The Essential Elements of Active Learning Techniques In Economics Courses

1. 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

2. 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?

3. Purpose of Research • Analyze synthesis of learning activities for teaching Economics. • Develop a theoretical approach for analyzing instructional design • Planning • Implementation • Reflection

4. 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

5. An Approach to Good Pedagogy • 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

6. IDEAS

7. Active Learning Methods Brain Storming Think -pair- Share Reaction to Video Class-Game Application Knowledge and Concept Formation Experiments Short Written Exercise Discussion Developing Skills Collaborative Learning Groups Case Studies Debates Learning By Teaching

8. 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

9. 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

10. 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

11. 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

12. 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

13. 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

14. Bibliography • 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 • 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 • Crystal Kuykendall. (1992) From rage to hope: Strategies for reclaiming Black& Hispanic students. 1992. 1(2) • 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 • Sharon D. Harsh and Eric Kincaid. (Winter 2007) Global education strategies: developing macrostructures for understanding complex information. The Delta Kappa Gamma bulletin • 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

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