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Active Learning in the College Environment

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by

Prisca Raymond

on 18 November 2013

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Transcript of Active Learning in the College Environment

Timeline
First 10 minutes
30-45 minutes
Team
0
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8
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1
2
3
4
5
6
c
Questions to Ask Yourself
Transitioning from Lectures to Active Learning
Transitioning from Lecturing to Active Learning
Benefits
TIME TO ROLE PLAY
Active Learning in
the College Setting

High Risk vs. Low Risk
What is active learning?
 
Withdrawals/Solutions


- You can’t cover as much course content in the time available.
Utilizing reading and writing assignments intertwining group discussions with lectures.


-
Devising active learning takes too much pre-class preparation.

recycling old lectures” The time it takes to create new lectures is no more than the time it will take to prepare active learning activities.


-Large class sizes prevents implementation of active learning strategiesLa
rge classes can be divided into small groups for discussion activities.
Writing assignments can be read and critiqued by students. (Weirner 1987)


-Most instructors think of themselves as being good lecturers.(ey
e opener) Lectures are a good way of transmitting information teaching does not equal learning.



-Lack of materials of equipment needed to support active learning .

Yes

lack of materials can serve as a barrier but not for all active learning strategies.


Active learning involves risk.

All styles of learning involves risk, each student has their own
Active Learning refers to a method of learning where active student participation is encouraged through project-based exercises. One unique characteristic of active learning is that the teacher acts as a facilitator of the education process rather than as a unilateral source of information. Examples of active learning include in-class debates and discussion circles on reading assignments.
Why is there so much attention
to active learning nowadays?
Several Reasons have been put forward for greater emphasis on active learning as opposed to more passive forms of learning. These reasons have to do with learners, teachers, schools and society at large.
Questions to ask yourselfDuring what point of the lecture should I introduce active learning?What active learning style best fits the lesson?Which style is the best fit for my students and the classroom environment I have established?

During what point of the lecture should I introduce active learning?

What active learning style best fits the lesson?

Which style is the best fit for my students and the classroom environment I have established?
Activities to include in the first ten minutes of a lecture.Activities for the middle 30-45 minutes of lecture.Activities to include in the last 10 minutes of a lecture
Ask students to identify one question from the assigned reading that they would like to be answered during the presentation.

Students can work in small groups to brainstorm and possibly organize past experiences which may relate to the class objective for the day
Last 10 minutes
Thumbs up, Thumbs down, or sideways

Break the students up into small groups and assign a role playing task

Round table excercise
Have students develop an alternative way to present the lecture material.

Have students review each other's notes to enhance learning.
HIGH RISK
Group Discussion (no structure)
Peer-Peer Evaluation
Role Playing
Guided Lecture
Students analyze a problem, poem, photography
Responsive Lecture
LOW RISK
High Tech
Low Tech
Manipulatives
Group discussions
Role playing
Bean bag
Interactive simple games/ice breakers
Manipulatives
Low-tech ideas for the classroom
Online quizzes
Online databases
Microsoft OneNote software
Online classes
Student-created portfolios
Probeware
Phones
Blogging
High-tech ideas for the classroom
Smartboards and other technology
High Tech vs. Low Tech
Think Pair Share
Brainstorming
(concept map website)
Surveys/ Questionnaires
Thumbs up/ Thumbs Down
Pause Procedure
Short Writes
Pairs/ groups develop an outline of the lecture
Plagiarism
- the adoption or reproduction of original creations of another author

Fabrication
- the fabrication of data, information, or citation in any formal academic exercise.

Deception
- giving a false excuse for missing a deadline or falsely claiming to have submitted work

Bribery-
or paid service, giving assignment answers or test answers for many

Sabotage
- acting to prevent others from completing their work.
by:
Alex Medina- President
Andre Reid- Vice President
Prisca Raymond-
Gregory Mills
Samantha Perry
Stephanie Zapata
Advisor- Dr. Dominique Charlotteaux

Insert Video
Deception
Fabrication
the adoption or
reproduction
of original creations
of another author
Sabotage
acting to prevent others
from completing their work.
Bribery
or paid service, giving assignment answers or test answers for many
giving a false excuse
for missing a deadline
or falsely claiming to have submitted work
the forgery of data,
information, or citation in any formal academic exercise.
Plagiarism
Fabrication
Decpetion
Sabotage
Plagiarism
Bribery
Fabrication
Decpetion
Sabotage
Plagiarism
Bribery
Fabrication
Decpetion
Sabotage
Plagiarism
Bribery
Deception
Bribery
Sabotage
Fabrication
Plagiarism
Deception
Bribery
Sabotage
Fabrication
Plagiarism
The only person who should be
“ sage on the stage” is the expert in the field
Myth
The more “controlled” the learning is ,the more we will remember
Myth
The person who does the most listening does the most learning
Myth
We must be sitting in a
chair at all time to be learning
Introducing Active learning
Thumbs up,Thumbs down
All forms of teaching involve risk
and active learning addresses
a wider range of learning styles.
Instructors prefer to lecture and thinks that it has less risk.
Obstacles
& Solutions
Preparing for active learning
takes no more time than
it takes to create a regular
lesson plan.
Active learning takes more time to prepare for and uses more class room time.
Obstacles
& Solutions
Not all active learning requires a lot of extra materials and large
classrooms can be broken
into more manageable groups.
Large classrooms and lack of materials are also an issue.
Obstacles
& Solutions

Our ability to learn diminishes in direct proportions to the time we spend sitting.
Fact
The person doing the most talking, moving, or writing is doing the most learning
Fact
We learn and remember best when we are engaged and enjoying what we are doing
Fact
We are all in the process of becoming
experts in something .
The more of our knowledge we share with others,
The more we learn.
Fact
Myth
Thank you
Full transcript