Reflections on Theories and Strategies for Active Learning

1. Reflections on Theories and Strategies for Active Learning Amber Gibson University of Memphis

2. Tasks/Assignments that I have assigned to students Projects Group work to solve a question Debates over pro/cons of an issue Internet based research “hunts” Problem solving quests Make a game to cover a unit

3. What do these tasks mean? I am inherently a project-minded teacher. Teaching skills in isolation does not yield a long-term memory. Instead, students can memorize what they need for the test and forget it the next day. By creating projects that directly correlate with the necessary skills, students are able to not only remember the information, but they are also able to use it in a manner that is true-to-life. I also believe that using technology is a highly motivational tool for students and learning. Today’s students are multi-tasking all the time and using technology and projects where they work skills together fit the students and create a perfect learning environment.

4. Project-based learning and Collaborative Learning Why do they seem so effective when using in connection with technology and the internet?

5. Project-based Learning In project-based learning, instruction and learning both occur within the context of a challenging project. Just as workers would encounter complicated tasks in the workplace, in a project-based learning environment, students are presented with complex problems that focus and act as catalysts for what they need to learn as explained by Gonzales, 2005 p. 1. Since I am teaching information skills in the library, research skills are lifelong abilities that have often been dismissed as boring by students. By creating different projects, students can see how it will affect them, make them use scaffolding skills and the goal is that they will stay with them through college. A one-day lesson on almanac skills will come and go as quickly as the class period, but a project on baseball cards where they have to find statistics will be remembered as well as how they did it.

6. Adapting Project-based Learning into my teaching I currently use project-based learning in my teaching and have found success with it. My hope is to continue using the strategy and perhaps be able to coordinate the programs with other teachers/classrooms. I have not tried to do a project that ties in with other subject area, but I believe that it would be most effective to have two teachers, two subjects, one project and much learning going on for the students.

7. Internet use and project-based learning • In the article by D. S. Averill, 2005 p.1, she refers to the Internet as one of five Mindtools. She describes the connection between the two as being a great fit. Some of the reason included are: • They are able to teach and reinforce for students the lower skills that need practice to retain. • It allows an opportunity for students to organize their learning as well as reflect upon what they are learning, depending upon the project. • The Internet is extremely cost-effective for a variety of programs especially in an economy such as ours • It allows for ways for the teacher and the student to assess their learning as well as their progress. • Students are able to use critical thinking skills when making projects which is at the top of the H.O.T.S. ladder.

8. The Internet and Project-based Learning continued. • Using project-based learning, students are able to thinking creatively which includes hypothesis, prediction, and adding their own personal touch • Lastly, it will create better communicators and leaders out of students. Businesses need people who can work in groups and can take a problem or project and fix it. Student who are successful in this type of learning will find a workplace an easy fit.

9. Collaborative Learning Students learn best when they are actively involved in the process. Researchers report that, regardless of the subject matter, students working in small groups tend to learn more of what is taught and retain it longer than when the same content is presented in other instructional formats. Students who work in collaborative groups also appear more satisfied with their classes as stated by B. G. Davis. 1993 p.1. Like project-based learning, it is a collaborative effort of students to create a final product whether that be a paper, a podcast, or a wiki. The key to collaborative learning, however is communication. Teachers will begin a discussion, but it is up to the group to decide the manner, the organization, and the process. This leads to a variety of higher order thinking skills.

10. Collaborative learning continued As stated in the article by J. LaPorte. 1995 p.1, the collaborative learning medium [provides] students with opportunities to analyze, synthesize, and evaluate ideas cooperatively. [The] group interaction [helps] students to learn from each other's scholarship, skills, and experiences. The students had to go beyond mere statements of opinion by giving reasons for their judgments and reflecting upon the criteria employed in making these judgments. Thus, each opinion was subject to careful scrutiny. It has also been deducted that students in a collaborative learning environment who are given a drill test achieve as well or better as students who work alone. The sharing of each other’s experience and knowledge proves to be mutually advantageous.

11. The affect of collaborative learning on my teaching After researching this topic, I have discovered the great importance of first, having students work together in small groups, and second, having students of a variety of abilities work together. Such diverse groups will be able to learn from one another in an environment that is much less disconnected as that of a teacher/lecture format. I have also found the importance of teaching the ground rules for such collaboration. Teaching how to effectively communicate and showing students how to delegate responsibilities is a must in this form of learning. What I find exciting is the possibilities that students who are successful at these tasks will find in the real-world. Businesses, colleges, and any work place will find these students to be great assets.

12. The impact of Internet and technology on collaborative learning Much like project-based learning, collaborative learning and technology are natural partners in the school setting. Students gravitate toward technology because it is such a normal means of communication for them. Because communication is a basic standard of an effective collaborative learning environment, the use of email, wikis, podcasts, and blogs are formats that lend themselves easily. In the workplace, technology is also necessary, so an effective teacher will incorporate it so his/her students will be more ready for the 21st century career choices.

13. References Averill, D. S. [2005, April]. Using mindtools in education. THE Journal. Retrieved Feb. 1, 2009 from http://www.thejournal.com Davis, B. G. [1993]. Collaborative learning: group work and study teams. Retrieved Feb. 4, 2009 from http://teaching.berkeley.edu/bgd/collaborative.html Gokhale, A. A. [1995, Fall]. Collaborative learning enhances critical thinking. Journal of Technology Education. Retrieved Feb. 4, 2009 from http://scholar.lib.vt.edu/ejournals/JTE/jte-v7n1/gokhale.jte-v7n1.html Gonzales, A. H. [2005, January]. Learner-centered instruction promotes student success. THE Journal. Retrieved Feb. 1, 2009 from http://www.thejourmal.com