Karl Smith Civil Engineering University of Minnesota

1. Teaching for Learning: Using Active Learning Strategies & Cooperative Student Groups to Promote Learning in Lecture Classes – Session I Kathleen O’Donovan Connie Tzenis Center for Teaching and Learning University of Minnesota Karl Smith Civil Engineering University of Minnesota Agricultural Exports and Rural Income (AERI) Midwest University Consortium for International Activities Faculty Workshop – July 2004 1

2. To teach is to engage students in learning; thus teaching consists of getting students involved in the active construction of knowledge. . .The aim of teaching is not only to transmit information, but also to transform students from passive recipients of other people's knowledge into active constructors of their own and others' knowledge. . .Teaching is fundamentally about creating the pedagogical, social, and ethical conditions under which students agree to take charge of their own learning, individually and collectively Education for judgment: The artistry of discussion leadership. Edited by C. Roland Christensen, David A. Garvin, and Ann Sweet. Cambridge, MA: Harvard Business School, 1991.

3. Think-Pair-Share • Individually read the quote “To teach is to engage students in learning. . .” • Underline/Highlight words and/or phrase that stand out for you • Turn to the person next to you, introduce yourself • Share words and/or phrases that stood out and discuss 3

4. Knowledge Probe • Individually complete the knowledge probe • Example from MOT 8221 • What would you like to know about the students in your courses? 4

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8. Knowledge Probe • Individually complete the knowledge probe • Example from MOT 8221 • What would you like to know about the students in your courses? 8

9. Workshop Goals(From the Proposal) This workshop provides an opportunity for faculty to: • Explore the pedagogical shift from providing instruction to enhancing student learning. • Identify desired learning outcomes for students in lecture classes. • Find out about and experience teaching methods that create active learning opportunities for students in a lecture setting. • Discuss ways to help students think critically about the information presented in lectures and prepare them to apply it in real-world settings. • Gain a conceptual understanding of cooperative learning and find out how to operationalize and use both informal and formal cooperative learning groups effectively. • Determine acceptable evidence of students’ learning. • Build cooperative teaching and learning skills while building a professional network of Egyptian colleagues dedicated to enhancing student learning. 9

10. Your Workshop Goals Participants’ Goals for the Workshop: • ? 10

11. Book Ends on a Class Session 11

12. Book Ends on a Class Session • Advance Organizer • Formulate-Share-Listen-Create (Turn-to-your-neighbor) -- repeated every 10-12 minutes • Session Summary (Minute Paper) • What was the most useful or meaningful thing you learned during this session? • What question(s) remain uppermost in your mind as we end this session? • What was the “muddiest” point in this session?

13. Advance Organizer AThe most important single factor influencing learning is what the learner already knows. Ascertain this and teach him accordingly.@ David Ausubel - Educational psychology: A cognitive approach, 1968. 13

14. Formulate-Share-Listen-Create • Informal Cooperative Learning Group • Introductory Pair Discussion of a • FOCUS QUESTION • Formulate your response to the question individually • Share your answer with a partner • Listen carefully to your partner's answer • Work together to Create a new answer through discussion 14

15. Quick Thinks • Reorder the steps • Paraphrase the idea • Correct the error • Support a statement • Select the response • Johnston, S. & Cooper,J. 1997. Quick thinks: Active- thinking in lecture classes and televised instruction. Cooperative learning and college teaching, 8(1), 2-7. 15

16. Minute Paper • What was the most useful or meaningful thing you learned during this session? • What question(s) remain uppermost in your mind as we end this session? • What was the “muddiest” point in this session? • Give an example or application • Explain in your own words . . . Angelo, T.A. & Cross, K.P. 1993. Classroom assessment techniques: A handbook for college teachers. San Francisco: Jossey Bass. 16

17. Informal CL (Book Ends on a Class Session) with Concept Tests Physics Peer Instruction Eric Mazur - Harvard B http://galileo.harvard.edu Peer Instruction – www.prenhall.com Richard Hake – http://www.physics.indiana.edu/~hake/ Chemistry Chemistry ConcepTests - UW Madison B www.chem.wisc.edu/~concept Video: Making Lectures Interactive with ConcepTests ModularChem Consortium B http://mc2.cchem.berkeley.edu/ STEMTEC Video: How Change Happens: Breaking the ATeach as You Were Taught@ Cycle B Films for the Humanities & Sciences B www.films.com Thinking Together video: Derek Bok Center B www.fas.harvard.edu/~bok_cen/ 17

18. Richard Hake (Interactive engagement vs traditional methods) http://www.physics.indiana.edu/~hake/ Traditional (lecture) Interactive (active/cooperative) <g> = Concept Inventory Gain/Total

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20. Session Summary (MINUTE PAPER) PART A DIRECTIONS: Read the following questions, and write a brief answer to each one. What is most important point conveyed during this session? What is one new teaching activity you are willing to try? What is 1 question you have about the session? PART B DIRECTIONS: Read each statement in the scale below. Circle the degree to which you either agree or disagree with it. SD=Strongly Disagree D=Disagree N= Neutral A=Agree SA=Strongly Agree 1. I was comfortable with the pace of the session. SD D N A SA 2. I found the content to be interesting. SD D N A SA 3. I understood the facilitators’ speech. SD D N A SA 4. I found the activities to be useful. SD D N A SA 20

21. Tool Kit • Reflect on the active learning strategies • Summarize their purpose • List applications in your classes 21