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Active Learning

Teaching Strategy Presentation
by

Katie Gilliland

on 1 October 2012

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Transcript of Active Learning

Katie Gilliland, Katie Heard, Stacie Jakubov Active Learning -Sophocles One must learn by doing the thing; though you think you know it, you have no certainty until you try. 1. Students are involved in more than passive listening
2. Students are engaged in activities (e.g., reading, discussing, and writing)
3. There is less emphasis placed on information transmission and greater emphasis placed on developing student skills 4. There is greater emphasis placed on the exploration of attitudes and values
5. Student motivation is increased
6. Students can receive immediate feedback from their instructor
7. Students are involved in higher order thinking (analysis, synthesis, evaluation) individual activities
paired activities
informal small groups
cooperative student projects Four broad categories of learning strategies used in an active learning classroom: You can't learn Math without doing it Math Research Solar System trading cards *In-class group projects -
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- References Characteristics Why use Active Learning: Language Arts *Role Play Social Studies -
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- Science Bonwell, Charles. "Active Learning: Creating Excitement." Purdue Youth Development and Agricultural Education . N.p., n.d. Web. 26 Sept. 2012. http://www.ydae.purdue.edu/lct/hbcu/documents/Active_Learning_Creating_Excitement_in_the_Classroom.pdf

Paulson, D., & Faust, J. (n.d.). Active and Coopeative Learning. California State University, Los Angeles. Retrieved September 30, 2012, from http://www.calstatela.edu/dept/chem/chem2/Active/
Prince, M. (2004). Does Active Learning Work? A Review of the Research. Journal of Engineering Education, 93.3. Retrieved September 29, 2012, from http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/Prince_AL.pdf

Recommendations for Making Active Learning Work. (n.d.). Twin Cities - University of Minnesota. Retrieved September 30, 2012, from http://www1.umn.edu/ohr/teachlearn/tutorials/active/recommendations/index.html

Terebush, C. (2012, March 14). The Importance of Play & Active Learning in Early Childhood And Beyond - Holmdel-Hazlet, NJ Patch. Holmdel-Hazlet, NJ Patch - News, Sports, Events, Businesses & Deals. Retrieved September 30, 2012, from http://holmdel-hazlet.patch.com/blog_posts/the-importance-of-play-active-learning-in-early-childhood-and-beyond

Wankat, P. C. (2002). The effective, efficient professor: teaching, scholarship, and service. Boston: Allyn and Bacon. Is an effective learning strategy in which students can act the part of another character. *Debates There is a topic. One side is for and one side is against. Allows for open discussion in the classroom Environment/Ecosystem Project * it teaches many Language Arts skills that meet the standards.
* it accommodates a variety of learning styles and intelligences. ~ readers theater
* promotes an understanding of the text
• improves oral reading fluency and expression
• encourages an analysis of the characters

~ radio theater
* develops fluency: phrasing, variation in rate, pitch, and emphasis
• creates a medium for an aesthetic response to literature
• provides an opportunity to practice clear speech: correct pronunciation,
articulation, and projection
Types of Active Learning: Blackboard work Think-pair-share Problem posing continuous, active input from students. Students individually think for a moment about a
question that has been given, then pair up with a classmate next to them to discuss their thoughts. Finally, a few students are called on to share their ideas with the entire class. Individual students construct a problem regarding a
particular concept and then exchange problems with a classmate for solving. In one study, lecture was broken up into three parts with two-minute breaks in between. This time was so students could compare notes, this helped students attention span and they were able to retain more information in the short term and long term.

Wankat cites numerous studies that suggest that student attention span during lecture is roughly fifteen minutes.

Hartley and Davies found that the number of students paying attention begins to drop dramatically with a resulting loss in retention of lecture material. The same authors found that immediately after the lecture students remembered 70 percent of information presented in first ten minutes of the lecture and 20 percent of information presented in last ten minutes.” (Prince).
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