Location via proxy:   [ UP ]  
[Report a bug]   [Manage cookies]                
Scribd Logo
Upload

Welcome to Scribd!

  • 52 views

    Active Learning

    Uploaded by

    FairuzSamsudin
    This document provides an overview of active learning strategies, including collaborative learning, cooperative learning, and problem-based learning. It defines active learning as strategies that increase student engagement with course material through activities aligned with learning outcomes. Constructivist principles of active learning are discussed, noting that knowledge is constructed from experience and learning is an active, collaborative process. Various active learning techniques are described, including small group work, discussions, debates, case studies, and simulations. Collaborative and cooperative learning models are also summarized.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    Active Learning

    Uploaded by

    FairuzSamsudin
    52 views47 pages
    This document provides an overview of active learning strategies, including collaborative learning, cooperative learning, and problem-based learning. It defines active learning as strategies that increase student engagement with course material through activities aligned with learning outcomes. Constructivist principles of active learning are discussed, noting that knowledge is constructed from experience and learning is an active, collaborative process. Various active learning techniques are described, including small group work, discussions, debates, case studies, and simulations. Collaborative and cooperative learning models are also summarized.

    Original Description:

    ok

    Copyright

    © © All Rights Reserved

    Available Formats

    PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    This document provides an overview of active learning strategies, including collaborative learning, cooperative learning, and problem-based learning. It defines active learning as strategies that increase student engagement with course material through activities aligned with learning outcomes. Constructivist principles of active learning are discussed, noting that knowledge is constructed from experience and learning is an active, collaborative process. Various active learning techniques are described, including small group work, discussions, debates, case studies, and simulations. Collaborative and cooperative learning models are also summarized.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    52 views47 pages

    Active Learning

    Uploaded by

    FairuzSamsudin
    This document provides an overview of active learning strategies, including collaborative learning, cooperative learning, and problem-based learning. It defines active learning as strategies that increase student engagement with course material through activities aligned with learning outcomes. Constructivist principles of active learning are discussed, noting that knowledge is constructed from experience and learning is an active, collaborative process. Various active learning techniques are described, including small group work, discussions, debates, case studies, and simulations. Collaborative and cooperative learning models are also summarized.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 47

    Active Learning

    prepared by Dr. Siti Mastura Baharudin


    Universiti Sains Malaysia
    School of Educational Studies
    by Confucius
    Learning theorists & learning styles
    • Behaviorism (B.F. Skinner) – learning built
    on conditioning
    • Constructivism (J. Dewey, J. Piaget, L.
    Vygotsky, others) – learning built on prior
    knowledge
    • John Dewey (1916): 1) individual experience
    & 2) collaboration w/others are important
    for learning

    • “School is primarily a social institution.


    Education is a social process….therefore [it] is
    a process of living, not preparation for
    living.”
    Active learning from
    the Constructivist School
    • Jean Piaget: we come to know the world by
    building new experiences on old experiences

    • Lev Vygotsky: students learn better by


    engaging with “more capable others”
    Constructivist principles
    • Knowledge is constructed from experience;
    • Learning results from personal interpretation
    of knowledge;
    • Learning is an active process;
    • Learning is a collaborative process.
    Course design

    1. Situational
    factors

    5. Integrated
    2. Learning
    key
    goals
    components

    4. Teaching/ 3. Feedback &


    Learning Assessment
    actiivities Procedure
    What is active learning & why do
    it?
    • Strategies that increase student engagement with
    material and are aligned with student learning
    outcomes

    • Theory that derives from two basic assumptions:


    (1) that learning is by nature an active endeavor
    and (2) that different people learn in different
    ways
    (Meyers and Jones, 1993).
    What is active learning?

    • [it is] when students are engaged in more


    activities than just listening. They are
    involved in dialog, debate, writing, and
    problem solving, as well as higher-order
    thinking.
    (Bonwell, C., and Eison, J., 1991)
    Why do Active Learning?
    • Retention levels are enhanced when active
    learning methods are used
    (McKeachie, 1999; Silberman, 1996)
    Why do Active Learning?
    Active learning produces:
    • higher achievement,
    • more positive relationships among students,
    • healthier psychological adjustment.
    (Johnson, D. W., R. T. Johnson, and K. Smith , 1991)
    Types of activities
    • Small group work
    • Presentations and debates
    • Journaling
    • Role playing
    • Learning Games
    • Field Experiences
    • Case Studies
    • Class Discussions
    • Simulations….more!
    (Mc Keachie, 1994 and Silberman, 1996)
    Active Learning Types

    Collaborative learning
    1.“simple tasks” • carefully structured
    • ad hoc exercises • group formation
    and student roles
    • little or no advanced planning
    important
    • “think-pair-share”,
    2. “complex tasks” “minute
    • longer paper”,
    duration “concept mapping”
    • carefully planned
    • well- structured Cooperative learning
    • a form of
    collaborative learning
    • consist of 5 specific
    criteria to maximize
    learning
    COLLABORATIVE
    LEARNING
    Collaborative learning
    • “Collaborative learning is an umbrella term for a
    variety of educational approaches involving joint
    intellectual effort by students, or students and
    teachers together. Usually students are working in
    groups of two or more, mutually searching for
    understanding, solutions or meanings, or creating a
    product.
    • Collaborative learning activities vary widely, but most
    center on students’ exploration or application of the
    course material, not simply the teacher’s presentation
    or explication of it”.
    Smith and McGregor (1992)
    Educational goals
    • Involvement
    • Co-operation and
    teamwork
    • Community
    responsibility
    Assumptions about learning
    • Learning is an active constructive process
    • Learning depends on rich contexts
    • Learners are diverse
    • Learning is inherently social
    Approaches
    Collaborative learning

    Co-operative learning
    Peer teaching
    Writing groups
    Problem-based learning
    Learning communities
    Discussion groups
    COOPERRATIVE
    LEARNING
    Why use cooperative learning?
    • promote student learning and
    academic achievement
    • enhance student satisfaction
    with their learning experience
    • help students develop skills in
    oral communication
    • develop students' social skills
    • promote student self-esteem
    • increase student retention
    • develop a community of
    learners
    1. Positive each individual depends on and is accountable
    interdependence to the others

    2. Individual
    accountability
    each person in the group learns the material

    3. Promotive 5 group
    keymembers
    components
    help one another, share
    interaction information, clarify

    4. Social
    emphasis on interpersonal skills
    skills

    5. Group
    assessing how effectively they are working with
    processing one another
    Positive interdependence
    • Each group member's
    efforts are required and
    indispensable for group
    success

    • Each group member has a


    unique contribution to
    make to the joint effort
    because of his or her
    resources and/or role and
    task responsibilities
    Face-to-face interaction
    • Orally explaining how
    to solve problems
    • Teaching one's
    knowledge to others
    • Checking for
    understanding
    • Discussing concepts
    being learned
    • Connecting present
    with past learning
    Interpersonal and small group skills
    Social skills must be
    taught:
    • Leadership
    • Decision-making
    • Trust-building
    • Communication
    • Conflict-management
    skills
    Group processing
    • Group members discuss
    how well they are
    achieving their goals and
    maintaining effective
    working relationships
    • Describe what member
    actions are helpful and
    not helpful
    • Make decisions about
    what behaviours to
    continue or change
    JIGSAW
    Jigsaw Approach
    Jigsaw Approach
    • A grouping strategy in which the members of
    the class are organized into groups then
    rearranged in new groups to share their
    learning.
    • An excellent method for improving students'
    teamwork and communication skills.
    JIGSAW IN 10 EASY STEPS

    STEP ONE
    • Divide students into 5- or 6-person jigsaw groups.

    STEP TWO
    • Appoint one student from each group as the leader.

    STEP THREE
    Divide the day’s lesson into 5-6 segments.
    STEP FOUR
    Assign each student to learn one segment

    STEP FIVE
    Give students time to read over their segment at least twice
    and become familiar with it.

    STEP SIX
    Form temporary “expert groups” by having one student from
    each jigsaw group join other students assigned to the same
    segment.

    STEP SEVEN
    Bring the students back into their jigsaw groups.
    STEP EIGHT
    Ask each student to present her or his segment to the group.

    STEP NINE
    Float from group to group, observing the process.

    STEP TEN
    At the end of the session, give a quiz on the material.
    Problem based
    learning (PBL)
    Problem based learning
    • A learning-centred pedagogy based on
    current theories of learning including
    constructivism, social constructivism and
    situated learning.
    What is Problem-Based Learning?
    • An instructional method which focuses on the
    investigation and resolution of messy, “real
    world” problems as a context for students to
    learn critical thinking and problem solving skills
    • “Students work individually and/or in groups to
    solve challenging problems that are authentic,
    curriculum-based, and often interdisciplinary”
    PBL - an iterative process

    Read the
    Next page
    problem
    Brainstorm-
    hypothesize
    EVALUATE
    Return-Reread-
    Identify learning Report-Review
    issues Research-Learn

    Prof. H. Pross
    Queens School of Medicine
    Kingston, Ontario
    Setting up a PBL lesson
    1. Develop a Problem that
    • Is developmentally appropriate
    • Is grounded in student
    experience
    • Is curriculum based
    • Accommodates various
    learning and teaching
    strategies
    • Is ill-structured
    • Does not result in one correct
    solution
    A helpful strategy for planning the
    problem:
    Develop an Anticipated Problem Statement in which you
    anticipate what students might identify as the root issue.
    Use this format:

    How can we [state the central issue]...


    so that [state the conditions for an
    acceptable solution]?

    *This is to be used as a problem design tool, not something


    to provide to students. You’ll want students to define the
    real problem for themselves!
    Example of an Anticipated Problem
    Statement:
    Format: How can we [state the central issue]…
    so that [state the conditions for an acceptable solution]?

    How can we find a way to return the county’s mosquito


    population to normal so that we do the following:
    • Consider environmental impact (livability,
    biodiversity, and populations).
    • Reduce health risks
    • Prevent the problem from happening again
    • Keep costs reasonable
    2. Present the Problem
    • Figure out how students
    will meet the problem
    • Hook the students through
    the problem format
    • Give students a role in the
    problem
    • Allow students to define
    the real problem for
    themselves
    3. Set up the structure
    Once students have defined the problem, they can begin to
    break it down
    • Ideas: Any initial ideas students have about possible
    solutions to the problem
    • Facts: Facts students know about the problem (from
    problem statement, experience, or discussion)/what students
    know
    • Learning issues: Questions students still have that will
    require research/what students need to know
    • Action plan: Sources students will use/people, places,
    agencies, etc. students will consult for research
    4. Gather and Share Information
    • Teacher should check availability of resources
    in advance
    • Students typically work in collaborative
    groups of 3-5
    • Student groups can assign research tasks to
    individual group members
    • Information shared through charts,
    abstracts, discussion groups, jigsawing, etc.
    • Students and class as a whole continually
    revisit the problem
    5. Generate Solutions
    • Learners begin to
    recommend solutions
    based on the information
    they have gathered
    • Students’ goal is to develop
    best solution according to
    problem conditions
    • Responsible thinkers are
    able to justify solution(s)
    with supportive evidence
    6. Performance Assessment
    • Goal is for teacher to assess LEARNING
    • Ongoing assessments throughout process are ideal
    - good for assessing both individual and group
    accountability
    • Teachers embed instruction to help students
    explore important information related to the
    problem
    • Teacher typically assesses culminating
    performance via a rubric -- on content,
    presentation skills, teamwork, and fit of solution.
    7. Debriefing the problem
    Even after final product is complete, more
    opportunities for learning exist. Consider the
    following questions as a way of providing closure:
    • Were the strategies you used to solve the problem
    effective? What would you do differently?
    • What is the foundational or “big” issue at stake?
    • What did you learn academically?
    • What can you do now that you didn’t think you
    could do before?

    You might also like