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T-PULSE Implementing Active Learning

From the January 2013 edition of the T-PULSE Teaching Workshop
by Corey Chivers on 7 January 2013

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Transcript of T-PULSE Implementing Active Learning

Implementing Active Learning Questions?? Expectations Students, like all matter,
are ruled by inertia F=ma How we set up our classroom
dynamic from the beginning
is very important! When a student asks a question, what is my job? is it to get straight to the point? The 5-minute
University Question tag Objectives The participant will:

Describe the components of a successful teaching strategy for active learning.

Develop strategies for handling student questions.

Plan and execute a lesson using an active learning approach. Or to highlight
the bigger picture? 'Seed' ideas of active strategies Let's use a simulation to practice turning student
questions into teaching moments. 1. Write down a question.

2. At any given time, one participant will be the instructor, everyone else are the students.

3. One questioning student takes the question written by the instructor and asks that question as if it were his/her question.

4. Instructor questioning student. Repeat. The Plan Clarification
Probing
Redirection Response Strategies 1. Choose a simple learning objective

2. Info from you (keep it brief!)

3. Active Strategy

4. Considerations The Plan pg 47 Pg 45 Binder pgs
49-57 "A winning effort begins with preparation."
-Joe Gibbs 5. Execution It takes work to grow
them into effective
strategies that work
for you. Example
Learning Objectives Apply the 'right hand rule' to a straight current carrying wire Compare falling bodies
and orbiting bodies Compute the determinant of a matrix. Active Strategies An active teaching strategy is a planned activity designed to get students to engage with, and construct knowledge about a topic through: -Peer instruction
-Problem solving
-Creative production
-Discussion
-Collaboration Examples Think pair share
Question storm
Jigsaw
Snowballing
Gameshow Binder
Pgs 49-57 A successful active
strategy: Promotes higher levels of thinking on Bloom's spectrum
Directly addresses a learning objective
Is well planned
Is fun (enjoyable)! Why do we use error bars?
What causes the seasons?
How do I factor a polynomial? Examples:
See the full transcript