Active Learning

1. Active Learning Organizing Effective Groups in Class

2. BA 9200 Course Overview Teaching Philosophy Students Abilities Course Level and Scope Desired Learning Levels Write Course and Topic Objectives Select Effective Teaching Methods How Students Learn The Lecture Testing and Grading Active Learning

3. Cooperative Learning: The 25+ 5 Minute Rule

4. Why Co-operative Groups? Based on several studies, the use of co-operative learning groups while teaching: • Helps student performance, retention of information. • Improves instructor evaluation scores. • Works for almost any class size.

5. Planning for Cooperative Learning • Specify Topic Objectives to Achieve. • Achieve Positive Interdependence • Need for Structured Group. • Maintain Individual Accountability. • Evaluation System for Individual Contribution.

6. Planning for Cooperative Learning Forming (Groups) • Value line • MBTI or functional area • Cards • Let them pick Norming • TAPPS • Nominal Group (NGT) • Brain Writing • Questioning • Concept Map • Compare and Contrast Table Performing

7. Forming Heterogeneous Groups: Value-Line Question Method In the class prior to Enron company case, teacher provides following question. Should business decision makers use ethical modes of reasoning in decision making? _____________________________________________ 1100 Not Important Critical

8. Forming Heterogeneous Groups Use value-line question method. Base on critical case factor or focused question to achieve heterogeneity. 1 2 3 4 5 6 7 8 9 10 11 12 Agreement Disagreement • Or Select a Systematic • Sample: • 1 4 7 10 • 2 5 8 11 • 3 6 9 12 Group 1: 1,6,7,12 Group 2: 2,5,8,11 Group 3: 3,4,9,10

9. Forming Heterogeneous Groups • Use Proximity. • Use Random Mechanism. • Base on “Major.” • Base on MBTI etc. . • Base on Cultural Diversity.

10. Planning for Cooperative Learning Forming (Groups) • Value line • MBTI or functional area • Cards • Let them pick Norming • TAPPS • Nominal Group (NGT) • Brain Writing • Questioning • Concept Map • Compare and Contrast Table Performing

11. Need for Group Norming • Overcome “Free Rider” Effect. • Overcome “Rich-Get-Richer” Effect. • Equalize Participation. • Avoid Anchoring

12. TAPPS • Uses Explainer and Listener (Polite Questioner). • Quiet Phase, Interaction, Teacher Closure. • Explainer Explains Concept or Exercise. • Listener Seeks Clarification, Disagrees, or Gives Hints. • Teacher Manages Learning Exercise.

13. Nominal Group Technique • Quiet Phase (“X” Time) i.e.: 2 Minutes • No Intra-Group Discussion. • About 1/6th of Time for this Phase. • Round Robin (“2X” Time) 4 Minutes • Each Person, In Turn, Briefly Answers Question. • No Discussion, Except for Clarification. • About 1/3rd of Time for this Phase. • Divide Phase Time by “n” -- Number of Group Members.

14. Nominal Group Technique • Discussion (“3X” Time) 6 Minutes • Compare and Contrast and Reach Agreement If Possible. Minority Reports Are Acceptable. • About 1/2 of Time for this Phase. • Teacher Closure. • Call on Several Teams Before Commenting. • Teacher Manages Exercise. • Monitors Groups and Intervenes. • Controls Time on Phases (Initially). • Signals End of Exercise - “Quiet Signal”.

15. NGT with Role Playing • After Initial Quiet Period for Reflection, Assign Roles: • Leader, Reporter, Process Monitor, Recorder. Or • Leader, Devil’s Advocate, Reporter, Recorder • Rotate Throughout Semester.

16. Brainwriting / Brainstorming • Each participant writes three or four ideas on paper, then puts his/her paper in middle of table. Discussion is discouraged until after session. • Each participant takes a different paper from "pool" in center of table and adds any number of new ideas to it. Building on the ideas already on paper is encouraged.

17. Brainwriting • To Provoke More New Ideas, Participants Again Swap Papers With Pool, Read the Ideas and Write Down Any New Contributions That Come to Mind. • Continue Until the Time Limit Is Reached. • Team Selects One or More Ideas to Share with Class. Team Receives Feedback from Teacher.

18. Planning for Cooperative Learning Forming (Groups) • Value line • MBTI or functional area • Cards • Let them pick Norming • TAPPS • Nominal Group (NGT) • Brain Writing • Questioning • Concept Map • Compare and Contrast Table Performing

19. Questioning • See Writing Cognitive Objectives for Proper Verbs. • Call on Several Students By Name. • Allow Students to “Pass” • Comment on All Students’ Responses

20. Building Compare and Contrast Tables Students Learn to Build Compare and Contrast Tables. • Must Develop Bases of Comparisons . Bases Should: • Establish Similarities and Differences. • Address Multiple Dimensions Underlying Concepts. • Must then Determine Facts for Each Comparison Base.

21. Compare and Contrast NGT and TAPPS

22. Additional Readings • Bonwell, C. and Eison, J. “Active Learning: Creating Excitement in the Classroom.” ASHE-ERIC Higher Education Report No. 1. The George Washington University. 1991 • Brookfield, S.Developing Critical Thinkers. San Francisco, CA. Jossey-Bass. 1987. • Johnson, D., Johnson, R. and Smith, K. “Cooperative Learning: Increasing College Faculty Instructional Productivity.” ASHE-ERIC Higher Education Report No. 4. The George Washington University. 1991. • Lori A. Coakley and Kenneth J. Sousa (2013), “The effect of contemporary learning approaches on student perceptions in an introductory business course.” Journal of the Scholarship of Teaching and Learning, Vol. 13, No. 3, August 2013, pp. 1 – 22.

23. BA 9200 Course Overview Teaching Philosophy Students Abilities Course Level and Scope Desired Learning Levels Write Course and Topic Objectives Select Effective Teaching Methods How Students Learn The Lecture Testing and Grading Active Learning