Active Learning

TLTC Summer Series
May 25, 2010
Workshop materials
What is active learning?
 Why use active learning?
 Active learning techniques and examples
 Active learning on campus
 Jack Shannon
 Michael Taylor
 Dyknow demonstration
Final Activity
 Brainstorm active learning ideas
 Blackboard 9.1 Wiki
Opening Activity
For a minute or two, think of a lecture
that has always stayed with you
Share your ideas with the
class using this link:
(Shared Google Document)
Now, think of a learning experience that
you had at sometime that was not a
lecture, that you have always recalled.
 Why has it stayed with you?
 What did you learn?
What is Active Learning?
How would you define active learning?
What characterizes active learning and
makes it different from inactive learning?
Active Learning…
Multi-directional learning experience in
which learning occurs
 teacher-to-student
 student-teacher
 student-student
Active Learning…
Involves students
 doing things
 thinking about what
they are doing
 reflecting about their
experiences in some
fashion (most often
including writing)
Active Learning…
Can occur in many forms
 whole class, teams, small groups, trios, pairs, or
individuals talking, writing, reading, discussing,
role-playing, acting, journaling, conferring,
interviewing, building, creating…
Why Use Active Learning?
Research shows that…
 students prefer active learning over
lecture alone
 students master content at levels
comparable to lecturing
 students master thinking and writing skills
at levels higher than lecturing
 student learning styles are better served
by active learning vs. lecturing
A Sampling of Researchers
 Meyers
and Jones (1993)
 Bonwell and Eison (1991)
 Chickering and Gamson (1987)
Meyers and Jones (1993)
Identified elements of active learning
 “elements involve cognitive activities
that allow students to clarify, question,
consolidate, and appropriate new
 Talking and listening
 Reading
 Writing
 Reflecting
Bonwell and Eison (1991)
Describe characteristics of active
 Focus is on developing skills
 Focus on higher order thinking (analysis,
synthesis, evaluation)
 Students are reading, discussing, writing
Chickering and Gamson (1987)
Found that students
 Must talk about and through their learning
 Write about their learning
 Be able to and be encouraged to relate it to
previous experiences
 Apply it to their daily lives
Bonwell, C., & Eison, J. (1991). Active learning:
Creating excitement in the classroom. ASHEERIC Higher education Report No. 1. Washington,
DC: The George Washington University, School of
Education and Human Development.
 Chickering, A., Gamson, Z. (1987). Seven
principles for good practice in undergraduate
education. AAHE Bulletin 39 (7), 3-7.
 Meyers, C., & Jones, T. (1993). Promoting active
learning: Strategies for the college classroom.
San Francisco, CA: Jossey-Bass Publishers.
How much is retained?
(Work with a partner to determine which percentages
match these teaching practices)
Discussion = ?
Lecturing = ?
Teaching others = ?
Reading = ?
Practice by Doing = ?
Audio-Visual = ?
Demonstrations = ?
Learning Retention Pyramid
More Data
Benefits of Active Learning
stay awake.
in their
can interact
with the
with other
students to
Techniques of Active Learning
Collaborative learning groups
Student-led review sessions
Analysis or reactions to videos
Student debates
Student generated exam questions
Research proposals or projects
Analyze case studies
Keeping journals/blogs
Question 1
 It
would be nice to know, during my
lecture, if students understood the
 True
 False
Question 2
could use a blog or discussion board
as a quick check to see if students
have understood what they have read
before class.
 True
 False
Blogs, Forums, and/or Discussion Boards
Active learning
continues outside the
Students read class
material and work
with concepts more
than taking notes.
Students interact with
one another to enrich
their learning
Students post
explanations of
concepts to further
explore concepts that
are presented in
class readings.
Students think about
the connections
between class
examples and
concepts in the text.
Gives students a
place to explore
questions they have
about concepts and
class readings.
Students can reply to
postings to add a
discussion of the
Students add
examples to clarify
concepts in everyday
Useful way for
students to “correct”
misunderstandings of
concepts for
Blog Examples
Chemistry and Physics
Dickinson Blogs
 Luce Semester
 Homer’s Iliad
 Historical Method 204
SHU Blogs
 Introduction to Environmental Studies
 IGG Fall 2009
Blog/Forum/DB Benefits
Give faculty insight into how students are
understanding class material.
Faculty can clarify misunderstandings in the
following class.
Students have to read some of the course material
to be able to post.
Students have other people, other than the course
instructor, from whom they can learn and question.
Students have to actively consider the conceptual
meanings to be able to express them in writing.
Question 3
 It
would not be effective to have
separate groups be responsible for
posting concepts, for specifically
assigned chapters, to limit the number
of blog or discussion board postings
in large classes.
 True
 False
Wikis are online
spaces where
students can
collaborate on
projects or upload
their own work for
class projects.
Question 4
 It
would be necessary for students to
meet to work on group projects that
would be uploaded to the wiki.
 True
 False
Wiki Examples
Higher-Ed Wikis
 Nature and American Values
 BITE5389 Web 2.0 Technologies & Virtual
 Cariology Project
Active Learning and Technology Summary
Activities in and outside of
class create a more active
learning environment for
students to master course
• Students explore class concepts and apply them to
real world situations
• Students can discuss class material, blog and query
about class concepts in postings, and collaboratively
complete class assignments
Active learning can occur
through in class activities.
• These can be accomplished with interactive
technology, among other means
Active learning can also
occur through assigned
activities in which students
interact with each other
outside of class.
• Active learning outside of the class occurs through
written communication technology activities
• Technology allows students to peer review
classmates’ or group members’ work to more easily
allow revisions before final submission of work
Faculty Presentations
Jack Shannon
 Ideas and Trends wiki
Michael Taylor
 South Mountain Reforestation
 Politics and Technology Course
 PowerPoint Twitter Tools
Final Activity
Brainstorm active learning ideas for your
classroom individually, or in groups
 Username: your shortname
 Password: active

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