Active Learning Your Learning profile

1. Active Learning & Your Learning profile Mike Walker UNIV-1011: University Success September 27, 2007

2. Seminar Outcomes I hope ? you will understand that learning is NOT a passive process learning can be enhanced though participation, engaging multiple senses/modalities & applying thinking strategies explore your own diversity and uniqueness as a learner evaluate and adopt active learning strategies appropriate to your learning needs examine Bloom's levels of understanding & thinking adopt the principles & techniques of Sternberg�s Successful Intelligence as an active strategy to improve your success create your personal Learning Profile which may help you choose appropriate learning strategies identify areas of strength and weakness� focus your learning energies more effectively

3. But first . . . What did you do last week?

4. What did we do last week? Last week�s topic? How YOU Learn What did we explore? Read about learning styles: You have personal preferences as a learner You have varying skills & abilities as a learner Completed several inventories: learning style & personality Plus learning skill self-evaluation (LASSI) first week Began completing your Inventories Summary Table for your Portfolio

5. The Learning, Personality & Study Skills Inventories What were the five inventories? Sensory Learning Style Auditory, Visual, Kinesthetic Cognitive (Thinking) Preference L/R Brain Orientation Multiple Pathways to Learning Eight Intelligences Personality Spectrum Four Types � Thinker, Giver, Organizer, Adventurer LASSI Learning and Study Strategies Inventory

6. Back to today�s lesson� Active Learning & Your Learning Profile

7. Your Learning Profile Self-Knowledge is Learning Power

8. How to Create Your Profile Identify your strengths learn to capitalize on your abilities Identify your weaknesses learn strategies to compensate Understand how your learning styles/preferences may affect university learning - course/program Help choose appropriate strategies Focus your energies more efficiently

9. Sensory Learning Styles We take in and begin to process information through our senses. Our preferences in the way we take in information influences our ability to learn in different environments. Sensory Modalities Auditory Visual Kinesthetic/Tactile

10. Sensory Learning Style Chart

11. Cognitive (Thinking) Styles Analytic Learner Left Brain Characteristics looking at details focusing on one thing giving direct answers organization individual competition establishing routines working through ideas following schedules Global Learner Right Brain Characteristics seeing the �big� picture cooperating in groups giving and receiving praise reading body language going with the flow doing several things at once focusing on ideas/themes listening sincerely to others reading between the lines

12. Cognitive (Thinking) Styles Chart

13. & Work Habits

14. Multiple Intelligence Theory The Eight Intelligences Howard Gardner Linguistic Math/Logical Spatial Kinesthetic Musical Interpersonal Intrapersonal Naturalist Interest may = Aptitude, Strength & Preference vs Disinterest may = Ineptitude, Weakness & Prejudice

15. Multiple Intelligences Verbal/linguistic Learns best by speaking, writing, reading, listening Mathematical/logical Good with numbers, logic, problem solving, patterns, categories Visual/spatial Thinks in images and pictures Understands best by seeing the subject Bodily/kinesthetic Prefers physical activity Would rather participate than watch Musical/rhythmic Enjoys musical expression Sensitive to sounds

16. Multiple Intelligences Intrapersonal Exceptionally aware of own feelings and values Generally reserved, self-motivated, intuitive Interpersonal Outgoing Does well with cooperative learning Good leaders Naturalist Loves outdoors Excels in observing fine distinctions among similar items

17. Multiple Intelligences Chart

18. Personality Spectrum

19. Personality Spectrum Chart

20. Self-Evaluation What kind of student are you? What kind of student do you want to be?

21. The LASSILearning & Study Strategies Inventory 10 scales � results given in percentiles Skill Component of Strategic Learning Information Processing Selecting Main Ideas Test Strategies Will Component of Strategic Learning Attitude Motivation Anxiety Self-Regulation Component of Strategic Learning Concentration Self-Testing Study Aids Time Management

22. LASSI Chart

23. Anxietyclass average 37th %ile Anxiety Scale assesses the degree to which students worry about school and their academic performance. Students who score low on this scale may need to develop techniques for coping with anxiety and reducing worry so that attention can be focused on the task at hand. Broad Strategies put in extra study time self-test to increase confidence spend extra time/get extra help in weak subjects practice deep breathing/ stress reduction techniques before & during tests apply a problem solving model to deal with internal distraction get help from counselling or a physician

24. Attitudeclass average 39th %ile Attitude Scale assesses students' attitudes and interest in college and academic success. It Students who score low on this scale may not believe college is relevant or important to them and may need to develop a better understanding of how college and their academic performance relates to their future life goals. Broad Strategies cultivate an interest in subject get involved in school � clubs, teams, jobs attend every class examine your reasons for being in school clarify your goals do some career exploration open your mind

25. Concentrationclass average 31st %ile Concentration Scale assesses students' ability to direct and maintain attention on academic tasks Low scoring students may need to learn to monitor their level of concentration and develop techniques to redirect attention and eliminate interfering thoughts or feelings so that they can be more effective and efficient learners. Broad Strategies develop listening and note taking skills sit close to the professor remove distraction from learning and study areas use music or white noise to mask sounds apply a problem solving model to deal with internal & external distraction When possible take frequent breaks

26. Information Processingclass average 41st %ile Information Processing Scale assesses how well students' can use imagery, verbal elaboration, organization strategies, and reasoning skills as learning strategies to help build bridges between what they already know and what they are trying to learn and remember. Students who score low on this scale may have difficulty making information meaningful and storing it in memory. Broad Strategies Make meaning by making learning personal What do I know about What have I experienced How this applies to me Put in own words Make concept/relational maps & charts Practice applying the concepts Do practice problems Discuss info with others

27. Motivationclass average 53rd %ile Motivation Scale assesses students' diligence, self-discipline, and willingness to exert the effort necessary to successfully complete academic requirements Students who score low on this scale need to accept more responsibility for their academic outcomes and learn how to set and use goals to help accomplish specific tasks. Broad Strategies Set goals Standards grades Don�t give up, keep plugging or get help Take frequent but short breaks Reward yourself Keep up with the work Do your most challenging work at your �best� time of day Study with a friend � make a commitment

28. Self-Testingclass average 42nd %ile Self-Testing Scale assesses students' use of reviewing and comprehension monitoring techniques to determine their level of understanding of the information to be learned Low scoring students may need to develop an appreciation for the importance of self-testing, and learn effective techniques for reviewing information and monitoring their level of understanding or ability to apply what they are learning. Broad Strategies create study questions when reviewing material create question the professor might ask review notes after class to check for understanding review notes before next class to reinforce understanding stop occasionally when reading for a mental review test yourself

29. Selecting Main Ideasclass average 37th %ile Selecting Main Ideas Scale assesses students' skill at identifying important information for further study from among less important information and supporting details Students who score low on this scale may need to develop their skill at separating out critical information on which to focus their attention. Tasks such as reading a textbook can be overwhelming if students focus on every detail presented. Broad Strategies complete readings before going to class practice critical listening and note taking skills check your notes against a friend�s use a reading strategy to help identify main ideas ask for clarification fro professor, TA or classmates

30. Study Aidsclass average 38th %ile Study Aids Scale assesses students' use of supports or resources to help them learn or retain information Students with low scores may need to develop a better understanding of the resources available to them and how to use these resources to help them be more effective and efficient learners Broad Strategies use a reading strategy to help identify main ideas use text book resources summaries use web site for text use the study guide use the web attend review sessions see your instructor join a study group access academic skills program access peer tutoring program

31. Time Managementclass average 27th %ile Time Management Scale assesses students' application of time management principles to academic situations Students who score low on this scale may need to develop effective scheduling and monitoring techniques in order to assure timely completion of academic tasks and to avoid procrastination while realistically including non-academic activities in their schedule. Broad Strategies monitor your time create a realistic schedule allow for breaks & rewards study daily � spread it out & avoid cramming write �friend� time into your schedule learn to say �No� set aside extra time for difficult subjects/tasks

32. Test Strategiesclass average 34th %ile Test Strategies Scale assesses students' use of test preparation and test taking strategies Low scoring students may need to learn more effective techniques for preparing for and taking tests so that they are able to effectively demonstrate their knowledge of the subject matter. Broad Strategies create summaries of readings and lectures study for the test by writing the test use course outline to select material on which to focus quickly scan test and plan how you will allot your time read tests carefully, especially instructions review answers to make sure you have support your points

33. LASSI Class Profile

34. LASSI Class Ranges

35. Active Learning Active vs. Passive Learning

36. About active learning Learning is not something that is done to you; unlike Locke�s theory of tabula rasa, learning is an active process.

37. About being �here� Eighty percent of success is showing up. Woody Allen

38. Does Attendance Count? After my first year of teaching at Canadore College, I was really surprised by the number of students who failed my classes. I was teaching at three levels: Vocational Upgrading Post-secondary One of the factors that I looked at was student attendance. I graphed the students� attendance against their grades. In almost every case, there was a direct correlation between attendance & grades. See the following�

39. College Vocational

40. General Arts & Science

41. Post Secondary

42. Characteristics of Successful Students They are actively involved in their learning. They are more likely to plan, monitor, and evaluate their learning---- They take responsibility for their own learning---

43. The keys to being a successful student: Motivation. Knowing how to study and working at improving study skills . Knowing what is expected of you. Setting up a balanced study, work, and leisure schedule. Self-discipline. A positive attitude (believing in yourself). Perseverance.

44. Effective vs. Ineffective Learning

45. Active vs. Passive Learning Characteristics of Passive & Active Learners Passive Active

46. What is Active Learning? Engaging your attention your senses your multiple intelligences your prior knowledge Using strategies strengths Thinking actions of the mind rehearsal & elaboration

47. Full Frontal Learning Video Clip from McMaster University Academic Skills Online http://maclife.mcmaster.ca/academicskills/workshops.cfm?wid=1

48. Active Thinking Simple Rehearsal vs Mental Elaboration

49. Too many times, we hear� just tell me what I need to know. "The old binge-and-purge approach of high school � the sort of academic bulimia system, where you cram as much information in at the last minute, then purge it out on the test � just won't work at university � Toronto Star University learning isn�t just about knowing and remembering; it�s about thinking, problem solving, and creating NEW knowledge. See page 48 of Academic Calendar Grades and the Basis for Assessment

50. Letter Grades & Grading Standards �A� indicates Exceptional Performance: comprehensive in-depth knowledge of the principles and materials treated in the course, fluency in communicating that knowledge and independence in applying material and principles. �B� indicates Good Performance: thorough understanding of the breadth of materials and principles treated in the course and ability to apply and communicate that understanding effectively. �C� indicates Satisfactory Performance: basic understanding of the breadth of principles and materials treated in the course and an ability to apply and communicate that understanding competently. �D� indicates Minimally Competent Performance: adequate understanding of most principles and materials treated in the course, but significant weakness in some areas and in the ability to apply and communicate that understanding. �F� indicates Failure: inadequate or fragmentary knowledge of the principles and materials treated in the course or failure to complete the work required in the course.

51. Domains of Learning As is reflected in Constructivist theory, Benjamin Bloom believed there was more to learning than memorizing the right answer. Three domains to learning: Cognitive � thinking Affective � feeling Psychomotor - doing

52. Bloom�s Taxonomy of the Cognitive Domain 6 levels of understanding or thinking from simplest to most complex knowledge comprehension application analysis synthesis evaluation

53. Knowledge Comprehension observation and recall of information knowledge of dates, events, places knowledge of major ideas mastery of subject matter understanding information grasp meaning translate knowledge into new context interpret facts, compare, contrast order, group, infer causes predict consequences

54. Application Analysis use information use methods, concepts, theories in new situations solve problems using required skills or knowledge seeing patterns organization of parts recognition of hidden meanings identification of components

55. Synthesis Evaluation use old ideas to create new ones generalize from given facts relate knowledge from several areas predict, draw conclusions compare and discriminate between ideas assess value of theories, presentations make choices based on reasoned argument verify value of evidence recognize subjectivity

56. Examples thinking of recycling personal Shakespeare final exam use of any 8 literary devices mirror, disguise, clown, play within a play, etc. compare & contrast in 2 of his plays use a play only once

57. BuildingSuccessfulIntelligence Active Learning using Robert Sternberg�s Theory of Successful Intelligence

58. Two fundamental principles Successful Intelligence gives you tools to achieve important goals. More than doing well on tests, SI combines: academic skills (analytical thinking) �think it through� innovative ideas (creative thinking) �think out of the box� implementation (practical thinking) �make it happen� Intelligence can grow You can build and develop your intelligence as you can your physical strength

59. Intelligence vs. IQ myth that you are born with a fixed/static intellectual ability Sternberg & test anxiety Gardner & Multiple Intelligences Mike�s experiences myth that IQ equals academic success Winston Churchill failed the sixth grade. Canadian Donald Sutherland failed at university. Louis Pasteur was a poor student in chemistry. Walt Disney was fired from a job and told he had no good ideas.

60. Successful Intelligence is Analytical thinking or critical thinking � analyzing & evaluating information Creative thinking generating new and different ideas and approaches (synthesis) Practical thinking putting learning into action to solve a problem, make a decision, or accomplish a goal despite real-world obstacles

61. What Active Learning strategies have we already examined? Memory (Rehearsal) Repetition Chunking Mnemonics Others? Thinking (Elaboration) Beat the Forgetting Curve Actions of the Mind Bloom�s Taxonomy Successful Intelligence Others? Learn many more in the weeks to come Concept mapping

62. Example of Concept Map

63. Next Steps�. Active Listening Active Note Taking Active Reading Test Taking & Evaluation Critical & Creative Thinking

64. In Summary Theory to Practice - What can you do to improve your learning?

65. We Learn... William Glasser 10 % of what we read 20 % of what we hear 30 % of what we see 50 % of what we both see and hear 70 % of what is discussed with others 80 % of what we experience personally 95 % of what we teach someone else

66. Or Simply Tell me and I will forget Show me and I may remember Involve me and I will understand Ancient Chinese proverb

67. Therefore active multi-sensory learning is most effective!

68. One Final Thought about Learning� Education is not filling a bucket, but lighting a fire. William Butler Yeats, Irish Poet

69. For Next Week . . . For next Thursday Complete your Learning Profile and hand it in to me. Read Chapter 6 � Listening, note taking, and memory As always be prepared for a quiz on your readings Check the web and WebCT site for further directions

70. Questions? . . . thanks for your time and attention!