Create an active classroom through technology

1. TLTC Summer Series May 25, 2010 Create an active classroomthrough technology

2. Agenda • Workshop materials • http://zedeck.wordpress.com/active-learning/ • What is active learning? • Why use active learning? • Active learning techniques and examples • Active learning on campus • Jack Shannon • Michael Taylor • Dyknow demonstration • Final Activity • Brainstorm active learning ideas • Blackboard 9.1 Wiki

3. Opening Activity • For a minute or two, think of a lecture that has always stayed with you • Share your ideas with the class using this link:http://bit.ly/b18TvV(Shared Google Document)

4. Now, think of a learning experience that you had at sometime that was not a lecture, that you have always recalled. • Why has it stayed with you? • What did you learn?

5. What is Active Learning? • How would you define active learning? • What characterizes active learning and makes it different from inactive learning?

6. Active Learning… • Multi-directional learning experience in which learning occurs • teacher-to-student • student-teacher • student-student

7. Active Learning… • Involves students • doing things • thinking about what they are doing • reflecting about their experiences in some fashion (most often including writing)

8. Active Learning… • Can occur in many forms • whole class, teams, small groups, trios, pairs, or individuals talking, writing, reading, discussing, role-playing, acting, journaling, conferring, interviewing, building, creating…

9. Why Use Active Learning? • Research shows that… • students prefer active learning over lecture alone • students master content at levels comparable to lecturing • students master thinking and writing skills at levels higher than lecturing • student learning styles are better served by active learning vs. lecturing

10. A Sampling of Researchers • Meyers and Jones (1993) • Bonwell and Eison (1991) • Chickering and Gamson (1987)

11. Meyers and Jones (1993) • Identified elements of active learning • “elements involve cognitive activities that allow students to clarify, question, consolidate, and appropriate new knowledge” • Talking and listening • Reading • Writing • Reflecting

12. Bonwell and Eison (1991) • Describe characteristics of active learning • Focus is on developing skills • Focus on higher order thinking (analysis, synthesis, evaluation) • Students are reading, discussing, writing

13. Chickering and Gamson (1987) • Found that students • Must talk about and through their learning • Write about their learning • Be able to and be encouraged to relate it to previous experiences • Apply it to their daily lives

14. References • Bonwell, C., & Eison, J. (1991). Active learning: Creating excitement in the classroom. ASHE-ERIC Higher education Report No. 1. Washington, DC: The George Washington University, School of Education and Human Development. • Chickering, A., Gamson, Z. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin 39 (7), 3-7. • Meyers, C., & Jones, T. (1993). Promoting active learning: Strategies for the college classroom. San Francisco, CA: Jossey-Bass Publishers.

15. How much is retained?(Work with a partner to determine which percentages match these teaching practices) • Discussion = ? • Lecturing = ? • Teaching others = ? • Reading = ? • Practice by Doing = ? • Audio-Visual = ? • Demonstrations = ? 5% 10% 20% 30% 50% 75% 90%

16. Learning Retention Pyramid

17. More Data

18. Benefits of Active Learning

19. Techniques of Active Learning • Think-Pair-Share • Collaborative learning groups • Student-led review sessions • Games • Analysis or reactions to videos • Student debates • Student generated exam questions • Research proposals or projects • Analyze case studies • Keeping journals/blogs

20. Question 1 • It would be nice to know, during my lecture, if students understood the concepts. • True • False

21. Question 2 • I could use a blog or discussion board as a quick check to see if students have understood what they have read before class. • True • False

22. Blogs, Forums, and/or Discussion Boards

23. Blog Examples • Chemistry and Physics • Dickinson Blogs • Luce Semester • Homer’s Iliad • Historical Method 204 • SHU Blogs • Introduction to Environmental Studies • IGG Fall 2009

24. Blog/Forum/DB Benefits

25. Question 3 • It would not be effective to have separate groups be responsible for posting concepts, for specifically assigned chapters, to limit the number of blog or discussion board postings in large classes. • True • False

26. Wikis • Wikis are online spaces where students can collaborate on projects or upload their own work for class projects.

27. Question 4 • It would be necessary for students to meet to work on group projects that would be uploaded to the wiki. • True • False

28. Wiki Examples • Higher-Ed Wikis • Nature and American Values • BITE5389 Web 2.0 Technologies & Virtual Teams • Cariology Project

29. Active Learning and Technology Summary

30. Faculty Presentations • Jack Shannon • Ideas and Trends wiki • Michael Taylor • South Mountain Reforestation • Politics and Technology Course • PowerPoint Twitter Tools

31. Final Activity • Brainstorm active learning ideas for your classroom individually, or in groups • http://setonhalltest.blackboard.com • Username: your shortname • Password: active