Season your lectures with active learning
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Season Your Lectures with Active Learning. Michael J. Quinn 1 June 2007. Complete this sentence: Three things I’d like to know about active learning are _________________. Structure of This Lecture. Critiquing lecturing Defining active learning Implementing active learning.

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Season Your Lectures with Active Learning

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Season Your Lectureswith Active Learning

Michael J. Quinn

1 June 2007


Complete this sentence:Three things I’d like to know about active learning are _________________.


Structure of This Lecture

  • Critiquing lecturing

  • Defining active learning

  • Implementing active learning


Listening Teams

  • Questioners

  • Agreers

  • Nay-sayers

  • Example-givers


IHow come the more I talk the less my students learn?


Advantages of Lecturing

  • Spark interest

  • Provide unavailable information

  • Convey large amounts of information

  • Reach large audiences

  • Model ways of thinking

  • Maintain control

  • Protect students

  • Help auditory learners

Source: Sutherland and Bonwell


Disadvantages of Lecturing

  • Passive students

  • Inadequate feedback

  • Flagging attention

  • Poor retention

  • Burden on lecturer

  • Non-auditory learners

Source: Sutherland and Bonwell


Students Tune Out

Source: Pollio


As lecture continues, retention of new material declines.

Source: Johnson, Johnson, and Smith


Retention of New Material

Source: McKeachie


Lectures Assume Homogeneity


Listening Teams

  • Questioners

  • Agreers

  • Nay-sayers

  • Example-givers

Source: Silberman


IIActive learningto the rescue!


Fundamentals

  • Learning is an active process.

  • Different people learn in different ways.

  • We often don’t know what we think until we try to say it or write it.

  • Just because you’ve said it doesn’t mean they’ve learned it.


Genuine Learning

Test

Reception

Recap

Explain


Engage More Parts of Brain

  • Talking and listening

  • Reading

  • Writing

  • Reflecting


“When learning is active, students do most of the work” [Silberman].


Counter the Objections

  • “That’s not how I learned the material.”

  • “Active learning is great for children, but college students don’t need it.”

  • “It’s too slow paced— I’ll spend a lot of time watching instead of talking.”

  • “I won’t be able to cover all the material.”


IIIFit active learning to your needs and personal style.


Ask Students to...

  • Restate information

  • Give examples

  • Recognize instances

  • Make connections

  • Apply concepts

  • Predict consequences

  • State converse


In-class Writing Assignments

  • Be specific — ask students to

    • analyze – compare

    • contrast – define

    • describe – evaluate

    • justify – prove

    • summarize – synthesize

Source: Fulwiler


Learning Partners

  • Compare class notes

  • Discuss an example

  • Solve a problem

  • Critique each other’s writing

  • Question partner about reading

  • Recap lecture

  • Develop questions for teacher

  • Test each other


More Examples

  • Pop quiz (manual or electronic)

  • Response cards (anonymous)

  • Whips

  • Games (Family Feud or Jeopardy)

  • Complete outline of lecture


Use in Moderation!


Complete this sentence:Three different ways I can add active learning to my lectures are ________________.


References

  • Fulwiler, T. Teaching with Writing. Boynton/Cook. 1987.

  • Holt, J. How Children Learn. Pitman. 1967.

  • Johnson, D. W., Johnson, R. T., and Smith, K. A. Active Learning: Cooperation in the College Classroom. Interaction Book Company. 1991.

  • McKeachie, W. Teaching Tips: A Guidebook for the Beginning College Teacher. D. C. Heath. 1986.

  • Meyers, C., and Jones, T. B. Promoting Active Learning: Strategies for the College Classroom. Jossey-Bass. 1993.

  • Pollio, H. R. “What Students Think About and Do in College Lecture Classes.” Teaching-Learning Issues No. 53. University of Tennessee. 1984.

  • Silberman, M. Active Learning: 101 Strategies to Teach Any Subject. Allyn and Bacon. 1996.

  • Sutherland, T. E., and Bonwell, C. C. Using Active Learning in College Classes: A Range of Options for Faculty. Jossey-Bass. 1996.


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