Active-Learning-Strategies-for-Student-Engagement学生参与的主动学习的策略课件

1、I hear, and I forgetI see, and I rememberI do, and I understand.- ConfuciousMay 23-24, 20191Theresa Moore Active Learning: Energizing the ClassroomMay 23-24, 20192Theresa Moore Outline of PlenaryReview goals of Title 3What is active learning? - definitions, theory & researchActive learning and techn

2、ology (Isaac)May 23-24, 20193Theresa Moore Goals of Title IIIGoal 1: increase the use of outcomes based assessment in courses and programs to measure and improve student learningGoal 2: increase the use of active learning strategies and technologies to effect learner-centered instructionMay 23-24, 2

3、0194Theresa Moore What is Active Learning?Strategies that increase student engagement with material and are aligned with student learning outcomesTheory that derives from two basic assumptions: (1) that learning is by nature an active endeavor and (2) that different people learn in different ways (M

4、eyers and Jones, 1993).May 23-24, 20195Theresa Moore Learning Outcomes Model May 23-24, 20196Theresa Moore What is Active Learning?it is when students are engaged in more activities than just listening. They are involved in dialog, debate, writing, and problem solving, as well as higher-order thinki

5、ng(Bonwell, C., and Eison, J., 1991).May 23-24, 20197Theresa Moore Why do Active Learning?May 23-24, 20198Theresa Moore Why do Active Learning?Sousa, D.A. (2000); Stice, J.E. (1987)May 23-24, 20199Theresa Moore Why do Active Learning?May 23-24, 201910Theresa Moore Why do Activ

6、e Learning?Retention levels are enhanced when active learning methods are used (McKeachie, 2019; Silberman, 2019). Active learning produces higher achievement, more positive relationships among students, and healthier psychological adjustment than do competitive or individualistic experiences(Johnso

7、n, D. W., R. T. Johnson, and K. Smith , 1991).May 23-24, 201911Theresa Moore Active Learning from Teaching and Learning theoryJohn Dewey (1916): 1) individual experience and 2) collaboration w/others are important for learning“School is primarily a social institution. Education is a social process.t

8、herefore it is a process of living, not preparation for living.”May 23-24, 201912Theresa Moore Active Learning from Teaching and Learning theoryJean Piaget : constructivism or “engaged learning;” we come to know the world by building new experiences on old experiencesLev Vygotsky: students learn bet

9、ter by engaging with “more capable others”May 23-24, 201913Theresa Moore Constructivist principlesKnowledge is constructed from experienceLearning results from personal interpretation of knowledgeLearning is an active processLearning is a collaborative processMay 23-24, 201914Theresa Moore Benjamin

10、Bloom Had a visionary outlook on education as goal attainment, not competitionAcknowledged individual differences and environment as crucialStudied high achieving adults (e.g. tennis players, mathematicians) to emphasize importance of environment and mentoring (not “prodigies”)May 23-24, 201915There

11、sa Moore Three Domains of Learning (Bloom,1956) Cognitive: mental skills Affective: growth regarding feelings, emotionsPsychomotor: manual, physicality, environmentMay 23-24, 201916Theresa Moore Blooms Taxonomy of Learning“Higher Order Thinking Skills”SynthesisComprehensionApplicationAnalysisKnowled

12、geEvaluationAlone or with a neighbor 1) define each skill and 2) align in a hierarchy.May 23-24, 201917Theresa Moore Blooms Taxonomy of LearningEvaluation compare and discriminate between ideas. Question Cues:assess, decide, grade, test, measure, recommend, convince, select, judgeSynthesis use old i

13、deas to create new ones. Question Cues:combine, integrate, modify, substitute, plan, create, design, inventAnalysis identification of components. Question Cues:analyze, separate, order, explain, connect, classify, arrange, divide, compare, selectApplication use of concepts/methods in new situations.

14、 Question cues: apply, demonstrate, illustrate, examine, solveComprehension understanding of meaning. Question cues: summarize, describe, interpret, predictKnowledge recall of information. Question cues: define, identify, list, matchMay 23-24, 201918Theresa Moore The Three Circles of Engagement (Ret

15、tig, 2019) Cognitive DomainSocial/EmotionalDomain Physical DomainMovementAffiliationIntellectualChallenge Active Learning StrategiesMay 23-24, 201919Theresa Moore Kolbs Learning StylesDavid Kolb (1983) identified a four stage process of experiential learning: Concrete experience, specific to details

16、 of what, where, when, and how.Reflective observation that analyzes the experience.Abstract conceptualization, or inferences, recognition of principles, and insights to provide a context for comprehension.Active experimentation or applying the learning to new situations.May 23-24, 201920Theresa Moor

17、e “simple tasks” ad hoc exercises; little or no advanced planning; e.g. “think-pair-share” “minute paper” “concept mapping”“complex tasks” longer duration, carefully planned and structuredActive learning typesCollaborative learning carefully structured, group formation and student roles importantCoo

18、perative learning a form of collaborative learning that has 5 specific criteria to maximize learningMay 23-24, 201921Theresa Moore Active learning types“simple tasks” ad hoc exercises; little or no advanced planning; e.g. “think-pair-share” “minute paper” “concept mapping”“complex tasks”- longer dur

19、ation, carefully planned and structuredCollaborative learning - carefully structured, group formation and student roles important; Cooperative learning a form of collaborative learning that has 5 specific criteria to maximize learningMay 23-24, 201922Theresa Moore Cooperative Learning: 5 key compone

20、nts1.Positive interdependence (each individual depends on and is accountable to the others)2.Individual accountability (each person in the group learns the material) 3. Promotive interaction (group members help one another, share information, clarify) 4.Social skills (emphasis on interpersonal skill

21、s) 5.Group processing (assessing how effectively they are working with one another) May 23-24, 201923Theresa Moore Types of Activities: (Mc Keachie, 1994 and Silberman, 2019)Small group workPresentations and debatesJournalingRole playingLearning GamesField ExperiencesCase StudiesClass DiscussionsSim

22、ulations.moreMay 23-24, 201924Theresa Moore Research SummaryLongitudinal studies show that cohorts of students instructed using active learning techniques outperformed a comparison group on multiple measure: retention, graduation and pursuit of graduate study (Felder, R., Felder, G, and Dietz, E, 20

23、19)May 23-24, 201925Theresa Moore Research summary /nise/cl1/CL/resource/R2.htmAAAS: “Scientists and engineers work mostly in groups and less often as isolated investigators. Similarly, students should gain experience sharing responsibility for learning with each other.”Analysis of mult

24、iple research studies shows that various forms of active learning are effective in promoting greater academic achievement, more favorable attitudes toward learning, and increased persistence in SMET courses and programs.May 23-24, 201926Theresa Moore Steps for Facilitating Active Learning (Silberman

25、, 2019) Explain the objectives of the exerciseSell the benefits (Why are you doing this?)Speak slowly/clearly when giving directionsDemonstrate the activity if the directions are complicatedDivide students into subgroups, if needed, before giving further directionsInform students how much time they

26、haveKeep the activity moving/ on taskAlways discuss the activity (reflection, evaluations)May 23-24, 201927Theresa Moore Steps for Facilitating Active Learning Group Work*Build Rapport (e.g. ice breakers)*The interview (e.g. name, major, hometown) A interviews B, and C interviews D Reverse interview

27、 (B interviews A, D interviews C) Introduce within small group Introduce within large group/whole classMay 23-24, 201928Theresa Moore Steps for Facilitating Active Learning Group WorkThings in Common (TIC): give students a time limit (5-10 minutes) to agree on things they ALL like and dislike.TopicL

28、ikesDislikesFoodMovieActor/actressCitySportMay 23-24, 201929Theresa Moore Concerns Active learning is just “fun and games.”It is critical for both professor and students to know the purpose and expected outcomes of the activity and tie the activity to the intended student learning outcomes.Active le

29、arning takes more time to cover less material.Retention levels of passive learning are far lower than retention levels of active or experiential learning. Active learning may be unproductive if students or groups are ineffective.Keys to successful small group work include 1) rapport building and 2)

30、using well structured activities.May 23-24, 201930Theresa Moore Active Learning and TechnologyTechnology adds a new dimension of potential! For example:Online courses (e.g. discussion boards)Simulations (e.g. SIM Man, Flash animations)Digital video projectsE-portfolios May 23-24, 201931Theresa Moore

31、 May 23-24, 201932Theresa Moore BibliographyBloom, B.S. (Ed.) (1956). Taxonomy of educational objectives: The classification of educational goals: Handbook I, cognitive domain. New York ; Toronto: Longmans, Green. Bonwell, C. and Eison, J. (1991). “Active learning: Creating excitement in the classro

32、om.”ASHE-ERIC Higher Education Report No. 1. Bonwell C. and Sutherland, T. (eds.). (2019). Using Active Learning in College Classes: A Range of Options for Faculty. Jossey-Bass Publishers.Dewey, J. (1938). Experience and Education. New York: Collier Books. Kolb, D. A. (1984). Experiential learning:

33、Experience as the source of learning and development. Prentice Hall. Felder, R.M., Felder, G.N., Dietz, E.J. (2019). “A Longitudinal Study of Engineering Student Performance and Retention V. Comparisons with Traditionally Taught Students.” Engineering Education, 98(4), 469-480.Huba, M. E. and Freed, J. E. (2000). Learner-centered assessment on college campuses: Shifting the focus from teaching to learning. Allyn and Bacon.Johnson, D.W., Johnson, R.T., and Smith, K. (1991). Active learning: Cooperatio