MODULE 4

1. MODULE 4 Learning Experiences using Active Learning 3rd 2nd 1st

2. The Backward Design Plan Learning Experiences Define Evidences of Learning and Assessment tasks Define Learning Objectives 3rd 2nd 1st

3. Learning Objectives • How to create a lesson plan? • How to engage students in a course? • What is the professor’s role in a learner-centered classroom? • What is the purpose of using Active Learning? • How to apply Active Learning to a course?

4. From Big Ideas to Lesson Plans What students should be able to know and do by the end of the course? What students should be able to know and do by the end of the course? BIG IDEA Learning Goals Objectives Nature of the Content Learning Experiences Content Plan LESSON PLANS Assessment Activities

5. From Big Ideas to Lesson Plans Learning Goals Objectives Nature of the Content BIG IDEA Content Plan What to teach? Main Idea behind the concepts and skills you want to teach How would you summarize this concept in one sentence?

6. From Big Ideas to Lesson Plans Nature of the Content Learning experiences LESSON PLAN What students should do to learn this concept or skill? What is the best way to provide this experience? Listen Perform See Talk Analyze Create a context that will reproduce / illustrate the nature of the content Create Other… Give students a role (thinking or acting) in this context Debrief: students should talk and reflect on the experience

7. Lesson Plan Directions on how to help students to achieve the desired results Desired knowledge and skills Current knowledge and skills Lesson Plan

8. Where to start? Who your students are? • What are the course objectives? • What do your students already know? • What is the gap? How to bridge it? To ? From

9. First, learn about your students! L K W What do they Know? What do they Want to learn? What they should Learn? Then, create or adjust lesson plan to fulfill students’ needs!

10. Components of a Lesson Plan The lesson plan will follow the same path from backward design! Course number and name OBJECTIVES: Big Ideas Topic & Context Learning Objectives ASSESSMENTS: Performance Tasks Other formative assessment activities LEARNING ACTIVITIES: Time Teaching Method Professor Instructions and Student Learning Activities Material and Resources

11. Creating Learning Activities What students should do to achieve the desired results? “I hear, I forget I see, I remember I do, I understand” - Chinese Proverb Class activities should engage students! From “Understanding by Design”, Wiggins and McTighe

12. Principles of LCT LCT strategies provide ways to engage students in active participation and to build their own understanding Shared power More development activities, teacher as facilitator Students more responsible for learning Evaluation promotes learning Less teacher control Less content coverage Less focus on teacher Less focus on grades Weimer, 2002

13. How to engage students? By using LCT! Teaching approaches that creates learning environments to engage students to construct understanding based on: Create meaning Solve problems Apply concepts Real-life situations Relevant to students Perform authentic tasks Knobloch & Ball, n.d.)

14. What is the professor role in LCT environment? Professors should act as facilitators, encouraging students interaction and discussions Professors will: • Prepare more class activities -> Students will construct their knowledge • Prepare and give less lecture -> Interact more with students • Create environment for interaction -> Manage class discussions (http://academic.pgcc.edu/~wpeirce/MCCCTR/weimer.htm)

15. LCT Approaches LCT strategies were grouped into three approaches: Which one should I use? It will depend on the learning experience needed to achieve the objective This Module: Active Learning

16. Active Learning Students should do more than simply listen to a lecture! Students should process and use the information in order to retain it Active Learning is “anything that involves students in doing things and thinking about the things they are doing” (Bonwell & Eisen, 1991)

17. Why Active Learning? Why is it important? The amount of information retained by students declines substantially after ten minutes of listening (Thomas, 1972) Students need to be physically and mentally involved in class activities to learn

18. Multiple Intelligences Learning requires multi-modal approaches!

19. Why Active Learning? Why does it help students to learn? Students who actively engage with the material are more likely to recall information (Bruner, 1961) Provide immediate feedback, raise questions, and make students think, building understanding Different people learn in different ways (Multiple Intelligences)

20. Active Learning Process A dynamic process! Multi-modal delivery Feedback Questions Understanding Knowledge Application Student’s existing knowledge Professor as facilitator

21. How to use Active Learning? Multi-modal delivery engages students in class activities that use multiple senses Visual Social Active Learning Verbal Real-time feedback Kinesthetic

22. Active Learning: Visual Visual Instruction + Analysis • Show students: • Videos • Demonstrations • Real objects • Graphs / Diagrams / Pictures • Animations / Flashes • Use technology to present concepts: • Animations / Flashes • Simulation • 3D images

23. Active Learning: Verbal Engaging Lectures! Story-telling Involving students in the story Teaching with enthusiasm • Use: • Analogies/metaphors • Stories • Real-life examples Teaching with songs

24. Active Learning: Verbal Humor Communicate meaning, relevance Connects! Student’s mind Previous experiences Teaching in chunks Break lessons down into lessons segments (~10 min) and processing time (~2 to 10 min)

25. Active Learning: Social Peer-to-peer learning! Promotes Students’ interaction! In-class discussions • In pairs • With all students & professor as facilitator • Think-pair-share In-class debates

26. Active Learning: Social In-class small projects Peer teaching or Collaborative Learning In-class small scenarios and discussion

27. Active Learning: Social Brainstorming Concept mapping Ask students to create visual representations of models, ideas and relationship between concepts + share + discussion Student-led review sessions

28. Active Learning: Real-time Feedback In-class writing • One-minute Paper / Essay: • Student will summarize last or current class, and write questions to be clarified • Students will write down the key idea and what needs clarification Stump the professor Students will write down difficult questions about the content to ask the professor. The objective is to ask questions that the professor is not able to answer.

29. Active Learning: Real-time Feedback Review Games Games can include matching, mysteries, and group competitions (jeopardy, bingo)

30. Active Learning: Real-time Feedback Thumbs up / thumbs down / thumbs sideways or flash cards Ask students to agree disagree to a statement, problem solution and discuss their reasoning Use clickers to in-class quiz, student voting, opinion etc. Debriefing / reflection

31. Active Learning: Kinesthetic Learning by doing! Use the body! Perform a task Build models Build Models Role-playing Perform or review concepts

32. How to get started? What students should do to learn this concept or skill? What students should know and be able to do at the end of the class? It may require Active Learning, Inquiry Learning or Contextual Learning activities! Objectives & Learning Goals Nature of the Content Learning experiences LESSON PLAN How would you summarize this concept in one sentence? What specific activity professor could create that will provide students the right learning experience? What resources should be used?

33. How to get started? A Nutrition Example Objectives & Learning Goals Nature of the Content Learning experiences LESSON PLAN Describe and explain the digestion process Digestion is a process; a sequence of events • Listen • Show pictures or video while lecturing • See • Talk about it • Peer-teaching, concept mapping • Get involved in the process • Build a model, role-play • Review • Quiz

34. Outcomes of each activity 1 Desired Outcomes / Objectives Create interest, present idea Memorize / Recall Clarify / internalize Process / digest the information Review / Reinforce Generate ideas Explain / communicate Draw conclusions Build confidence Connect / associate Practice application Develop a skill Get other student's view Activity 2 Use of visual aids Use of songs Teaching with enthusiasm Involve students in the story Story-telling xx xx xx xx x x x x x x xx x xx x x x x x x xx x x x x xx x x

35. Outcomes of each activity 1 Desired Outcomes / Objectives Create interest, present idea Memorize / Recall Clarify / internalize Process / digest the information Review / Reinforce Generate ideas Explain / communicate Draw conclusions Build confidence Connect / associate Practice application Develop a skill Get other student's view Activity 2 In-class discussion Use of Humor Peer teaching In-class debates Communicate meaning, relevance Teach in chunks xx x x x xx x xx xx x x xx x x x x xx x x xx xx x x x x x x x xx x x xx x x xx xx

36. Outcomes of each activity 1 Desired Outcomes / Objectives Create interest, present idea Memorize / Recall Clarify / internalize Process / digest the information Review / Reinforce Generate ideas Explain / communicate Draw conclusions Build confidence Connect / associate Practice application Develop a skill Get other student's view Activity 2 Students presentation Concept mapping Brainstorming In-class small projects In-class small scenarios discussion x x x x x x xx xx x xx x xx xx xx xx xx xx x x xx xx xx xx x xx xx x x x x x xx xx x xx xx

37. Outcomes of each activity Desired Outcomes / Objectives 1 Create interest, present idea Memorize / Recall Clarify / internalize Process / digest the information Review / Reinforce Generate ideas Explain / communicate Draw conclusions Build confidence Connect / associate Practice application Develop a skill Get other student's view Activity 2 Review games Quizzes Thumbs up/down Stump the professor In-class writing Debrief, reflection x x xx xx x xx x xx x x x x xx x xx xx xx x x x x x x x xx

38. Outcomes of each activity Desired Outcomes / Objectives 1 Create interest, present idea Memorize / Recall Clarify / internalize Process / digest the information Review / Reinforce Generate ideas Explain / communicate Draw conclusions Build confidence Connect / associate Practice application Develop a skill Get other student's view Activity 2 Role-playing Perform a task Build models x x x x xx x xx x x x xx x xx x xx x xx xx xx xx x x Bottom line: different activities will lead to different outcomes! Depending on the nature of the task, different outcomes can be achieved.

39. Is my lesson plan engaging and effective? Is it providing students a path to achieve the objectives? W Where is it going? Why? T Tailor to students’ needs, interests and styles H Hook the students and Hold their attention E Equip students with opportunities to Experience and Explore the big ideas O Organize activities for maximum engagement and effectiveness R Provide opportunities to students to Reflect, Rethink and Revise E Evaluate work and their progress

40. Summary BIG IDEA From Big Ideas to Lesson Plans! Learning Goals Objectives Nature of the Content Learning Experiences Content Plan LESSON PLANS Assessment Activities

41. Summary Learn about your students Plan activities that will bridge the gap Write your Lesson Plan

42. Summary Which activities? Activities are effective and engaging? WHERE TO

43. Summary Active Learning Visual Social Active Learning Verbal Real-time assessments Kinesthetic

44. Learning Objectives • How to create a lesson plan? • How to engage students in a course? • What is the professor’s role in a learner-centered classroom? • What is the purpose of using Active Learning? • How to apply Active Learning to a course?

45. References • Understanding, Unpacking Standards, Big Idea, Essential Questions • Wiggins, Grant and McTighe, Jay. Understanding by Design. 2nd Edition. ASCD, Virginia, 2005. • Multiple Intelligences • http://en.wikipedia.org/wiki/Theory_of_multiple_intelligences • http://www.shapingyouth.org/blog/?p=2071 • Active Learning: Creating Excitement in the classroom, by Charles C. Bonwell, Ph.D. • Center for Teaching, Learning and Technology website, by Kathleen McKinney(http://www.cat.ilstu.edu/additional/tips/newActive.php)

46. References • Review and Summary of Learner-Centered Teaching by Maryellen Weimer (http://academic.pgcc.edu/~wpeirce/MCCCTR/weimer.htm) • Active Learning Strategies: • http://www.phy.ilstu.edu/pte/311content/activelearning/activelearning.html • http://activelearning.uta.edu/FacStaff/ALtechniques.htm • http://www.vcu.edu/cte/resources/active_learning.htm • http://www.thiagi.com/interactive-lectures.html