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All Skate / Alabama A&M

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Derek Bruff

on 20 December 2018

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Transcript of All Skate / Alabama A&M

All Skate
Active Learning in the University Classroom
Times for Telling
Schwartz & Bransford (1998)
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
"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
Learning Communities
Photos by Kat Keller, Flickr (CC BY)
228 studies comparing active learning to traditional lecturing

Active Learning: "learning through activities and/or discussion in class... emphasizes higher-order thinking and often involves group work”

Traditional Lecture: "continuous exposition by the teacher"
Freeman et al. (2014)
Readings / Videos
Hands-On Activities
Readings / Videos
Hands-On Activities
Schneider, Wallace, Blikstein, & Pea (2013)
Order Matters
Challenge Cycles
Guided Practice
Robert Talbert, Mathematics: http://is.gd/l1mt7y
Classroom Design
Ambrose, S., et al. (2010).
How learning works: Seven research-based principles for smart teaching
. Jossey-Bass.
Bruff. (2009).
Teaching with classroom response systems: Creating active learning environments
. San Francisco: Jossey-Bass.
Calder, L. (2006). Uncoverage: Toward a signature pedagogy for the history survey.
Journal of American History
, 92(4), 1358-1370.
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.
Seymore, E., & Hewitt, N. (2000).
Talking about leaving: Why undergraduates leave the sciences
. Westview Press.
Page, S. (2008).
The difference: How the power of diversity creates better groups, firms, schools, and societies.
Princeton University Press.
Parrott, H. M., & Cherry, E. (2011). Using structured reading groups to facilitate deep learning.
Teaching Sociology
. 39(4), 354-370.
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.
"One of the problems with lectures—and especially in the extreme form of 'continuous exposition by the teacher'—is that we don't know what’s going on in students' heads during the exposition. So, yes, there's an opportunity for students to... dismiss, take issue, agree, and make connections, but we don't know if that's what's going on."

Mark Sample, http://bit.ly/1XwXLm0
What are 5-6 technologies you have used or seen used in teaching contexts?
My Favorite Educational Technology
"Wheels on Chairs," Derek Bruff, Flickr (CC)
Mental Models
What are 5-6 technologies you have used or seen used in teaching contexts?
Practice & Feedback
Ambrose et al. (2010)
"Little Shredder," clappstar, Flickr (CC)
Interrupted Case Studies
Debate Maps
Derek's Story: http://derekbruff.org/?p=3143
Representation Grids
In-Class Blogging
Humberto Garcia, Vanderbilt U.
The Flipped Classroom
What skills do your students need to practice?
How can you have them do so during class--in a way that involves all students and makes their learning visible?
Lendol Calder, History
Making inferences
Considering alternate perspectives
Recognizing limits to one’s knowledge
Derek Bruff, Statistics
Determine an appropriate research question
Work with potentially messy data
Apply statistical techniques correctly
Visualize and communicate results
Pick a course. Imagine a final project or assignment. List a set of skills students would need to do well on that final assignment.

Identify one skill that (a) is challenging for students to learn and (b) could be developed through in-class practice and feedback.

What is the skill and what’s one idea you have for using class time to develop it?
In-Class Polling
Collaborative Learning
"Nine by Nine," Derek Bruff, Flickr (CC)
Classroom Contracts
Difficult Dialogues, http://bit.ly/1qsKjSQ
Structured Reading Groups
Discussion leader
Passage master
Devil's advocate
Creative connector
Parrott & Cherry (2011)
Further exploration...
Michele DiPietro, Kennesaw State
Don’t students need some kind of foundation before they can work with a topic?
Details: http://derekbruff.org/?p=1894
Normalizes help-seeking
Formative Assessment
"Macbook X-Ray," Pipeapple, Flickr (CC)
"Am I a professor?
Then what will I
But if I am a teacher,
what will they

Bruce Kochis, via Lendol Calder

"You have to really do your homework. Otherwise, you're going to get crushed."
Margaret Rubega's Story: http://is.gd/KbKhFO
See also: http://is.gd/T2kybD
And this: http://is.gd/0s55se
More #birdclass tweets: http://is.gd/2sWdGf
Categorize these super-heroes.
Iron Man
Captain America
Credit / apologies to Kimberly Tanner
Failure Rates:
Lecturing: 34%
Active Learning: 22%

Exam Scores:
Active Learning: 6 points higher

Builds social connections
What's challenging about using class time for practice & feedback?
What questions do you have about active learning?
Full transcript