Planning Effective Learning Paul Tully (2009). LEARNING OUTCOMES To explain Geoff Petty’s model of active learning To explain Geoff Petty’s model of active.

Planning Effective Planning Effective LearningLearning

Paul Tully (2009)Paul Tully (2009)

LEARNING OUTCOMESLEARNING OUTCOMES

• To explain Geoff Petty’s model of To explain Geoff Petty’s model of active learningactive learning

• To discuss the use of games and To discuss the use of games and simulationssimulations

• To outline a range of effective To outline a range of effective ‘Teaching by Groupwork’ methods‘Teaching by Groupwork’ methods

• To identify activities that stimulate To identify activities that stimulate student thinking and ideasstudent thinking and ideas

PASSIVE LEARNINGPASSIVE LEARNING

Learning that takes place as a Learning that takes place as a result of listening to or watching result of listening to or watching

somethingsomething

ACTIVE LEARNINGACTIVE LEARNING

Learning that takes place as a Learning that takes place as a consequence of doing somethingconsequence of doing something

The PAR Model (Petty The PAR Model (Petty 2001)2001)Present:Present:

Teaching methods that emphasise Teaching methods that emphasise the presentation of information the presentation of information

Apply:Apply:

Teaching methods that emphasise Teaching methods that emphasise ‘learning by doing’ ‘learning by doing’

Review:Review:

Teaching methods used to assess Teaching methods used to assess learning and understandinglearning and understanding

<35%

>60%

>5%

Learning By PlayingLearning By Playing

““You can learn more about a You can learn more about a person in an hour of play than person in an hour of play than in a year of conversation”in a year of conversation”

PLATOPLATO

How to Run GamesHow to Run Games

• Make it relevantMake it relevant• Make it challengingMake it challenging• Build in different levelsBuild in different levels• Use existing formats to save time e.g. Use existing formats to save time e.g.

monopolymonopoly• Give clear instructions on goals/ Give clear instructions on goals/

outcomesoutcomes• Assign students randomly to teamsAssign students randomly to teams• Set a time limitSet a time limit• EvaluateEvaluate

On-line GamesOn-line Games

• http://www.educationarcade.org/http://www.educationarcade.org/

• http://www.eduweb.com/portfolio/adventurehttp://www.eduweb.com/portfolio/adventure

.php.php

• http://download.comhttp://download.com

• http://www.eduweb.com/portfolio/adventurehttp://www.eduweb.com/portfolio/adventure

.php.php

• http://http://www.watercoolergames.orgwww.watercoolergames.org

Build In Breaks – the 5RsBuild In Breaks – the 5Rs

• Relax:Relax: moving and waking moving and waking

• Review workReview work: key learning points: key learning points

• Read:Read: notes, articles, text notes, articles, text

• Reflect:Reflect: identify questions identify questions

• Research:Research: using the internet, using the internet,

library, NLN, MOODLElibrary, NLN, MOODLE

Teaching By GroupworkTeaching By Groupwork

• JigsawJigsaw

• Peer TeachingPeer Teaching

• Peer ExplainingPeer Explaining

• HeadingsHeadings

• ConversionConversion

• RankingRanking

• Guess WhoGuess Who

Advance organisersAdvance organisers

• Advance Organisers enable students Advance Organisers enable students to use their previous knowledge to to use their previous knowledge to make sense of new information.make sense of new information.

• Advance organisers are simply Advance organisers are simply exercises that provide a lead into the exercises that provide a lead into the topic material you want to teachtopic material you want to teach

Independent LearningIndependent Learning

• Placing learners at the heart of their own Placing learners at the heart of their own learninglearning

• Getting learners to take responsibility for Getting learners to take responsibility for their own learningtheir own learning

• Exploration, research, problem-solving, Exploration, research, problem-solving, projects, student’s own knowledgeprojects, student’s own knowledge

• Use homeworkUse homework

Inspectors want to see evidence of Independent Learning so build this into your Scheme of Work

Making Independent Making Independent Learning HappenLearning Happen

• PairPair

• ShareShare

• ChairChair

• Self-AwareSelf-Aware

Independent Learning: Independent Learning: Final thoughtsFinal thoughts

• Independent learning is about building Independent learning is about building skills and getting students to apply their skills and getting students to apply their learning to new situationslearning to new situations

• Independent Learning can in-class, Independent Learning can in-class, homework or project teamhomework or project team

• Take small steps – students take a while to Take small steps – students take a while to get used to this style of teachingget used to this style of teaching

Idea GeneratorsIdea GeneratorsSimple techniques include:

• Asking Questions

• Pass the Question

• Snowballing

• Class Brainstorm

• Empathy

• Round Robin

• Free Association

The Active Scheme of The Active Scheme of WorkWork

• Schemes of work are the blueprint of Schemes of work are the blueprint of where you intend to take your where you intend to take your students so that they can pass their students so that they can pass their assessments and achieve in your assessments and achieve in your subjectsubject

• Active Learning starts with your Active Learning starts with your Scheme of WorkScheme of Work

Choosing a teaching Choosing a teaching methodmethodCriteria should include:Criteria should include:

• The nature of the topicThe nature of the topic• Preferred learning styles of studentsPreferred learning styles of students• Proposed learning objectives/outcomesProposed learning objectives/outcomes• Preferred teaching style of teacherPreferred teaching style of teacher• Requirements for assessmentRequirements for assessment• Level of student’s motivation and interestLevel of student’s motivation and interest• Whether or not students have the Whether or not students have the

required skillsrequired skills

SummarySummary

Use techniques that:Use techniques that:

• Provide active learning opportunitiesProvide active learning opportunities

• Involve all studentsInvolve all students

• Relate new material to oldRelate new material to old

• Encourage self-disclosure Encourage self-disclosure

• Develop and practice new skills Develop and practice new skills

• Provide immediate feedbackProvide immediate feedback