The College Classroom Fa15 Meeting 5: Active Learning
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Transcript of The College Classroom Fa15 Meeting 5: Active Learning
The College Classroom
Meeting 5: Active Learning
October 27 & 29, 2015
Peter Newbury
Center for Engaged Teaching, Teaching + Learning Commons
UC San Diego
commons.ucsd.edu
Unless otherwise noted, content is
licensed under a Creative Commons Attribution-
Non Commercial 3.0 License.
Constructivist theory of learning
Active Learning - collegeclassroom.ucsd.edu 2
Students need to construct their own understanding of the
concepts, where
each student assimilates new material into his/her own
framework of initial understanding and preconception
each student confronts his/her (mis)understanding of
the concepts
What the best college teachers do[1]
Active Learning - collegeclassroom.ucsd.edu 3
“More than anything else, the best teachers try to create a
natural critical learning environment: natural
because students encounter skills, habits, attitudes, and
information they are trying to learn embedded in questions
and tasks they find fascinating – authentic tasks that arouse
curiosity and become intrinsically interesting, critical
because students learn to think critically, to reason from
evidence, to examine the quality of their reasoning using a
variety of intellectual standards, to make improvements
while thinking, and to ask probing and insightful questions
about the thinking of other people.”
In natural critical learning environments
Active Learning - collegeclassroom.ucsd.edu 4
“students encounter safe yet challenging conditions in
which they can try, fail, receive feedback, and try again
without facing a summative evaluation.”[1]
try
fail receive
feedback
Active Learning - collegeclassroom.ucsd.edu 5
www.insidehighered.com/news/2014/11/20/professors-year-named
Active learning increases student performance
in science, engineering and mathematics[2]
Active Learning - collegeclassroom.ucsd.edu 6
Meta-analysis of 225 research studies that explored the
impact of active learning:
Active learning engages students in the process of learning
through activities and/or discussions in class, as opposed to
passively listening to an expert. It emphasizes higher-order
thinking and often involves group work.
(Freeman et al., pp 8413-8414)
What do you feel is the most important finding in
Freeman et al., Bhatia’s Wired post, Wieman’s commentary? Talk at your table. Record your thoughts on a whiteboard.
Active Learning - collegeclassroom.ucsd.edu 7
Conclusion:
Active learning
increases student
performance
Figure 2
Wieman (2014) [3]
Active Learning - collegeclassroom.ucsd.edu 8
Conclusion:
Failure rates in
active classes drop
significantly.
Figure 1
Bigger Conclusion:
Under-represented
minorities and
women make up a
disproportionate
number of students who fail STEM classes. Fewer
failures means enhanced success for URM and women.
Active Learning - collegeclassroom.ucsd.edu 9
We’ll come back to these after exploring active learning.
By Josh Eyler
[4]
[5]
Active Learning
Active Learning - collegeclassroom.ucsd.edu 10
student-centered instruction traditional instruction
Active Learning - collegeclassroom.ucsd.edu 11
student-centered instruction
peer instruction with clickers
think – pair – share (TPS)
interactive demonstrations
What do you notice?
What do you wonder?
surveys of opinions
whiteboards
discussions
videos
(Question: Sujatha Raghu from Braincandy via LearningCatalytics)
(Image: CIM9926 by number657 on flickr CC)
Discussion (peer instruction)
Melt chocolate over low heat. Remove the chocolate from
the heat. What will happen to the chocolate?
A) It will condense.
B) It will evaporate.
C) It will freeze.
Active Learning - collegeclassroom.ucsd.edu 12
Chemistry learning outcomes
Active Learning - collegeclassroom.ucsd.edu 13
Students will be able to
name all 6 changes of state
translate back and forth between technical (“melt”) and
plain English (“solid into liquid”)
Imagine… misconception?
Typical Episode of Peer Instruction
Active Learning - collegeclassroom.ucsd.edu 14
1. Instructor poses a conceptually-challenging
multiple-choice question.
2. Students think about question on their own and vote
using clickers, colored ABCD cards, devices,…
3. The instructor asks students to turn to their neighbors
and “convince them you’re right.”
4. After that “peer instruction”, students may vote again.
5. The instructor leads a class-wide discussion concluding
with why the right answer(s) is right and the wrong
answers are wrong.
Next week’s meeting will be
all about peer instruction.
Active Learning - collegeclassroom.ucsd.edu 15
student-centered instruction
peer instruction with clickers
think – pair – share (TPS)
demonstrations/artefacts
What do you notice?
What do you wonder?
surveys of opinions
whiteboards
discussions
videos
Think-Pair-Share (European History)
Active Learning - collegeclassroom.ucsd.edu 16
To what extent is should governments intervene when a
population is actively being persecuted? What is the role of
government in promoting equality and tranquility between
majority and minority groups within its populations?
Write down your response on your card.
Then discuss it with your neighbors.
(Emily Goodman, UC San Diego)
Think – Pair – Share (TPS)
Active Learning - collegeclassroom.ucsd.edu 17
(ancestor of peer instruction)
1. instructor poses interesting question or thought prompt
2. invites each student to think
[and writes thoughts on an index card]
3. instructor asks students to pair with a neighbor to
discuss their thinking
4. instructor moderates class-wide discussion where
students share their thinking with the entire class
(TPS can be source for peer instruction questions next term.)
Active Learning - collegeclassroom.ucsd.edu 18
student-centered instruction
peer instruction with clickers
think – pair – share (TPS)
demonstrations/artefacts
What do you notice?
What do you wonder?
surveys of opinions
whiteboards
discussions
videos
In-class demonstrations
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1. Instructor (meticulously) sets up the equipment, flicks
a switch, “Taa-daaah!
2. Students
don’t know where to look
don’t know when to look, miss “the moment”
don’t recognize the significance of the event
amongst too many distractions
To engage students and focus their attention on the key
event, get students to make a prediction (using
clickers, for example)
Clicker question
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A ball is rolling around
the inside of a circular
track. The ball
leaves the track
at point P.
Which path
does the ball
follow?
P
A
B C
E
D
(adapted from Mazur)
Interactive Lecture Demos (ILD) [6]
Active Learning - collegeclassroom.ucsd.edu 22
By making a prediction, each student
cares about the outcome (“Did I get it right?”)
knows when to look (can anticipate phenomenon)
knows where to look (sees phenomenon occur)
gets immediate feedback about his/her understanding
of the concept
is prepared for your explanation
Artefacts
Active Learning - collegeclassroom.ucsd.edu 23
Bring things – real things – to class/section.
Don’t just tell students what
they’re looking at. Ask them
what they notice, what they
think it is.
Artefacts courtesy of Ben Volta
Image: Peter Newbury
“Ask me a question an
archaeologist would ask.”
Active Learning - collegeclassroom.ucsd.edu 24
student-centered instruction
peer instruction with clickers
think – pair – share (TPS)
demonstrations/artefacts
What do you notice?
What do you wonder?
surveys of opinions
whiteboards
discussions
videos
on target by hans_s on flickr CC-BY-ND
What do you notice?
What do you wonder?
Active Learning - collegeclassroom.ucsd.edu 25
Start teaching before the bell rings
Active Learning - collegeclassroom.ucsd.edu 26
Students arrive, ready to engage with you, your content:
Project a picture related to today’s lesson
Add prompts:
“What do you notice? What do you wonder?” [7]
Spend first few minutes leading a discussion:
o every student can contribute because everyone can notice
and wonder
o you draw out their pre-existing knowledge
o activates concepts in their memories
Don’t let their enthusiasm slip away!
Active Learning - collegeclassroom.ucsd.edu 27
student-centered instruction
peer instruction with clickers
think – pair – share (TPS)
demonstrations/artefacts
What do you notice?
What do you wonder?
surveys of opinions
whiteboards
discussions
videos
What do you see?
Active Learning - collegeclassroom.ucsd.edu 28
A) old lady
B) young woman
If you’re studying human
behavior, let your students
contribute authentic data.
(For sensitive issues, clickers
can be set to “anonymous.”)
Active Learning - collegeclassroom.ucsd.edu 29
student-centered instruction
peer instruction with clickers
think – pair – share (TPS)
demonstrations/artefacts
What do you notice?
What do you wonder?
surveys of opinions
whiteboards
discussions
videos
Whiteboards = practice[8,9]
Active Learning - collegeclassroom.ucsd.edu 30
Use whiteboards to give your students practice
analyzing summarizing deriving illustrating
computing drafting brainstorming presenting
Tips:
groups of 3-4 with 1 pen per person
encourage students to show their thinking, not just
the final analysis
train students to listen to each other’s presentations
Active Learning - collegeclassroom.ucsd.edu 31
student-centered instruction
peer instruction with clickers
think – pair – share (TPS)
demonstrations/artefacts
What do you notice?
What do you wonder?
surveys of opinions
reading quizzes
whiteboards
discussions
videos
Discussions are opportunities for
students to
Active Learning - collegeclassroom.ucsd.edu 32
share their understanding, opinions, ideas
hear other students’ ideas, viewpoints
practice communicating like experts
get timely feedback from peers and instructor
create a new, shared understanding of the concepts
To make discussions useful, the
instructor must
Active Learning - collegeclassroom.ucsd.edu 33
ensure students come to class prepared to contribute to
the discussion
pre-readings that students want to complete (marks?)
moderate activity so MANY (EVERY?) students speak
(not just enthusiastic volunteers)
talking stick, whiffle balls, pass the duck, popsicle sticks, pass
around an artefact
“Starter” poses first question/comment. “Wrapper” identifies
themes, ideas, unanswered questions[10]
build in time/tasks for listening, getting feedback from
peers and instructor
Active Learning - collegeclassroom.ucsd.edu 34
student-centered instruction
peer instruction with clickers
think – pair – share (TPS)
demonstrations/artefacts
What do you notice?
What do you wonder?
surveys of opinions
reading quizzes
whiteboards
discussions
videos
UNDERGRADUATE TEACHING FACULTY:
The 2013-2014 HERI faculty Survey[11]
Active Learning - collegeclassroom.ucsd.edu 35
Showing video in class
Active Learning - collegeclassroom.ucsd.edu 36
There are times when a video is the perfect resource.
Archimedes’ Principle
In today’s Physics class, we’re
going to study buoyancy and
Archimedes’ Principle.
http://tinyurl.com/TCCdemo
(Paul Hewitt video) (Image: Wikimedia Commons – public domain)
Opinion: Videos in class
Active Learning - collegeclassroom.ucsd.edu 37
In your opinion, the Paul Hewitt video
A) is engaging
B) is entertaining
C) is interactive
D) stimulates deep thinking
Showing video in class
Active Learning - collegeclassroom.ucsd.edu 38
The students do not
select the video
check it contains key events
anticipate key events
recognize key events
interpret key events
relate key events to
class concepts
instructor does this
before class
instructor does this unconsciously,
(expert blindness)
This is what you want to do in class!
Anticipate and recognize are
necessary for rich discussion/analysis.
Videos: implications for instructors
Active Learning - collegeclassroom.ucsd.edu 39
Coach the students how to watch the video like an
expert:
As you watch this video…
watch for when the A starts to B.
count how often the C does D.
watch the needles on the scales as water drains.
Don’t “give away” the key event (Notice the buoyant force
is equal to the weight of the fluid displaced.) That’s what
the follow-up discussion is for: help the students get
prepared for that discussion.
Think–Pair–Share
Active Learning - collegeclassroom.ucsd.edu 40
Now that you’ve seen a variety of instructional strategies
that make learning active, what do you think about
“Lecture Me. Really.”? Write on your index card and then
talk to a neighbor.
By Josh Eyler
[4]
[5]
Is Lecture Dead?
Active Learning - collegeclassroom.ucsd.edu 41
No! There is still a time and place for lecture. You can
lecture (for 10-15 minutes) when the students are
prepared to learn:
the activities have activated the concepts in their
memories, aroused their curiosity
they’ve tried, failed, received feedback, tried again and
are waiting for confirmation
they’re prepared to intellectually appreciate the
expertise you’re about to share with them
Active Learning - collegeclassroom.ucsd.edu 42
peer instruction with clickers
think – pair – share (TPS)
interactive demonstrations
What do you notice?
What do you wonder?
surveys of opinions
whiteboards
discussions
videos
To enhance
students learning and
retention, some instruction must
be interactive and student-centered.
That’s how people learn.
References
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44
1. Bain, K. (2004). What the Best College Teachers Do. Cambridge, MA: Harvard University Press
2. Freeman, S., Eddy, S.L. McDonough, M., Smith, M., Okoroafor, N., Jordt,. H. & Wenderoth, M.P. (2014) Active
learning increases student performance in science, engineering, and mathematics. PNAS 111, 23, 8410–8415.
3. Wieman, C. (2014). Large-scale comparison of science teaching methods sends clear message. PNAS 111, 23,
8319–8320.
4. Worthen, M. (2015, October 17). Lecture Me. Really. The New York Times. Retrieved October 26, 2015 from
nyti.ms/1jLwbBk.
5. Eyler, J. (October 20, 2015). Active Learning Is Not Our Enemy: A Response to Molly Worthen. Retrieved
October 26, 2015 from josheyler.wordpress.com/2015/10/20/active-learning-is-not-our-enemy-a-response-to-
molly-worthen/
6. Get the full story of ILDs at serc.carleton.edu/introgeo/demonstrations/index.html
7. Newbury, P. (23 Aug 2013). You don’t have to wait for the clock to strike to start teaching. Retrieved 3/3/2014
from ctd.ucsd.edu/2013/08/you-dont-have-to-wait-for-the-clock-to-strike-to-start-teaching/.
8. Noschese, F. The $2 Interactive Whiteboard. Retrieved November 18, 2013, from
fnoschese.wordpress.com/2010/08/06/the-2-interactive-whiteboard/
9. Seddon, S. Biological Whiteboarding - The use of mini whiteboards in my Biology class. Retrieved November 18, 2013
from totallylearnedas.wordpress.com/2013/11/18/biological-whiteboarding
10. Weimer, M. Effective Ways to Structure Discussion. Retrieved February 2, 2015 from
www.facultyfocus.com/articles/teaching-professor-blog/effective-ways-structure-discussion
11. Eagan, M. K., Stolzenberg, E. B., Berdan Lozano, J., Aragon, M. C., Suchard, M. R. & Hurtado, S. (2014).
Undergraduate teaching faculty: The 2013–2014 HERI Faculty Survey. Los Angeles: Higher Education Research
Institute, UCLA. http://www.heri.ucla.edu/facPublications.php