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SEAL of Approval: Students Engaged in Active Learning

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Dabareh Vowell

on 15 November 2013

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Transcript of SEAL of Approval: Students Engaged in Active Learning

SEAL of Approval: Students Engaged in Active Learning
The "Nature" of Leaning!

What is Active Learning?
Student-Centered Instruction and Assessment

Brain-Based Learning

Anything BUT Passive Listening

How Do We Engage Students in Active Learning?
Flip the Classroom

Rethink the Traditional, Entire-Class Lecture

Wake Them UP!
Consider Natural Learning Principles
Renate Caine & Geoffrey Caine's Brain/Mind Natural Learning Principles

Deep, Lasting Learning
Research Tells Us That Students Learn When...
Active Learning is, in short, anything that students do in a classroom other than merely passively listening to an instructor's lecture. This includes everything from listening practices which help the students to absorb what they hear, to short writing exercises in which students react to lecture material, to complex group exercises in which students apply course material to "real life" situations and/or to new problems (Paulson & Foust).
"...any class activity that “involves students doing
things and thinking about the things that they are doing” (Bonwell and
Eison, 1991, p. 2),

Braxton, J.M., Jones, W.A., Hirschy, A.S. &
Hartley III, H.V. (2008). The role of active learning in college.
New Directions for Teaching and Learning,
115, 71-83. Retrieved from http://faculty.njcu.edu/fmoran/gscc/braxton.pdf

Student Persistence

Paulson, D.R. & Foust, J.L. (n.d.) Active learning for the college classroom. Retrieved from http://www.calstatela.edu/dept/chem/chem2/Active/index.htm
Thinking about the student's involvement with and investment in learning more than about the presentation of the content.
"Flipping the classroom" involves "swapping" your instruction and student practice. For instance, students read and listen or watch your instruction on their own time, then use class time to practice and assess what they learn.
One professor's testimony:
"The flipped model also allows students time to think. More than any other time in my teaching career, I had students come to class with great questions, thoughtful answers and suggestions for further study. In addition, the flipped class maximizes the social context of the classroom experience with teacher-student and student-student interactions' (Savage, n.d., para. 13).
Break the lecture into 5 minute "chunks." After each chunk, have students discuss main points with peers or summarize in small groups.
Assign students a small portion of the reading to present at the next class session in a One Minute Summary.
Record lecture segments, separated by concept, and post to YouTube, Canvas, or any other site, for students to PREview before class and REview after class.
Incorporate clickers into classes, with frequent questioning for understanding and to know when you need to clarify points.
Have students write questions about the context on index cards and pass them three seats to the right on your cue (do this a couple of times per class). Then, give one minute for students to respond to the question on their card. Have them drop them in a box at the end of class for a few points each class.
Do an "exit card." Every student must drop a card in a basket when leaving with one thing they are still confused about or need to study more on it. Skim through the cards and you can pick up on concepts that are common problems and address them in the next class.
At the end of class, have students submit "quiz questions" on the concepts discussed. Use a few of the best on quizzes and exams. Formulating questions demands that students understand the information and increases engagement.
When you ask a question and a student answers, call on another student to summarize the first student's answer!
All learning engages the physiology.
Let (and make) students move, get up to talk to others, regroup, and reposition.
The brain/mind is social.
Allow peer discussion, small-group tasks, debate, question and answer by students to students.
The search for meaning is innate.
Use dilemmas, scenarios, enigmas, problems, real-world applications, and personal issues in which to frame content.
The search for meaning occurs through patterning.
Challenge students to see patterns, categories, schemata, frames for facts and concepts.
Emotions are critical to patterning.
There must be some response, decisions, or commitments made by students to content. Frequent questioning in which EVERY student is asked to commit to an answer is more effective than one student answering.
The brain/mind processes parts and wholes simultaneously.
Students need the "big picture" along with details and details along with the "big picture."
Learning involves both focused attention and peripheral perception.
Students are constantly tuned in to everything around them as well as to thinking about content. The environment is important. Walk around, use visual aids, put chairs in a circle.
Learning is both conscious and unconscious.
Let ideas ferment and distill. Allow students a one minute pause to simply think about what was just presented or discussed while they note a few questions or responses.
There are at least two approaches to memory.
Present and encourage students to make up ways to remember: tricks that keep the material organized. Allow time in class for students to co-create memory triggers and tips.
Complex learning is enhanced by challenge and inhibited by threat.
Involve students in non-threatening (low-risk) answering and activity.
Each brain is uniquely organized.
Incorporate some metacognition training and information and help students determine how they learn and respond best. Get to know students' talents and capacities and allow them to use them!
New learning is tied to prior knowledge.
They spend time studying, practicing, and talking to others about concepts.
They use facts in context of the big picture and not memorized in isolation.
They are given a variety of ways to learn.
Present and allow exploration of material in text, visual, auditory, and social-interaction formats.
They are engaged in authentic or real-world applications of knowledge.
They interact with others in learning and expressing understanding.
They reflect on their learning and see that it is leading to a goal.
Assessments are learning activities and allow growth beyond that point.
They receive prompt, concrete feedback about their work.
They are allowed to revise, correct, and redo their work.
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