Get documents about "Active Learning - Download as PowerPoint
Document Sample
Active Learning
Summer 2002 Penny Haun
Active Learning
is a multi-directional learning experience
in which learning occurs
teacher-to-student,
student-to-teacher,
and student-to-student.
Summer 2002 Penny Haun
Active Learning involves
• activity-based learning experiences: input,
process, and output. These activity-based
experiences take many shapes such as
whole class involvement, teams, small
groups, trios, pairs, individuals.
Summer 2002 Penny Haun
Activity-based experiences
take many forms talking, writing, reading,
discussing, debating, acting, role-playing,
journaling, conferring, interviewing,
building, creating, and the list continues.
Summer 2002 Penny Haun
Active Learning is accomplished
through innumerable strategies.
• Considering all shapes and forms of activity-
based experiences, Active Learning is
accomplished through innumerable strategies. In
his book, Mel Silberman presents 101 concrete
strategies with variations on each. This
presentation demonstrates a few Active
Learning strategies to help you get started and
stimulate your thinking about creating your own
strategies that work for you, your students, your
course content.
Summer 2002 Penny Haun
Active Learning is one of the seven
principles
established in "Seven principles of Good
Practice in Undergraduate Education"
(1987, AAHE Bulletin). In The Seven
principles in Action, Susan Rickey Hatfield,
editor, David G. Brown and Curtis W.
Ellison explain:
Summer 2002 Penny Haun
HOW as well as WHAT
• "Active Learning is not merely a set of activities,
but rather an attitude on the part of both
students and faculty that makes learning
effective The objective of Active Learning is to
stimulate lifetime habits of thinking to stimulate
students to think about HOW as well as WHAT
they are learning and to increasingly take
responsibility for their own education." (p 40)
Summer 2002 Penny Haun
Mel Silberman contrasts Active
Learning and memorization:
"real learning is not memorization. Most of
what we memorize is lost in hours.
Learning can't be swallowed whole. To
retain what has been taught, students
must chew on it."
Summer 2002 Penny Haun
Repeated Exposures
• Silberman explains that learning comes "in
waves" through repeated exposures of
different kinds involving multiple senses.
"When learning is active, the learner is
seeking something an answer to a
question, information to solve a problem,
or a way to do a job."
Summer 2002 Penny Haun
Active Learning Strategies
• Many Active Learning strategies involve
collaboration with peers, providing a
secure environment for growth and
exploration of ideas. "What a student
discusses with others and what a student
teaches others enable him or her to
acquire understanding and master
learning." (Silberman, p6)
Summer 2002 Penny Haun
Why use Active Learning
strategies to teach any subject?
• Active Learning leads to effective and efficient teaching and learning.
The diagrams on the next slides help to further illustrate Active Learning's research-proven effectiveness:
• Dale's Cone
Dale's Cone diagrams effectiveness of learning according to the
media involved in learning experiences. The chart illustrates the
results of research conducted by Edgar Dale in the 1960s.
According to Dale's research, the least effective method, the top of
the cone, involves learning from information presented through
verbal symbols, i.e., listening to spoken words. The most effective
method, the bottom of the cone, involves direct, purposeful learning
experiences, such as hands-on or field experiences.
Summer 2002 Penny Haun
Summer 2002 Penny Haun
Learning Pyramid
The Learning Pyramid charts the average retention
rate for various methods of teaching. These
retention percentages represent the results of
research conducted by National Training
Laboratories in Bethel, Maine. According to the
chart, lecture, the top of the pyramid, achieves
an average retention rate of 5%. On the opposite
end of the scale, the "teach others/immediate
use" method achieves an average retention rate
of 90%.
Summer 2002 Penny Haun
Summer 2002 Penny Haun
Active Learning increases the
effectiveness
and efficiency of the teaching and learning
process. Teachers want students to leave a
class with knowledge and or skills they did not
have when they began the class. Months later,
teachers want those same students to retain the
learning, apply it to new situations, build upon
that learning to develop new perspectives, and
continue the learning process.
Summer 2002 Penny Haun
Please pause 3 minutes and
discuss:
This level of learning, resulting in retention
and transfer, occurs most efficiently
through concrete activity-based
experiences. Why? Some answers are….
Now continue!
Summer 2002 Penny Haun
Sensory Learning
• Active Learning involves input from
multiple sources through multiple senses
(hearing, seeing, feeling, etc.).
Summer 2002 Penny Haun
Critical Thinking
• Active Learning involves process,
interacting with other people and
materials, accessing related schemata in
the brain, stimulating multiple areas of the
brain to act.
Summer 2002 Penny Haun
Publish Responses
Active Learning involves output, requiring
students to produce a response or a
solution or some evidence of the
interactive Learning that is taking place.
Online environments provide easy ways to
instantly publish to a wide audience.
Summer 2002 Penny Haun
Active Learning and Passive
Learning Contrasted
• Active learning may be contrasted with passive learning as:
• Less emphasis on information dispensing.
• More emphasis on active engagement with the stimulus material.
• Less emphasis on memorization.
• More emphasis on higher order thinking.
• Less emphasis on knowledge alone.
• More emphasis on what students can do with the knowledge.
• Less emphasis on passive acceptance of a prescribed value
system.
• More emphasis on discovering and developing own values.
Summer 2002 Penny Haun
Get Ready to Pause…..
• For an Interactive Game!
• After the next slide,
• Eject the video for five minutes, while we
play
• Think, Pair, Share: Two sides of the same
coin!
Summer 2002 Penny Haun
Think, Pair, Share: Two sides of
the same coin!
• In groups of two brainstorm active learning
strategies that you think might not work in
an online environment……
• Then flip the mental coin and come up
with ways in which you MIGHT be able to
use that strategy in an online environment.
• For example: A Field trip to the zoo
• Coin flip: Virtual field trip to the National
Zoo. http://natzoo.si.edu/ (After 5 minutes, continue video)
Summer 2002 Penny Haun
Active Learning Strategies
for Online environments:
• Brainstorming is a good technique for
generating ideas quickly. When
conducted properly, it stimulates fresh
ideas and enables participants to break
loose from fixed ways of responding to
problems. http://www.groupboard.com/
Summer 2002 Penny Haun
Games
• Games often promote rich discussion
as participants work hard to prove their
point. However, games can also
promote competition, so remind
participants of the group rules prior to
the game.
http://scsite.com/dc2003/index.cfm?fus
eaction=main&chap=10&module=learn
Summer 2002 Penny Haun
Mini-Lectures
• Mini-lectures offer a concise way to
provide necessary background
information, research findings, and
motivational examples. Just remember
to keep it brief!
• http://www.utexas.edu/world/lecture/
• Virtual Professor
• Merlot
Summer 2002 Penny Haun
Small Group Work
• Small group work allows every
participant the chance to speak, share
personal views, and develop the skill of
working with others. These sessions
are most effective when participants
have time to reflect on what they
learned or experienced, and when the
facilitator draws out the key points of
the activity. http://www.nicenet.org/
Summer 2002 Penny Haun
Cooperative Group Work
• Cooperative group work requires all
group members to work together to
complete a given task. Members have
the opportunity to develop a variety of
interpersonal and small-group social
skills, including the ability to lead,
develop trusting relationships, make
decisions, resolve conflicts, and
communicate effectively.
Summer 2002 Penny Haun
Role Playing
• Role-playing is a method of acting out
an imaginary, but real-life situation. It is
an excellent strategy to use when the
facilitator wants participants to try out
new behaviors, understand how
another person might react to a given
situation, and/or take risks with new
ways of behaving, without fear of
failure or negative consequences.
Summer 2002 Penny Haun
Case Studies
• Case studies—real-life stories that describe
in detail what happened to a community,
family, school, or individual—provide the
opportunity for participants to consider the
forces that converge to make an individual or
group act in one way rather than another and
to evaluate the consequences.
http://industry.java.sun.com/casestudies/
Summer 2002 Penny Haun
Field Trips
• http://www.virtualblackboard.com/trips.htm
• Virtual Tours
• Individually conducted, then group shared
• Or follow up team work
• Scavenger Hunts
Summer 2002 Penny Haun
Simulations
• Simulations are activities structured to feel
like real experiences. In simulations
exercises, participants are asked to imagine
themselves in a situation, or play a
structured game or activity that enables them
to experience a feeling that might occur in
another setting. www.froguts.com,
• http://scsite.com/dc2003/index.cfm?fuseactio
n=main&module=labs&chap=10
Summer 2002 Penny Haun
Assessment
• www.mygradebook.com
• Portfolio Assessment
• On-line journaling, online quizzes:
• http://scsite.com/dc2003/index.cfm?fuseaction=
main&chap=10&module=check
• Webct
• Blackboard
• Rubrics:http://www.rubricbuilder.on.ca/
• http://www.teach-nology.com/web_tools/rubrics/general/
• http://www.asd.wednet.edu/EagleCreek/Barnard/
sites/ed/rubric.htm
Summer 2002 Penny Haun
Policies for Online Instruction
• Give very clear and specific instructions.
• Allow time for asynchronous interaction, taking
into account students in varying time zones.
• Be specific about deadlines for feedback,
including the date, time of day, and time zone.
• Take advantage of the diverse options for
interacting electronically, i.e., email, threaded
discussion, attachments, class folders and drop
boxes.
Summer 2002 Penny Haun
Let’s Get Active
• In creating Active Learning Online!
• Step #1: Take a distance learning course
• Or try an online tutorial.
• Step#2: Use www.teacherweb.com or
geocities or angelfire and enhance part of
your coursework with an online support
environment.
• Step#3: Add one or more active learning
online strategies to your existing course.
Summer 2002 Penny Haun
Final Step
• Never stop learning and evolving your
coursework to meet student needs.
• Technology’s role in instruction will
increase as it meets the diverse needs of
a diverse population of learners.
• The Beginning!
Summer 2002 Penny Haun
