ACTIVE LEARNING:Teaching For Ownership & Assessment

ACTIVE LEARNING:Teaching For Ownership & Assessment Randy Burke Hensley University of Hawaii at Manoa CBIT2005: Preconference Seminar

AGENDA • Information Literacy Standards • Elearning Issues • Ownership • Impediments to Elearning • Active Learning Model • Assessment • Bain/Resources/Follow-up

DEFINING ACTIVE LEARNING • Strategies and Techniques for Involving and Engaging Students • Pedagogical Approaches(Repertoire) • Student Centered Approach to Content • Process

INFORMATION LITERACY STANDARDS(INQUIRY) • DETERMINE WHAT INFORMATION IS NEEDED • ACCESS THE NEEDED INFORMATION EFFECTIVELY AND EFFICIENTLY • EVALUATE INFORMATION AND ITS SOURCES CRITICALLY • INCORPORATE SELECTED INFORMATION INTO ONE’S KNOWLEDGE BASE • USE INFORMATION EFFECTIVELY TO ACCOMPLISH A SPECIFIC PURPOSE • UNDERSTAND THE ECONOMIC, LEGAL, AND SOCIAL ISSUES SURROUNDING THE USE OF INFORMATION AND ACCESS AND USE INFORMATION ETHICALLY AND LEGALLY

ELEARNING ISSUES • LEARNING STYLES • ENGAGEMENT • FEEDBACK • PERSONALITY

ACTIVITY • CHOOSE SOME CONTENT TO SUBJECT TO ACTIVE LEARNING RE-DESIGN • CHOOSE ARENA FOR ACTIVE LEARNING TO OCCUR[elearning, classroom] • WRITE IT DOWN AND DISCUSS WITH SOMEONE IN ROOM

OWNERSHIP(justifying active learning) • Diane F. Halpern. “To the University and Beyond: Teaching for Long-term Retention and Transfer.” Change. July/August 2003. Pages 37-41. • The single most important variable in promoting long-term retention and transfer is PRACTICE AND RETRIEVAL • VARYING THE CONDITIONS under which learning takes place makes learning harder for learners but results are better • Learning is generally enhanced when learners are required to take information that is presented in one format and “represent” it in an ALTERNATIVE FORMAT

HALPERN, continued • What and how much is learned in any situation depends heavily on PRIOR KNOWLEDGE AND EXPERIENCE • Learning is influenced by both our students’ and our own EPISTEMOLOGIES • EXPERIENCE ALONE is a poor teacher • Lectures work well for learning assessed with recognition tests but WORK BADLY FOR UNDERSTANDING • THE ACT OF REMEMBERING ITSELF influences what learners will and will not remember • LESS IS MORE, especially when we think about long-term retention and transfer • WHAT LEARNERS DO determines what and how much is learned, how well it will be remembered, and the conditions under which it will be remembered

ACTIVITY • Write down an impediment to active learning on the card provided • Let it go for now

RANDY’S ACTIVE LEARNING MODEL • EXPERIENCE • PRACTICE • APPLICATION • Talking, Writing, Using, Thinking

ACTIVITY • Develop an active learning technique for your content and arena • Discuss in small groups • Choose one re-design your group likes for sharing with larger group • Larger group identifies alternative approaches

ASSESSMENT REQUIREMENTSthe word according to Heide and Henderson, Active Learning in the Digital Age Classroom • STUDENTS NEED TO KNOW WHAT IS BEING ASSESSED AND WHY IT IS IMPORTANT • STUDENTS REQUIRE MORE THAN ONE OPORTUNITY TO DEMONSTRATE ACHIEVEMENT OF KNOWLEDGE AND SKILLS • ASSESS BOTH PRODUCT AND PROCESS • ASSESSMENT IS AN ONGOING PART OF CLASSROOM LEARNING EXPERIENCES • EVALUATION IS THE TEACHER’S RESPONSIBILITY

ASSESSMENT LEVELS • SELF • PEER • TEACHER

DESIGNING ASSESSMENTthe world according to Deb Gilchrist • WHAT DO YOU WANT THE STUDENT TO BE ABLE TO DO? • WHAT DOES THE STUDENT NEED TO KNOW IN ORDER TO DO IT WELL? • WHAT ACTIVITY WILL FACILITATE THE LEARNING? • HOW WILL THE STUDENT DEMONSTRATE THE LEARNING? • HOW WILL YOU KNOW THE STUDENT HAS DONE IT WELL?

RUBRICS • DEGREES OF QUALITY: excellent, good, fair poor • DEGREES OF QUANTITY: many, some, few, none • DEGREES OF FREQUENCY: always, usually, sometimes, never • DEGREES OF EFFECTIVENESS: highly, effective, minimally, ineffective • DEGREES OF UNDERSTANDING: thorough, substantial, incomplete, misunderstanding

MY BIG FAT POINT • ACTIVE LEARNING APPROACHES CAN BE ASSESSMENT METHODS • ACTIVITY: describe how you will assess your re-design using Gilchrist’s five questions

IN SUMMARYK.BAIN “What Makes Teachers Great” Chronicle of Higher Education 4/9/04. The Chronicle review. Vol. 50, Issue 31, Page B7. • GET STUDENTS’ ATTENTION AND KEEP IT • START WITH STUDENTS RATHER THAN THE DISCIPLINE • SEEK COMMITMENTS(EXPECTATIONS) • HELP STUDENTS LEARN OUTSIDE OF CLASS • ENGAGE STUDENTS IN DISCIPLINARY THINKING(MODALITIES OF PROBLEM-SOLVING • CREATE DIVERSE LEARNING EXPERIENCES

IMPEDIMENTS TO ACTIVE LEARNING CARDS • IDENTIFYING STRATEGIES

RESOURCES • Ken Bain. What the Best College Teachers Do. Harvard University Press. 2004 • Ann Heide and Dale Henderson. Active Learning in the Digital Age Classroom. Heinemann. 2001 • Maryellen Weimer. Learner-Centered Teaching. Jossey-Bass. 2002

How Will You Change? • Complete the Handout • I Will Contact You in Six Months

ACTIVE LEARNING:Teaching For Ownership & Assessment