1 / 29

Redesigning the Lecture: Merging Active Learning with Electronic Response Systems

Redesigning the Lecture: Merging Active Learning with Electronic Response Systems. James D. Myers & Erin A. Campbell-Stone Department of Geology and Geophysics University of Wyoming. Typical Large Introductory Class.

Download Presentation

Redesigning the Lecture: Merging Active Learning with Electronic Response Systems

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Redesigning the Lecture: Merging Active Learning with Electronic Response Systems James D. Myers & Erin A. Campbell-Stone Department of Geology and Geophysics University of Wyoming

  2. Typical Large Introductory Class • series of lectures during which instructor talks, students listen (hopefully) • large, auditorium classrooms • zero to minimal feedback during class • summative assessments only

  3. Lecture – Advantages/Usefulness • communicate lecturer’s enthusiasm and interest • cover large amount of information • deliverable to large audiences (low cost/pupil) • little risk or demand on students • effective for listeners • summarize information from multiple sources

  4. Lecture - Disadvantages • no feedback on student learning • passive environment without intellectual engagement • single learning pace and understanding level • one learning style - auditory • requires charismatic speaker • cannot teach higher levels of thinking • not suited for complex, abstract material

  5. Lecture – Use It Correctly • Use it to: • present lots of background information efficiently • Impart unique or new information • teach knowledge level • convey interest and enthusiasm • Don’t use it to: • teach skills or higher levels of learning • present complex material • modify attitudes

  6. Lecture – How to Modify It • change from passive to active learning environment • increase student-instructor and student-student interaction during lecture • provide formative assessment – soon and often • engage everyone in the class – not just the “responders”

  7. Active Learning – What? Why? • What is it? • activities that actively engage students in the learning process • Why use it? • more likely to internalize, understand and remember material (Bonwell & Sutherland, 1996) • learn best when intellectually engaged

  8. Active Learning – Techniques • interactive lectures (Frederick, 1987) • small work groups (Frederick, 1987; Bekken, 1995) • problem solving/critical thinking exercises (Frederick, 1987; Dupre and Evans, 2000) • whole class debate (Frederick, 1987) • simulations (Frederick, 1987) • role playing (Frederick, 1987) • concepTest (Mazur, 1997) • image analysis (Reynolds and Peacock, 1998) • think-pair-share (Macdonald and Korinek, 1995) • Venn diagrams (McConnell, 2001)

  9. Active Learning – ConcepTest • form of peer instruction • exposes difficulties in understanding • involves students in learning • focuses attention on concepts • forces students to think about arguments • enables students and instructor to access understanding

  10. Active Learning – ConcepTest: Procedure • students given multiple choice question • 1-2 minutes to formulate answer • answer question • spend two or three minutes discussing answers in groups • attempt to reach group consensus • reaffirm/change answer

  11. Active Learning – ConcepTest: Example This cross section through the crust shows a series of sedimentary units and igneous bodies. Assuming the sedimentary layers are not overturned, which is the oldest unit shown? • A • B • C • D • F

  12. Active Learning – Image Analysis • procedure • show a photograph, video, panorama • pose question • students answer question in 2-10 minutes depending upon difficulty • work alone • entire class derives answer • characteristics • introductory • short (10-15 minutes) • not graded • guide how to proceed with lecture

  13. Active Learning – Image Analysis: Observation The texture of this igneous rock is: • porphyritic • glassy • vesicular • aphanitic Based on the texture of this rock, it is: • intrusive • extrusive

  14. Given the porosity and permeability of this aquifer, the cone-of-depression around this well will be: deep and narrow shallow and wide deep and wide shallow and narrow Active Learning – Image Analysis: Prediction

  15. Active Learning – Think-Pair-Share • procedure • present problem • students discuss problem for 10-15 minutes • answer questions • purpose • introduction • summary

  16. Lecture Sessions - Types • expository: typical lecture • enhanced: mini-lectures separated by active learning tasks • focused: active learning class session focused on single concept/technique

  17. Lecture Sessions - Expository • Instructor talks, students listen • passive environment • benefits • low “risk” for students • provides breather • easy fall back position

  18. Lecture Sessions - Expository • introduce ourselves • describe regional, national or international geologic events • discuss local, state or national policy issues related to geology • cover information/topic not in textbook • tie current events to subject

  19. Lecture Sessions – Enhanced: Purpose • series of mini-lectures • refocus attention • activities occupy only 5-10 minutes • combine formative assessment and/or active learning exercises • done individually or in pairs/groups • type of activity varied

  20. Lecture Sessions – Enhanced: Timeline

  21. Lecture Sessions - Focused • focused on a single concept/technique • employs multiple active learning tasks • think-pair-share always important • a worksheet is completed individually and turned in • occupies entire class period • maximum of one focused lecture per subject topic

  22. Lecture Sessions – Focused: Functions • summation: used to wrap up a topic, e.g. structural geology • extension: introduces concept not previously covered in reading, lab or lecture • application: applies previously learned principles/concepts to new situation

  23. Active Learning – Level of Success • student involvement grew during semester • improved performance on exams for students attending lecture

  24. Active Learning: Enhancing with CRS • better in class feedback on student learning • ability to “chunk” lectures more effectively • reduction of administrative tasks and paper collection • permanent quantitative record of student performance • more focused assessment of effectiveness

  25. CRS Lectures – Expository: Example • uses CRS for: • opinion surveys • knowledge assessment • benefits • no right/wrong answer • provides attendance data • refocuses students without “risk” on their part

  26. CRS Lectures – Enhanced: Example • mini-lectures separated by active learning tasks • tasks use CRS • topic: groundwater • timeline • Mini-lecture: The Water Table • Quick-Thinks (CRS) • Mini-lecture: Aquifers and Aquicludes • ConcepTest – Artesian Wells (CRS)

  27. CRS Lectures – Focused: Example • topic: structural geology • function: summation • timeline • introduction • terminology review (CRS) • vertical motion problem • map details quiz (CRS) • map exercise • core-information exercise • wrap-up (CRS)

  28. Summary • active learning makes lecture time more effective • engages student’s brain • keeps them focused on task • breaks monotony • students need to “adjust” lecture behavior • electronic response systems improve the delivery and effectiveness of active learning • CRS benefits: • ensures all students participate • provides quantitative formative & summative assessment • reduces administrative overhead

More Related