The Essential Elements of Active Learning Techniques In Economics

Courses

O.Wieland, PhD

University of Minnesota Crookston

Business Department

2900 University Ave. Crookston, MN 56716-5001

Wiel0057@umn.edu

Challenges

Conceptual Difficulty of the Subject

The Nature of the Courses

The Student population

The Students’ Background and Preparation

Time Constraints (constant feedback)

Technology Availability (access to technology)

Class Size

Delivery Mode – In Class or Online?

Purpose of Research

Analyze synthesis of learning activities for teaching Economics.

Develop a theoretical approach for analyzing instructional design

Planning

Implementation

Reflection

An Approach to Good Pedagogy

Duckworth(1992)

“Students...allowed to do their own learning”

Presenting the LEARNING BY TEACHING

Inquiry and Problem Solving Focused Instruction Controversy Element & Critical Thinking Knowledge Application/Skill Building Varied and Continuous Assessment

Student Progress Teacher Effectiveness

• Data from over 400 course IDEA course evaluations

• IDEA diagnostic Form

• Includes evaluation of 20 effective teaching methods ( based on Chickering's research)

•Regression analysis to see which of the 20 teaching methods predict Excellent Course rating

An Approach to Good Pedagogy

IDEAS

Category Action Result% Positive Student Response

Stimulate Student InterestStimulated students intellectual efforts beyond what is required by most courses 88%

 Demonstrated the importance and significant of the subject matter 96%

Foster Student CollaborationFormed teams or discussion groups to facilitate learning 44%

Establishing RapportInstructor displayed a personal interest in students and their learning 96%

Encourage Involvement Related course material to real life situations 92%Structuring Classroom Excperiences Made it clear how each subject fit into the course 92%

 Gave test projects and discovered the most important points of the course 92%

 

Scheduled course work(class activities, tests, projects) in ways which encourage students to stay up to date on their work 84%

 Provided timely and frequent feedback on tests reports and projects to help students improve 84%

Active Learning Methods

Application

Brain StormingThink-pair-Share

Reaction toVideo Class-Game

Developing Skills

Knowledge and Concept Formation

Discussion

CollaborativeLearning Groups

Experiments

CaseStudies

Short Written Exercise

DebatesLearning

ByTeaching

Learning Environment as Part of Instructional Design

..in which the student:

• Experiments, manipulates, seeks own answers

• Reconciles learning with others

• Is presented with content relevant and is asked to provide feedback

• ..in which the instructor:

• Establishes a rapport with the students

• Encourages student involvements and collaboration

• Stimulates intellectual efforts

• Provides frequent feedback

Principles of Instructional Design

Cooperative learning methods

Goal oriented

Informed learning outcome

Accountability

Measurable impact

Student centered learning activities

Motivational component as a foundation of student success

Element I: Cooperative Learning/Student Centered

Ensure cooperative learning mode

Align curriculum with leaning outcome

Include student facilitation process through classroom discussion

Instructional environment is student centered

Diversified mode of information delivery

Element II: Real-life Application

• Knowing/understanding Economics theory, concepts

• Real life examples

• Using learning outcome as a basis for instructional planning

• Using best active learning practices

• Exposure to professionals in the field

• Visual emphasis on information delivery

Element III: Active Learning Strategies

• Develop/provide instructional support materials that challenge students to examine diverse views of the content being studied

• Establish leadership roles and student discussion facilitators

• Provide the foundation for active engagement and student involvement in the learning process

• Reinforce the learning material and enhance student comprehension

Element IV: Feedback

• Multiple approaches to assessment

• Timely feedback is essential to student performance improvement

• Identify and eliminate misconceptions

• Provide a path for student/teacher interaction

Bibliography

1. Serife KARAKOC, Nurettin SIMSEK. (May 2004) The effect of teaching strategies on the usage of learning strategies. Educational Sciences: Theory& Practice 4(1) 116-121

2. Walter D.Davis, Neal Mero, Joseph M. Goodman. (2007) The interactive effects of goal orientation and accountability on task performance. Human Performance ,20(1), 1-21

3. Crystal Kuykendall. (1992) From rage to hope: Strategies for reclaiming Black& Hispanic students. 1992. 1(2)

4. Richard C. Overbaugh, Shin Yi Lin. (2006) Student characteristics, sense of community, and cognitive achievement in web-based and lab-based learning environments. Journal of research on technology in education, 39(2),205-2223

5. Sharon D. Harsh and Eric Kincaid. (Winter 2007) Global education strategies: developing macrostructures for understanding complex information. The Delta Kappa Gamma bulletin

6. Daniel R. Smith, David F. Ayers. (2006) Culturally responsive pedagogy and online learning: Implications for the globalized community college. Community college journal of research and practices, 30: 401-415

Bibliography

7. M. David Merrill. (2007) A task-centered instructional strategy. Journal of research on technology in education, 40(1), 5-22

8. Charles Henderson, Andrea Beach, and Michael Famiano. (2007) Diffusion of educational innovations via Co-teaching. American Institute of physics

9. David Wickens. (1973) Piagetian theory as a model for open systems of education. Piaget in the classroom. Basic Books Inc., Ch.8 , 179-1981. Henderson C., Beach A, and Famiano M.. (2007) Diffusion of educational innovations via Co-teaching. American Institute of physics