Active Engagement Promotes Learning: Strategies for Your Classroom. Dr. Margaret A. Waterman

1. Active Engagement Promotes Learning: Strategies for Your Classroom. Dr. Margaret A. Waterman Departments of Biology and Middle & Secondary Education Dr. Margaret P. Hill Department of Physics and Engineering Physics Southeast Missouri State University, Cape Girardeau, MO 63701 USA Workshop on Active Learning For High School Teachers Kerala, INDIA October 13-23, 2008 ACTIVE LEARNING

2. “Instructional activities in which students are doing things and thinking about what they are doing.” Research shows that to learn students must: “read, write, discuss, or be engaged in solving problems.” Learning is an active endeavor. What is Active Learning? From Bonwell and Eison “Active Learning Creating Excitement in the Classroom: http://www.ntlf.com/html/lib/bib/91-9dig.htm

3. Why Use Active Learning Strategies? From http://pegasus.cc.ucf.edu/~tbayston/eme6313/learning_pyramid.jpg

4. Why Use Active Learning Strategies? Lecture on Day 1. Recall falls off significantly by Day 2. From http://frank.itlab.us/forgetting/COF.jpg

5. Why Use Active Learning Strategies? Lecture on Day 1. Repeated studying improves recall. From http://frank.itlab.us/forgetting/COF.jpg

6. The U.S. science agencies, and many employers, beg us to • “Devise and use pedagogy that develops skills for • communications, • teamwork, • critical thinking and • lifelong learning in each student. . .” Shaping the Future: New Expectations for Undergraduate Education in Science, Mathematics, Engineering and Technology National Science Foundation, 1996. (p. 53)

7. How People Learn: Brain, Mind, Experience and School. National Research Council, National Academy Press, 2000. “…a new theory of learning is coming into focus that leads to very different approaches to design of curriculum, teaching and assessment…” (p.3)

8. How People Learn Learners come “to formal education with a range of prior knowledge, skills, beliefs and concepts” • These affect what learners notice • How they reason and solve problems • How they remember (p.10).

9. How People Learn People construct new knowledge based on what they already know. “Constructivists assume that all knowledge is constructed from previous knowledge, irrespective of how one is taught. . . “ (p. 11)

10. Constructing knowledge is already a workplace reality. Active learning strategies help bring it to classrooms.

11. Active Learning Strategies: One Minute Paper, Muddiest Point • On the half sheet of paper you have been given, write down what you think are two important points presented so far (One Minute Paper). • Also write down an idea that was presented that seems unclear to you right now (Muddiest point)

12. Why Use Active Learning Strategies? Lecture on Day 1. Recall falls off significantly by Day 2. From http://frank.itlab.us/forgetting/COF.jpg

13. Why Use Active Learning Strategies? Recall of facts presented during lecture falls off. Based on: Ruhl, K. L., Hughes, C. A., & Schloss, P. J. (1987, Winter). Using the pause procedure to enhance lecture recall. Teacher Education and Special Education,10, 14-18.

14. Why Use Active Learning Strategies? Punctuating lecture increases recall Based on: Ruhl, K. L., Hughes, C. A., & Schloss, P. J. (1987, Winter). Using the pause procedure to enhance lecture recall. Teacher Education and Special Education,10, 14-18.

15. Punctuating Lectures: 15-20 min. • One minute paper (only do this once every two weeks or so) • Muddiest point (Can do more often) • Pause 2 minutes for students to compare and rework notes • Ask a question that has students use (apply) the ideas you have been teaching • Use a visual aid • Do a demonstration • Change the pace…

16. In Active Learning, students: Use more kinds of thinking than usual compare, interpret, analyze, create, judge Reflect/ be aware of one’s own learning What do I already know? What am I not sure about? Work with others on meaningful problems sharing ideas and constructing understanding . What is Active Learning? From Bonwell and Eison “Active Learning Creating Excitement in the Classroom: http://www.ntlf.com/html/lib/bib/91-9dig.htm

17. Active Learning requires students to use more kinds of thinking than usual. Bloom’s Taxonomy (updated by Anderson and Krathwohl, 2001) (right) shows a set of thinking skills. Use More Kinds of Thinking .Anderson, L.W., and D. Krathwohl (Eds.) (2001). A Taxonomy for Learning, Teaching and Assessing: a Revision of Bloom's Taxonomy of Educational Objectives. Longman, New York. Image: http://edorigami.wikispaces.com/file/view/blooms_revised_taxomony.jpg

18. Higher Order Thinking Skills (HOTS) Creating-design, construct, plan, produce Evaluatinghypothesize, critique, experiment Analysing- Compare, organize, outline, find Applying- Implement, carryout, use Understanding - Interpret, summarize, infer Remembering -recognize, list, identify Lower Order Thinking Skills (LOTS) Use More Kinds of Thinking: Key Verbs

19. Students will be able to recall the main topographies of the various States of India (rivers, mountains, midlands, etc.). Use More Kinds of Thinking Analyze This Objective:

20. Students will be able to interpret a map of population density of India. Use More Kinds of Thinking Analyze This Objective

21. Students will be able to construct hypotheses about relationships between population density and the topographical features of India using maps. Use More Kinds of ThinkingAnalyze This Objective

22. In Active Learning, students: Use more kinds of thinking than usual compare, interpret, analyze, create, judge Reflect/ be aware of one’s own learning What do I already know? What am I not sure about? Work with others on meaningful problems sharing ideas and constructing understanding . What is Active Learning? From Bonwell and Eison “Active Learning Creating Excitement in the Classroom: http://www.ntlf.com/html/lib/bib/91-9dig.htm

23. Work with others on meaningful problemsReflect/Become aware of own learningActive Learning Strategy: Think, Pair, Share • THINK: about the next example by yourself. Write down your own answer. • PAIR: When I tell you, please turn to your neighbor • SHARE: Share your idea. Listen to the other person. • SHARE: Together, come to agreement on the three locations for the storage facilities and why.

24. Students will be able to advise a company wishing to expand their rice packaging industry by suggesting 3 likely places to locate and defending their choices with evidence. Use More Kinds of ThinkingAnalyze This Objective Topographical Highway Map http://www.lib.utexas.edu/maps/middle_east_and_asia/india_crop_1973.jpg http://upload.wikimedia.org/wikipedia/commons/thumb/7/71/India_topographical_roadway_map.svg/530px-India_topographical_roadway_map.svg.png

25. Summary of Strategies Used Here • One minute paper • Muddiest point • Pause 2 minutes for students to compare and rework notes • Think Pair Share • Ask a question that has students use (apply) the ideas you have been teaching • Use a visual aid • Change the pace…

26. Combining strategies leads to higher level thinking • E.g., For the analyzing objectives: • used small group, • visual, • meaningful problems • Any others?

27. Make a note of which strategies you think would work best in your classes Think of a topic that your are going to teach soon, or one that is difficult for students. Think of which strategies might be useful PLAN how you will use at least one strategy In a group of 4-5, share your plan and ask for comments and ideas. Application of these ideas: