Incorporating activelearningintoyourclassroom

Incorporating Active Learning into Your

ClassroomTony Sindelar & Victoria Wallace

Instructional Designers, Office of the ProvostMGH IHP

Goals

1) Develop an understanding of the value and intent of active learning

2) Explore a range of active learning strategies

3) Consider how you would incorporate Active Learning into your own courses.

Agenda

1:00-1:50 Basic Active Learning Strategies and Techniques

2:00-2:50 Team Based Learning

3:00-4:00 Overcoming Challenges in adopting Active Learning

For a minute or two, think of a lecture that has

always stayed with youShare that idea with the people at your table

Adapted from Mary Zedeck's presentation on "Create an active classroom through technology" May 25, 2010 Seton Hall University

Now, think of a learning experience you had that was not a lecture, that you have always recalled. Why has it

stayed with you?Share that idea with the people at your table

Adapted from Mary Zedeck's presentation on "Create an active classroom through technology" May 25, 2010 Seton Hall University

So what exactly is Active Learning?

The Pedagogy of Active Learning

Agency

Reflection

Collaboration

Active Learning is more than just "doing"

What does it look like?

Cone of Learning adapted from Edgar Dale (1946) http://www.studygs.net/activelearn.htm

Learning is not a spectator sport. Students do not learn much just by sitting in class listening to teachers, memorizing prepackaged assignments, and spitting out answers. They must talk about what they are learning, write about it, relate it to past experiences, apply it to their daily lives. They must make what they learn part of themselves.

Chickering, A & Gamson, Z. F. (March 1987) Seven principles for good practice. AAHE Bulletin 39: 3-7.

Examples of Active Learning Activities

Read 7-8 and discuss which could be the most applicable/useful in your teaching.

http://www1.umn.edu/ohr/teachlearn/tutorials/active/strategies/index.html

Questions?

Take a 10 Minute Break

Team-Based Learning

Components of Team-Based Learning

Team Formation

Assessments (Readiness Assurance Tests)

Team Activity or Project

Peer Evaluation

Team-Based Learning as described by Larry Michaelsen (2002).Further reading: The Essential Elements of Team-Based Learning http://medsci.indiana.edu/c602web/tbl/reading/michaelsen.pdf

http://medsci.indiana.edu/c602web/tbl/reading/michaelsen.pdf



Project time!Give us a minute to divide you into teams.

Marshmallow Tower Challenge

Your task: Using the materials provided, build the tallest freestanding structure that can support a single marshmallow.*

Materials: 20 pieces of spaghetti, string, masking tape, and a single marshmallow.

You have 18 minutes!

*Use a much or as little of your materials as needed. You can't use the bag. You can't alter the marshmallow. The marshmallow has to be at the top. The structure has to be freestanding.

Tick tock...

What was Your Experience Approaching

this Challenge?

http://www.ted.com/talks/view/lang/en//id/837http://marshmallowchallenge.com/

Take a 10-15 Minute Break

Challenges to Adopting Active Learning

What challenges might you encounter?

Share your ideas with the people at your table

Some Challenges

Student resistance to active learning

Student complaints about active learning

Classroom under control during active learning

Managing class time and content

Students having difficulty working together

Ensuring peer reviews are taken seriously

University of MinnesotaCenter for Teaching and Learning

Challenge #1: Student ResistanceNew experience

Uncomfortable, resentful, resistant

Resistance might be seen as challenge to authority

Activity One


http://www1.umn.edu/ohr/teachlearn/tutorials/active/scene1/index.html

See handout for Activity related to videos



Observations from VideosNew concept and format to the students

Roles have changed

Outside the comfort zone

Clearly explain WHY using active learning

Confidence and positive attitude

Overcome Student Resistance● Set expectations early in the term.

● Use active learning frequently and commit.

● Give clear instructions.

● Explain benefits and why you're using active learning

● Commit to using active learning.

● Manually break students into groups.

● Start small and simple. Use low-impact strategies

Challenge #2: Student ComplaintsStudent and instructor roles shift

Why pay to teach myself?

Teacher has lack of knowledge

Why learn from other students when expert is in the room?

Activity Two






Observations from VideosNew role

Don't wait or ignore complaints

Use as a ‘teachable moment’

Explain why you have chosen active learning

Overcome Student Complaints

● Address student complaints immediately, confidently.

● Keep your comments positive.

● Explain why you're using active learning.

● Highlight what students have to gain.

● View complaints as "teachable moments" that offer

students opportunities to reflect on how they learn and

how to improve those learning skills.

Challenge #3: Keeping Control Students are the primary focus not the the instructor

Instructor’s role becomes mentor, facilitator

Loss of instructor control over the class

Chaotic classrooms

Students who stray off task

Activity Three






Observations from VideosTold students to ‘pair up’ before she finished directions

Could not make herself heard

Clearly articulate purpose,procedure, time limits, etc .

Overcome a Chaotic Classroom

● No need to devote your entire session to active learning. ● Keep it short and simple at first. ● Use low impact strategies. ● Activities must be well planned and executed.● Communicate goal, the outcomes, procedures, time limit.● Use strategies to keep control ; ringing a bell or flashing

the lights.

Challenge #4: Managing time & content

● Activity time vs. lecture time

Activity Four






Observations from Videos● Not adequately addressing current material or questions

● Show sensitivity to the mood of the class

● Present alternatives for addressing remaining content

● Create support structures

Overcome time constraints● Consider your learning objectives carefully.

● Prioritize content

● What students complete outside of class?

● Try one or two low stakes activities during lectures.

● Use classroom assessment techniques (CATs) to

assess learning and make adjustments.

● Avoid racing through material to "finish it all" by the end

of the period.

● Just because you say it, doesn't mean they learn it.

Keys to Success● Be creative! Invent new strategies and adapt existing. ● Start small and be brief.● Plan it, try it, collect feedback, revise it and try it again.● Start from the first day of class and stick with it. ● Be explicit with students.● Vary student seating arrangements to increase their

chances to work with different people. ● Develop a signal for students to stop talking.● Randomly call on pairs to share.● Collaborate with colleagues.● Do not give up! Continue learning through workshops,

reading, sharing, and practice. University of MinnesotaCenter for Teaching and Learning

Wrap Up

Incorporating activelearningintoyourclassroom

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