
Sounds
Graphical
Hearing
Sight
Sound
Image
VerbalModel
VisualModel
Priorknowledge
IntegrationO
rganisation
Read this:“When we pull the lever air can pass via the valve in the room between valce and air-valve. When we push the lever,, the valve is shut closed and the air-valcve is pressed open so that air is pushed outside via the air-valve into the tire.”
Multimediaprincipe
Multimedia principle
Read this text:“When we pull the lever air can pass via the valve in the room between valce and air-valve. When we push the lever,, the valve is shut closed and the air-valcve is pressed open so that air is pushed outside via the air-valve into the tire.”
When we pullthe lever,
Air passesalong the valve
And air enters the room betweenTh e valve and air-valve
When we pushthe lever
The valvecloses
And air is pressed through theair-valve to the tire.
Air-valve
Valve
lever
Spatial contiguity principle
O° C
When the air moves down, we get cold winds we feel before its starts to rain.
Spatial contiguity principle
O° C
When the air moves down, we get cold winds we feel before its starts to rain.
Spatial contiguity principle
O° C
-- -
--
+++
+ +
- ---
++
+
+
+ +
-
-+
A leader for negative elements drops zig-zag downwards. Many scientists think that this starts due to a spark between positive and negative elements in a cloud. Each step in the downward zig-zag movement is about the length of 50 yards and last about 1 million part of a second. There is a pause of about 50 million second between each step. At last the zig zag movement comes close to the earth.
A leader for negative elements drops zig-zag downwards. It comes close to the earth.
Coherence principle
Research evidence CTMLAuthors ES Percentile
T + NLR versus T
(Multimedia principle)
.67 23
T in line with graphics
(Spatial contiguity principle)
.95 42
Coherence: omission of redundant info 1.98 126
Audio better than T with animation/graphics .84 30
(Audio + graphics) better than (Audio + T + Graphics)
.77 28
Individual differences: Impact principles larger in learners with low prior knowledge
.60 17
Research evidence: impact when learners develop own representations
Authors Number of studies
ES Percentile
Mayer, 1989 10
16
1.02
1.31
34
40
Athappily,et al., 12980 39 .510 19
Powell, 1980 13
6
4
1.01
1.16
.56
34
38
21
Hattie et al., 1996 9 .91 32
Walberg, 1999 24
64
.56
1.04
21
35
Guzzetti et al., 1993 3 .51 20
Fletcher, 1990 47 .50 20
Conclusions CTML research
• Cognitive processing is activated by use and development of external representations– Graphical elaboration– Construction of a real physical model– Construction mental model (internal)– Drwaings and graphics and pictographics– Include physical movement (kinesthetic)
Other evidence based approaches
• Oblige to take notes• Start from problems, questions, tasks
instead of scientific content• Evolve towards task-driven and evaluation
driven lectures instead of a strong focus on text.
• Provide feedback on the tasks/questions you present during the lecture
• Work with criteria, checklists
Other evidence based approaches
• Wait: don’t expect an immediate answer after a question, task, problem.
• Ask students to rephrase remarks, questions of other students
• Ask students to submit exam questions that you actually use in your exams.
• Ask to visualize notes with mind maps
How active is your lecture?
Prof. dr. Martin Valcke
Workshop Innovative teaching and Learning Strategies in Higher Education
Maputo 4-6 August, 2009
"Learning is not a spectator sport. Students do not learn much just sitting in classes listening to teachers, memorizing prepackaged assignments, and spitting out answers.They must talk about what they are learning, write reflectively about it, relate it to pastexperiences, and apply it to their daily lives. They must make what they learn part ofthemselves (Chickering & Gamson, 1987)."