Lecture 3: Applying Active Learning Strategies

Steps to teaching and learning

Needs assessment —> learner objectives —> content —> hook —> content booster (active learning strategies) —> assessment —> outcomes

Who is your audience?

Who are they?

What kind of learners? What's their expertise?

Expectation?

Qualities of a motivational hook

Evokes emotion

Establish rapport

Personally relevant

Energizes listener

Builds interest

Motivational Hooks

Provided BEFORE content is delivered

Works to gain attention and set stage for information being provided

Creates bridge between course materials

Simple, meaningful, not informative on their own

Can engage multiple types of learners at once

EX

- fun facts, provocative questions, video clips, demos

Content Boosters

Reinforce content as it is delivered

Bridge content between courses

Integrate older with newer concepts

Engage various types of learners

EX

- hand outs, props, flip charts, PPTs

Active learning strategies

- Techniques, activities, and materials used to reinforce learning and allow for PROCESSING the information

- Causes the learner to synthesize, rearrange, retell, recall, or apply to situations the information presented.

- Levels based on the three learning domains, level of expertise, and what the goal for the session is

After 2 weeks we remember

90% of what we say and do

70% of what we say

50% of what we hear and see

30% of what we see

20% of what we hear

10% of what we read

Rote learning/retrieval

Memorizing

Repetition and recall

Surface understanding

One correct answer

- T/F, MC, re-writing notes, reading textbook

Critical thinking

Analysis & evaluation

Explore new ideas

In-depth comprehension

Multiple solutions

Active retrieval

Fill in blank

Short answer

Whiteboard = flow chart, web diagrams

Focused Listing

Instructor gives a term and students give a list of ideas that are close to said focus term.

Think-pair-share

Active learning activity in which the teacher provides a prompt, the students consider it individually (THINK), then pair up and brainstorm responses or solutions (PAIR), and then the students then share their results with the class (SHARE).

One minute paper

During the last few minutes of class, students write responses to 'Most important thing I learned today' and 'What I understood the least today.'

Muddiest Point

Ask students to describe what they didn't understand during class and what they think might help them.

Empty Outlines

Leave blank spots in lecture for students to fill them in

Direct paraphrasing

Write down how you would explain the benefits of exercise to _____

- demonstrates YOU understand it

Concept map

Visual map of how information is connected

- easier to recall on exam than words alone

Pro and Con Grid

List the pros and cons of _____

- understanding the benefits and setbacks of each thing

Confidence and value scales-pre/post

I am confident that i can _____ (0-5)

Exercise can be fun (Thumbs up/Thumbs down)

Active learning strategies based on Bloom's Taxonomy

Remembering and understanding - note taking, games, stations

Applying - group categorizing, dialogue journals

Evaluating - debates, case study

Synthesis - case study, think-pair-share, concept map

Pitfalls of active learning

Everyone agreeing with your ideas

People praising you repeatedly

Multiple different ways of doing thins