Beyond Lectures: Get to Know Active Learning & Parallel Classes

Course Overview and Learning Targets

• The module is entitled Beyond Lectures: Get to Know Active Learning & Parallel Classes.

• There are three primary learning targets for students:

  • Define active learning and parallel classes.

  • List down active learning practices inside the classroom.

  • Apply active learning in parallel classes.

• Core References for this material include:

  • ACTIVE LEARNING: A Toolkit for Teachers

  • http://www.ydae.purdue.edu/lct/hbcu/documents/Active_Learning_in_College_Classrooms.pdf

Definitions and Core Concepts of Active Learning

• Active learning is an instructional approach that involves engaging students with course material through discussions, problem-solving, case studies, role plays, and other interactive methods.

• It places a higher degree of responsibility on the learner than passive approaches like lectures, although instructor guidance remains crucial.

• Felder & Brent (2009) define active learning as anything course-related that students are called upon to do other than simply watching, listening, and taking notes.

• Freeman et al (2014) state that active learning engages students in the learning process through activities or discussion in class, as opposed to passively listening to an expert. It specifically emphasizes higher-order thinking and frequently involves group work.

• Meyers & Jones describe active learning as providing opportunities for students to meaningfully talk, listen, write, read, and reflect on the content, ideas, issues, and concerns of an academic subject.

• The Greenwood Dictionary of Education defines it as the process of having students engage in activity that forces them to reflect upon ideas and how they are using those ideas.

• Bonwell and Eison state that active learning is any instructional method that engages students in the learning process, requiring students to do meaningful learning activities and think about what they are doing.

• Learning by doing is the foundational idea that students learn more when they actually perform the activity.

Efficacy and Benefits of Active Learning

• Over a thousand individual studies provide evidence of the efficacy of active learning.

• Research indicates that active learning activities lead to the following outcomes:

  • Increases in student satisfaction and positive attitudes toward course material.

  • Enhanced self-confidence and self-reliance.

  • High motivation levels for students to be engaged learners.

  • Increases in content knowledge, critical thinking, and recall of course content.

  • Inclusion of different learning styles.

  • Increased enthusiasm for learning in both students and instructors.

  • Direct involvement of students in higher-order thinking.

• Active learning specifically addresses the needs of Gen Z learners by meeting them in a world of constant stimulation and social interaction.

Traditional vs. Active Learning Paradigms

• Traditional teaching methods, also known as non-active learning, often rely on lectures where the teacher talks and students are expected to absorb information with minimal interaction.

• Learning Styles and Participation:

  • Traditional Shortcoming: Lectures often cater only to auditory learners, leaving visual, kinesthetic, and social learners disengaged. Passive listening discourages active participation.

  • Active Learning Advantage: Utilizes diverse activities appealing to wider learning styles. Group work fosters collaboration and communication skills vital for digital-native generations.

• Knowledge Retention and Application:

  • Traditional Stumble: Passive learning often leads to rote memorization that fades quickly and fails to equip students with real-world application skills.

  • Active Learning Benefit: Critical thinking and problem-solving are encouraged. Analyzing, synthesizing, and applying information leads to deeper understanding and better retention.

• Strategies for Attention Spans:

  • Active learning combats declining attention spans by breaking up monotony through activities and interactive exercises that align with how modern students interact with digital platforms.

The Parallel Class Model

• A Parallel Class is a strategy where learning occurs in a group that is part of a larger set of classes (clusters) sharing the same subject, teacher, and schedule.

• Despite being in different rooms or sections, all students learn the same material.

• This model exposes students to a non-formal, non-traditional classroom setup to foster self-reliance.

• Operational Structure of Parallel Classes:

  • A single teacher manages four classrooms simultaneously.

  • The teacher performs a 5-minute Check-in in each classroom to provide instructions and a brief overview.

  • The teacher spends 20 minutes per class providing facilitation, guidance, and answering questions.

  • Students engage in 20 minutes of dedicated independent learning to work on assignments, projects, or exercises.

• Sample Schedule ($7:30\,AM - 9:00\,AM$):

  • $7:30\,AM - 7:35\,AM$: Check-in across all rooms.

  • $7:35\,AM - 7:55\,AM$: Teacher in Room 1; Rooms 2, 3, and 4 proceed with Student Activities.

  • $7:55\,AM - 8:15\,AM$: Teacher in Room 2; Rooms 1, 3, and 4 proceed with Student Activities.

  • $8:15\,AM - 8:35\,AM$: Teacher in Room 3; Rooms 1, 2, and 4 proceed with Student Activities.

  • $8:35\,AM - 8:55\,AM$: Teacher in Room 4; Rooms 1, 2, and 3 proceed with Student Activities.

  • $8:55\,AM - 9:00\,AM$: Dismissal.

Classroom Routines and Active Counterparts

• Routine 1: Teacher checks attendance at the beginning of class.

  • Active Counterpart: Review/preview sessions using cold calling or a "minute paper" that serves as the day's attendance record.

• Routine 2: Student-facilitator gives instructions and time allotments for session activities.

• Routine 3: Teacher lectures for the entire period and gives a quiz after finishing a lesson (Traditional).

• Routine 4: Listening to the lecture and taking notes only (Traditional).

• Routine 5: Teacher guides students throughout the class, providing support as they learn (Active).

• Routine 6: Teacher uses role-playing to engage students.

• Routine 7: Usage of student activity sheets or modules containing various activities.

• Routine 8: Teacher providing time for reflective writing on student work.

• Routine 9: Teacher writing lengthy concepts on the board for students to copy (Traditional).

• Routine 10: Teacher encouraging discussions through questioning.

Grading and Assessment System

• Learning quality is assessed through coursework, including class activities, quizzes, periodical exams, and performance tasks.

• Passing Rate: The course passing rate is $50\%$.

• Grading Periods: There are three grading periods labeled P1, P2, and P3.

• Period Score Formula: $\text{Period score} = (\text{Activities} \times 30\%) + (\text{Quizzes} \times 30\%) + (\text{Exams} \times 40\%)$.

• Final Score Formula: $\text{Final Score} = (P1 \times 33\%) + (P2 \times 33\%) + (P3 \times 34\%)$.

• Final Grade Scale:

  • $94.8 - 100$: $1.00$ (Pass)

  • $89.2 - 94.79$: $1.25$ (Pass)

  • $83.6 - 89.19$: $1.50$ (Pass)

  • $78 - 83.59$: $1.75$ (Pass)

  • $72.4 - 77.99$: $2.00$ (Pass)

  • $66.8 - 72.39$: $2.25$ (Pass)

  • $61.2 - 66.79$: $2.50$ (Pass)

  • $55.6 - 61.19$: $2.75$ (Pass)

  • $50 - 55.59$: $3.00$ (Pass)

  • $0 - 49.99$: $4.00$ (Fail)

• Handling Failures:

  • Freshmen receiving a score of $49\%$ and below receive a mark of NC (No Credit), meaning they must re-enroll. NC is not a failing grade and does not affect the average grade.

  • Upperclassmen receiving a score of $49\%$ and below receive a final grade of $4.0$ (Failed).

• Incomplete (INC) Status:

  • INC indicates missing coursework, specifically periodic exams.

  • Students must complete missing work within one year.

  • Valid reasons for processing a completion include medical conditions, accidents, or emergencies.

Questions & Discussion

• During the "Sharing Time" activity, students are divided into groups of five and go through these steps:

  • Introduce names and previous schools attended.

  • Share individual answers regarding previous classroom routines.

  • Identify 5 common activities shared by all group members.

  • Discuss one thing the teacher could have done to help them learn better that was not in the existing list.

• Check for Understanding (True/False):

  • Active learning involves passively listening to lectures. (False)

  • Asking questions and participating in discussions are examples of active learning. (True)

  • Active learning strategies are only beneficial for younger students. (False)

  • Highlighting key points in a textbook is considered active learning. (False)

  • Active learning helps students retain information better than passive learning. (True)

  • Group activities and projects can be a form of active learning. (True)

  • Active learning requires no preparation from the learner. (False)

  • Reflecting on what you learned after a lesson is an active learning strategy. (True)

  • The main goal of active learning is to entertain students. (False)

  • Active learning can improve problem-solving skills. (True)

• Reflection Questions from Thinking about Learning:

  • What questions do you have in mind that you want to ask your subject teacher?

  • What was the most useful or meaningful thing that you learned from this activity?