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T-PULSE Implementing Active Learning
Transcript of T-PULSE Implementing Active Learning
Students, like all matter,
are ruled by inertia
How we set up our classroom
dynamic from the beginning
is very important!
As a teacher,
when a student asks a question, what is my job?
is it to get straight to the point?
Implementing active strategies
The participant will:
Describe the components of a successful teaching strategy for active learning.
Develop strategies for getting the most out of student questions.
Recognize different active teaching strategies and be prepared to apply them to their teaching situation.
Or to highlight
the bigger picture?
Let's use a simulation to practice turning student
1. Write down a question.
2. At any given time, one participant will be the instructor, everyone else will be 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.
1. Each group will be assigned an active teaching strategy
2. As a group read and discuss the active teaching strategy (pg. 49-57)
3. Fill out the handout and identify one or more teaching situations (maybe from your experience) where your active strategy might be used and how you would put it into action.
Apply the 'right hand rule' to a straight current carrying wire
Compare falling bodies
and orbiting bodies
Compute the determinant of a matrix.
An active teaching strategy is a planned activity designed to get students to engage with, and construct knowledge about a topic through:
Think pair share
A successful active
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?
How does atomic number relate to atomic mass?
How do I factor a polynomial?
Importance of Active Strategies
Promote student's critical thinking abilities (Kim et. al. 2012)
Enhanced learning experience for students who are more silent as well as those who are very active (Obenland et. al. 2012)
1. Form a table with one person from each teaching strategy group
2. With your table, share your active learning strategy and discuss how you implemented this strategy
Sharing active strategies
What Barriers do you see in implementing this strategy?
How might these barriers be overcome?