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Copy of Active Learning Summer Institute

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Nicole M West

on 6 August 2015

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Transcript of Copy of Active Learning Summer Institute

Making it Work
Ready, set, go
Videos: Teaching in Practice
EnGauging Activities
Deconstructing
the Classroom
Keep students actively engaged & constantly assessing their own learning
EnGauging Strategies
Key Features
Key Features, EnGauging Strategies
Getting the Most out of Active Learning
Benefits of Active & Group Learning
HHMI National Academies Summer Institute
Athens, GA May, 2013

Active Learning
Brainstorm!
Thus far, what kinds of active learning techniques have been used at the Summer Institute this week?
On a scale from 0-100, where do you want your classroom to be?
Focus on key concepts: the most difficult concept or something where students have to put multiple pieces of information together. For example, a complex figure like those you would put in your research talk, can you give students the opportunity to use basic content to create this figure, practice explaining how the variables fit into the figure, or what conclusions they could draw from this figure.
All students in the classroom need to DO something, construct knowledge
Learning Goal
Summative
Assessment
Where does Active Learning Fit into Alignment?
What will students LEARN?
Learning Objective
If they have learned it, what will students KNOW and be able to DO?
How will students demonstrate they KNOW it or are able to DO it?
Active Learning
Activities In- and Out- of Class Formative assessments
What will students DO to learn it?
Picture your own classroom... What are the students doing?
What do you think students are getting out of being in class?
a wasted opportunity?
Learning Goal: Understand and be able to use Active Learning in your classroom
Learning Outcomes for this session:
Explain the benefits of active and group learning
Develop a repertoire of EnGauging activities (Engage as well as Gauge)
Identify strategies that are useful for implementation of active learning
Choose your group number and take 5 minutes to come up with a 30-second elevator talk to counter these colleague's statements. We'll choose two groups to act out your "talk".
Reminder: chapter resources plus"Additional Readings" folder under "Active Learning".
Key concepts
Uncover misconceptions
Time for Reflection
Group Learning
Enhance diversity of viewpoints
Video Segment: Biochemistry (Erin Dolan)
Text in when you see the following key features of active learning used in this video clip
Strip Sequences
Place these steps of translation in order: (Describe what you used to help decide)
1. A, B, C, D, E 2. B, D, E, C, A
3. B, A, C, D, E 4. E, C, B, A, D
5. D, C, E, B, A
A
B
C
D
E
Annotate Figure
Label this picture with the following terms:
Chromosome
Double stranded DNA
Double Helix
Single Strand of DNA
Nucleotide Base Pair
Mini Maps
Graphic Representations of a Concept using a set of related terms
Structure:
(list of terms)
Distal convoluted tubule
water
final urine
Na+
Cl-
urea
proximal convoluted tubule
sugar
Function:
(What the whole model describes)
Behavior:
(verbs to link terms)
Writing Figure Legends
Categorizing Grids
Sort the following terms into categories and then create a table with the categories in the top row of your table. Then, add the terms to the correct category column.
Organization Matrix
Organize the following terms into the three categories shown above:
Documented Problem Solving
For this pedigree, indicate how the disease is inherited (dominant, recessive, X-linked, or autosomal)
antibodies
macrophage
memory cell
neutrophils
B-cells
T-Cells
CD8 cells
fatty acid, sucrose, glycogen, amino acid, lactose, testosterone, cellulose, monosaccharide, triglyceride, glycerol, polysaccharide, disaccharide, fructose, phopholipid, glucose, phosphate, starch, steroid cholesterol
Macromolecules
Carbohydrates
Lipids
Proteins
EnGauging Activities
In your group, refine an activity for your tidbit. Choose one of your assessments and work to evaluate how you plan to implement the active learning aspect.
10 minutes
Your Classroom
Instructor-centered
Student-centered
0
100
Text 650226 & your choice to 37607
Video Assignment
There are links to 6 videos in a "Sample Videos" document posted in the dropbox under "Assigned Readings". Your group should choose a video that you would like to watch for the next 10 minutes
Your Assignment is to watch your video & create a reverse outline on your flip charts that analyzes the following:
What are the students learning?
Deconstruct how the instructor facilitates & monitors learning.
Report out:
Summary
Learner-centered classrooms are places where students are guided by a facilitator as they engage and construct their own knowledge.
Students are not empty vessels to be filled up.
There is overwhelming evidence that active learning enhances student learning.
There are many techniques useful for introducing active learning that help engage and assess
It is critical to plan the implementation.
What are the key elements of an active class?
With your table:
Discuss these ideas to determine what the group considers MOST important for accomplishing student-centered classrooms
On your own:
What did you use as criteria to place your classroom on the continuum?
Two parts:
technique
assessment
Strip sequences
Annotate figures
Models:(Structure, Behavior, Function)
Writing Figure Legends
Categorizing Grids
Organization Matrix
Documented problem solving
Pinpoint Concept Question is Asking
Teaching Techniques
Student Thinking
Active Learning In Action
Strip sequences
Annotate figures
Models:(Structure, Behavior, Function)
Writing Figure Legends
Categorizing Grids
Organization Matrix
Documented problem solving
Pinpoint Concept Question is Asking
Take 5 minutes to develop a idea for one of these for your tidbit:
Presenter: Peggy Brickman
University of Georgia

Talk adapted from
Clarissa Dirks, Jo Handelsman & Bill Wood
Poll Everywhere Question
This calendar shows when this woman had her period (gray). On what range of days does she have the greatest chance of conception?
February 3-4
-650727
February 9-11
-650728
February 14-16
- 650729
February 19-21
- 650730
February 24-27
- 650731
Assume oocyte available for 12-24 hrs after ovulation.
Sperm can live ~5 days in female reproductive tract.
Clicker Cycle
1. Use questions that address key concepts of learning goals.
2. Ask question in class (individual vote)
3. Students discuss ideas with each other (peer discussion)
4. Revote
5. Explanation of correct/incorrect answers
Instructor-centered : I explain the answer
Student-centered: I let you discuss the answer and revote
30 seconds: Diagram the steps I modeled:
ARE MY CLICKER QS ACTIVE?
text 648357 & message to 37607
Key Concepts
Uncover misconceptions
Time for reflection
Group Learning (specify types)
Enhance diversity of viewpoints
submit responses at PollEv.com/khogan
Submit responses at PollEv.com/khogan
Text Code to 37607
PollEv.com/khogan
Your colleague might say...
1. "I've been lecturing for years and have the best teaching evaluations in the department.
2. "I'm living proof that lecturing works - I learned from lectures"
3. "There's so much content to cover, I don't want to take time out for those other methods."
4. "Why should my course be different from all the other science courses on campus?"
5. "I need to get tenure, and teaching doesn't matter for tenure, so I don't want to put in the effort."
6. "I teach large classes and don't want to lose control."
"Active Learning Should be the Central Dogma of Science Education."
What convinces you? Your colleagues?
RATs: Gene McGinnis
Greg Payne
Full transcript