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Active Learning in STEM (WFU)

Presented at Wake Forest University, February 1, 2016

Derek Bruff

on 31 May 2016

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Transcript of Active Learning in STEM (WFU)

Class Time Reconsidered
Active Learning in the STEM Classroom
Times for Telling
Schwartz & Bransford (1998)
Formative Assessment
"Macbook X-Ray," Pipeapple, Flickr (CC)
Drawing + Cell Phones
Derek's Story: http://derekbruff.org/?p=1894
Derek Bruff / Vanderbilt University
derekbruff.org /@derekbruff
"skates," marythom, Flickr (CC)
Your sister calls to say she’s having twins. Which of the following is more likely? (Assume she’s not having identical twins.)

A. Twin boys
B. Twin girls
C. One boy and one girl
D. All are equally likely.
"Prams," Rich Brooks, Flickr (CC)
Peer Instruction + Clickers
"Colourful army," maistora, Flickr
In your coin flip simulation, which of the following did you get?

A. Twin boys
B. Twin girls
C. One boy and one girl
Twin #1
Twin #2
Twin girls
One of each
One of each
Twin boys
Agile Teaching
"29 valley," Simon Williams, Flickr (CC)
Debate Maps + Post-Its
Details: http://derekbruff.org/?p=3143
How does this sequence of activities foster student learning?
Leveraging Diversity
Pose a question or assign a task.
Have students spend time working independently.
Have students work together in small groups. Your definition of "small" may vary.
Ask all students (individually or in groups) to share their work the whole class. Technology helps. Aggregation helps.
Analyze the students' work together, as a class. Let them do as much of the heavy lifting as they can.
Photos by Kat Keller, Flickr (CC BY)
228 studies comparing active learning to traditional lecturing

Failure Rates:
Lecturing: 34%
Active Learning: 22%

Exam Scores:
Active Learning: 6 points higher

“Active learning engages students in the process of learning through activities and/or discussion in class, as opposed to passively listening to an expert. It emphasizes higher-order thinking and often involves group work.”
Freeman et al. (2014)
Mental Models
"Look Right," Derek Bruff, Instagram
Readings / Videos
Hands-On Activities
Readings / Videos
Hands-On Activities
Schneider, Wallace, Blikstein, & Pea (2013)
Order Matters
"#201," Yasmeen, Flickr (CC BY-NC-ND)
Page (2008)
Where do you keep your ketchup?
A few principles of learning...
A few approaches to active learning...
Peer Instruction
Team-Based Learning
Challenge Cycles
Michaelsen & Sweet (2008)
Guided Practice
Robert Talbert, Mathematics: http://is.gd/l1mt7y
Classroom Design
Beatty, I. D., Gerace, W. J., Leonard, W. J., & Dufresne, R. J. (2006). Designing effective questions for classroom response system teaching.
American Journal of Physics
, 74(1), 31–39.
Bruff. (2009).
Teaching with classroom response systems: Creating active learning environments
. San Francisco: Jossey-Bass.
Cordray, D., Harris, T., & Klein, S. (2009). A research synthesis of the effectiveness, replicability, and generality of the VaNTH challenge-based instructional modules in bioengineering.
Journal of Engineering Education
, 98, 335-348.
Fagen, Crouch, & Mazur. (2002). Peer instruction: results from a range of classrooms.
The Physics Teacher
, 40(4), 206-209.
Freeman, S., et al. (2014). Active learning increases student performance in science, engineering, and mathematics.
Proceedings of the National Academy of Science
, 111(23), 8410-8415.
Michaelsen, L., & Sweet, M. (2008). The essential elements of team-based learning.
New Directions for Teaching and Learning
, 116.
Page, S. (2008).
The difference: How the power of diversity creates better groups, firms, schools, and societies.
Princeton University Press.
Schneider B., Wallace J., Pea, R. & Blikstein P. (2013). Preparing for future learning with a tangible user interface: The case of neuroscience.
IEEE Transactions on Learning Technologies
Schwartz, D. L., & Bransford, J. D. (1998). A time for telling.
Cognition and Instruction
, 16(4), 475–522.
Fagen, Crouch, & Mazur (2002)
Beatty, Gerace, Leonard, & Dufresne (2006)
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