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    Active Learning Motivating Students To Learn

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    Meriem Adem
    The document summarizes key points from a workshop on active learning including: the goals of using active learning strategies to improve student engagement and outcomes; examples of active learning activities; support from learning theorists like Dewey, Piaget and Vygotsky for an active collaborative approach; and research findings that active learning improves retention, attitudes and achievement.

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    Active Learning Motivating Students To Learn

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    Meriem Adem
    98 views30 pages
    The document summarizes key points from a workshop on active learning including: the goals of using active learning strategies to improve student engagement and outcomes; examples of active learning activities; support from learning theorists like Dewey, Piaget and Vygotsky for an active collaborative approach; and research findings that active learning improves retention, attitudes and achievement.

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    The document summarizes key points from a workshop on active learning including: the goals of using active learning strategies to improve student engagement and outcomes; examples of active learning activities; support from learning theorists like Dewey, Piaget and Vygotsky for an active collaborative approach; and research findings that active learning improves retention, attitudes and achievement.

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    Download as PPT, PDF, TXT or read online from Scribd
    Download as ppt, pdf, or txt
    98 views30 pages

    Active Learning Motivating Students To Learn

    Uploaded by

    Meriem Adem
    The document summarizes key points from a workshop on active learning including: the goals of using active learning strategies to improve student engagement and outcomes; examples of active learning activities; support from learning theorists like Dewey, Piaget and Vygotsky for an active collaborative approach; and research findings that active learning improves retention, attitudes and achievement.

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    of 30

    I hear, and I forget; I see, and I remember; I do, and I understand.

    - Confucious
    May 22-23, 2006

    Active Learning: Motivating Students to Learn


    Dr. Theresa R. Moore
    May 22-23, 2006

    Outline of Plenary
    1. 2. 3. 4. 5. Review goals of Title 3; Course design; What is active learning & why do it? Learning theorists & learning styles; Active learning and technology (Isaac).

    May 22-23, 2006

    Outcomes of the workshop


    Faculty will Know basic concepts related to a cognitive approach to learning styles; Understand basic premises of active learning; Engage in active learning with their peers; Work individually and with their programs on purposeful alignment of outcomes, assessment methods, and instructional activities; Have a toolkit of active learning approaches to apply to courses.

    May 22-23, 2006

    Section I: Goals of the Title III Project


    Goal 1: increase the use of outcomes based assessment in courses and programs to measure and improve student learning; Goal 2: increase the use of active learning strategies and technologies to effect learner-centered instruction.
    May 22-23, 2006

    Section II: Course design

    2. Learning

    goals

    Active Learning

    4. Teaching & Learning Activities

    3. Feedback & Assessment

    May 22-23, 2006

    1. Situational factors

    Student learning outcome: Students will critically analyze the current educational policies in the United States. Primary instructional method: lecture Assessment method: exams with critical thinking items embedded
    Learning Outcome(s)

    Teaching & Learning Activities

    Feedback & Assessment

    May 22-23, 2006

    Section III: 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).

    May 22-23, 2006

    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)

    May 22-23, 2006

    Types of activities

    May 22-23, 2006

    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


    complex tasks
    simple tasks
    ad hoc exercises; little or no advanced planning; e.g. think-pair-share minute paper concept mapping

    longer duration, carefully planned and structured

    Collaborative learning
    carefully structured, group formation and student roles important

    Cooperative learning
    a form of collaborative learning that has 5 specific criteria to maximize learning

    May 22-23, 2006

    Cooperative learning: 5 key components


    1. Positive interdependence (each individual depends on and is accountable to the others); Individual accountability (each person in the group learns the material); Promotive interaction (group members help one another, share information, clarify); Social skills (emphasis on interpersonal skills); Group processing (assessing how effectively they are working with one another).

    2.
    3.

    4. 5.

    May 22-23, 2006

    Why do active learning?

    May 22-23, 2006

    Sousa, D.A. (2000)

    Why do Active Learning?


    www.foundationcoalition.org

    May 22-23, 2006

    Research summary
    Longitudinal studies show that cohorts of students instructed using active learning techniques outperformed a comparison group on multiple measures: retention, graduation and pursuit of graduate study
    (Felder, R., Felder, G, and Dietz, E, 1998)

    May 22-23, 2006

    Research summary
    Scientists and engineers work mostly in groups and less often as isolated investigators. Similarly, students should gain experience sharing responsibility for learning with each other.

    Meta-analysis of research studies: greater academic achievement, more favorable attitudes toward learning and, increased persistence in SMET courses and programs.
    www.wcer.wisc.edu/nise/cl1/CL/resource/R2.htm

    May 22-23, 2006

    Why do active learning?


    Retention levels are enhanced when active learning methods are used
    (McKeachie, 1999; Silberman, 1996)

    Active learning produces:


    higher achievement, more positive relationships among students, healthier psychological adjustment.
    (Johnson, D. W., R. T. Johnson, and K. Smith , 1991)

    May 22-23, 2006

    Section IV: 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

    May 22-23, 2006

    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.
    May 22-23, 2006

    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

    May 22-23, 2006

    Constructivist principles
    Knowledge is constructed from experience; Learning results from personal interpretation of knowledge; Learning is an active process; Learning is a collaborative process.

    May 22-23, 2006

    Benjamin Bloom
    Viewed education as goal attainment, not competition; Acknowledged individual differences and environment as crucial; Studied high achieving adults - found they excelled because of MENTORSHIP.

    May 22-23, 2006

    Three Domains of Learning (Bloom,1956)


    Cognitive: mental skills Affective: growth regarding feelings, emotions Psychomotor: manual, physicality, environment

    May 22-23, 2006

    Blooms Taxonomy of Learning Higher Order Thinking Skills


    Synthesis Comprehension Application Analysis Knowledge Evaluation Alone or with a neighbor: 1) define each skill & 2) align in a hierarchy.

    May 22-23, 2006

    Blooms Taxonomy of Learning


    Evaluation: compare and discriminate between ideas. Question
    Cues: assess, decide, grade, test, measure, recommend, convince, select, judge

    Synthesis: use old ideas to create new ones. Question


    Cues: combine, integrate, modify, substitute, plan, create, design, invent

    Analysis: identification of components.


    Question Cues: analyze, separate, order, explain, connect, classify, arrange, divide, compare, select

    Application: use of
    concepts/methods in new situations. Question cues: apply, demonstrate, illustrate, examine, solve

    Comprehension:
    understanding of meaning. Question cues: summarize, describe, interpret, predict
    May 22-23, 2006

    Knowledge: recall

    of information. Question cues: define, identify, list, match

    Learning styles
    Visual, Auditory, Kinesthetic (VAK) Kolbs learning style inventory (LSI) Meyers Briggs (MBTI)

    May 22-23, 2006

    VAK learning styles


    Visual learners have two subchannels
    visual-linguistic visual-spatial

    Auditory learners Kinesthetic learners have two subchannels


    kinesthetic (movement) tactile (touch)

    May 22-23, 2006

    Section V: Active Learning & Technology

    May 22-23, 2006

    Bibliography
    Bloom, B.S. (Ed.) (1956). Taxonomy of educational objectives: The classification of educational goals: Handbook I, cognitive domain. New York ; Toronto: Longmans, Green.

    Bonwell, C. and Eison, J. (1991). Active learning: Creating excitement in the classroom.ASHE-ERIC Higher Education Report No. 1.
    Bonwell C. and Sutherland, T. (eds.). (1996). Using Active Learning in College Classes: A Range of Options for Faculty. Jossey-Bass Publishers. Dewey, J. (1938). Experience and Education. New York: Collier Books. Felder, R.M., Felder, G.N., Dietz, E.J. (1998). A Longitudinal Study of Engineering Student Performance and Retention V. Comparisons with Traditionally Taught Students. Engineering Education, 98(4), 469-480. Fink, L. D. (2003). Creating significant learning experiences: An integrated approach to designing college courses. Jossey-Bass: San Francisco. Huba, M. E. and Freed, J. E. (2000). Learner-centered assessment on college campuses: Shifting the focus from teaching to learning. Allyn and Bacon. Johnson, D.W., Johnson, R.T., and Smith, K. (1991). Active learning: Cooperation in the college classroom, Edina, MN: Interaction Book Company. Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.
    May 22-23, 2006

    Bibliography
    Mc Keachie, W. J. (1994). Teaching Tips: Strategies, research, and theory for College Teachers. 9th edition. Lexington, Maryland: D.C. Heath. Meyers, C. and Jones, T.B. (1993). Promoting active learning: Strategies for the college classroom. San Francisco: Jossey-Bass, 1993. Paiget, J. (1970). The Science of Education and the Psychology of the Child. NY: Grossman. Silberman, M. (1996). Active learning: 101 Strategies to teach any subject. Allyn & Bacon. Sousa, D. A. (2000). How the brain learns: A classroom teacher's guide. Thousand Oaks, CA: Corwin Press.

    Stice, J. E. (1987). Using Kolbs Learning Cycle to Improve Student Learning. Engineering Education, 77(5), 291-296.
    Vygotsky, L.S. (1971). Mind in society: The development of higher psychological processes.. (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds. & Trans.). Cambridge: MA: Harvard University Press.

    May 22-23, 2006

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