Season Your Lectures with Active Learning Michael J. Quinn 1 June 2007.

Season Your LecturesSeason Your Lectureswith Active Learningwith Active Learning

Michael J. QuinnMichael J. Quinn1 June 20071 June 2007

Complete this sentence:Complete this sentence:

Three things I’d like to know about Three things I’d like to know about active learning are active learning are __________________________________..

Structure of This LectureStructure of This Lecture

Critiquing lecturingCritiquing lecturing Defining active learningDefining active learning Implementing active learningImplementing active learning

Listening TeamsListening Teams

QQuestionersuestioners

AAgreersgreers

NNay-sayersay-sayers

EExample-giversxample-givers

II

How come the more I talk How come the more I talk the less my students the less my students

learn?learn?

Advantages of LecturingAdvantages of Lecturing

Spark interestSpark interest Provide unavailable informationProvide unavailable information Convey large amounts of informationConvey large amounts of information Reach large audiencesReach large audiences Model ways of thinkingModel ways of thinking Maintain controlMaintain control Protect studentsProtect students Help auditory learnersHelp auditory learners

Source: Sutherland and Bonwell

Disadvantages of LecturingDisadvantages of Lecturing

Passive studentsPassive students Inadequate feedbackInadequate feedback Flagging attentionFlagging attention Poor retentionPoor retention Burden on lecturerBurden on lecturer Non-auditory learnersNon-auditory learners

Source: Sutherland and Bonwell

Students Tune OutStudents Tune Out

Source: Pollio

As lecture continues, As lecture continues, retention of new material retention of new material

declines.declines.

Source: Johnson, Johnson, and Smith

Retention of New MaterialRetention of New Material

0%10%20%30%40%50%60%70%80%90%

100%

First 10 Minutes Last 10 Minutes

Source: McKeachie

Lectures Assume HomogeneityLectures Assume Homogeneity

Listening TeamsListening Teams

QQuestionersuestioners

AAgreersgreers

NNay-sayersay-sayers

EExample-giversxample-givers

Source: Silberman

IIII

Active learningActive learningto the rescue!to the rescue!

FundamentalsFundamentals

1.1. Learning is an active process.Learning is an active process.

2.2. Different people learn in different Different people learn in different ways.ways.

3.3. We often don’t know what we think We often don’t know what we think until we try to say it or write it.until we try to say it or write it.

4.4. Just because you’ve said it doesn’t Just because you’ve said it doesn’t mean they’ve learned it.mean they’ve learned it.

Genuine LearningGenuine Learning

Reception

Test

Recap

Explain

Engage More Parts of BrainEngage More Parts of Brain

Talking and listeningTalking and listening ReadingReading WritingWriting ReflectingReflecting

““When learning is active, When learning is active, students do most of the students do most of the

work” work” [Silberman].[Silberman].

Counter the ObjectionsCounter the Objections

““That’s not how I learned the That’s not how I learned the material.”material.”

““Active learning is great for children, Active learning is great for children, but college students don’t need it.”but college students don’t need it.”

““It’s too slow pacedIt’s too slow paced— I’ll spend a lot — I’ll spend a lot of time watching instead of talking.of time watching instead of talking.””

““I won’t be able to cover all the I won’t be able to cover all the material.”material.”

IIIIII

Fit active learning to your Fit active learning to your needs and personal style.needs and personal style.

Ask Students to...Ask Students to...

Restate informationRestate information Give examplesGive examples Recognize instancesRecognize instances Make connectionsMake connections Apply conceptsApply concepts Predict consequencesPredict consequences State converseState converse

In-class Writing In-class Writing AssignmentsAssignments

Be specific Be specific — ask students to— ask students to analyzeanalyze – compare – compare contrastcontrast – define – define describedescribe – evaluate – evaluate justifyjustify – prove – prove summarizesummarize – synthesize – synthesize

Source: Fulwiler

Learning PartnersLearning Partners

Compare class notesCompare class notes Discuss an exampleDiscuss an example Solve a problemSolve a problem Critique each other’s writingCritique each other’s writing Question partner about readingQuestion partner about reading Recap lectureRecap lecture Develop questions for teacherDevelop questions for teacher Test each otherTest each other

More ExamplesMore Examples

Pop quiz (manual or electronic)Pop quiz (manual or electronic) Response cards (anonymous)Response cards (anonymous) WhipsWhips Games (Family Feud or Jeopardy)Games (Family Feud or Jeopardy) Complete outline of lectureComplete outline of lecture

Use in Moderation!Use in Moderation!

Complete this sentence:Complete this sentence:

Three different ways I can Three different ways I can add active learning to my add active learning to my

lectures are lectures are ________________________________..

ReferencesReferences

1.1. Fulwiler, T. Fulwiler, T. Teaching with WritingTeaching with Writing. Boynton/Cook. 1987.. Boynton/Cook. 1987.2.2. Holt, J. Holt, J. How Children LearnHow Children Learn. Pitman. 1967.. Pitman. 1967.3.3. Johnson, D. W., Johnson, R. T., and Smith, K. A. Johnson, D. W., Johnson, R. T., and Smith, K. A. Active Learning: Active Learning:

Cooperation in the College ClassroomCooperation in the College Classroom. Interaction Book . Interaction Book Company. 1991.Company. 1991.

4.4. McKeachie, W. McKeachie, W. Teaching Tips: A Guidebook for the Beginning Teaching Tips: A Guidebook for the Beginning College TeacherCollege Teacher. D. C. Heath. 1986.. D. C. Heath. 1986.

5.5. Meyers, C., and Jones, T. B. Meyers, C., and Jones, T. B. Promoting Active Learning: Promoting Active Learning: Strategies for the College ClassroomStrategies for the College Classroom. Jossey-Bass. 1993.. Jossey-Bass. 1993.

6.6. Pollio, H. R. “What Students Think About and Do in College Pollio, H. R. “What Students Think About and Do in College Lecture Classes.” Teaching-Learning Issues No. 53. University of Lecture Classes.” Teaching-Learning Issues No. 53. University of Tennessee. 1984.Tennessee. 1984.

7.7. Silberman, M. Silberman, M. Active Learning: 101 Strategies to Teach Any Active Learning: 101 Strategies to Teach Any SubjectSubject. Allyn and Bacon. 1996.. Allyn and Bacon. 1996.

8.8. Sutherland, T. E., and Bonwell, C. C. Sutherland, T. E., and Bonwell, C. C. Using Active Learning in Using Active Learning in College Classes: A Range of Options for FacultyCollege Classes: A Range of Options for Faculty. Jossey-Bass. . Jossey-Bass. 1996.1996.