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Dynamic Classes. Dynamic Classes. Dynamic Classes. Dynamic Classes. Learning. Dynamic Classes. Task. Teacher. Tyro. “A beginner in learning” from the Latin for young soldier. Learning. Dynamic Classes. Task. Learning. Teacher. Student. Making a WOW Lecture.

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dynamic classes

Dynamic Classes

Dynamic

Classes

Acadia Institute for Teaching and Technology

dynamic classes1
Dynamic Classes

Dynamic

Classes

Learning

Acadia Institute for Teaching and Technology

dynamic classes2
Dynamic Classes

Task

Teacher

Tyro

“A beginner in learning” from the Latin for young soldier

Learning

Acadia Institute for Teaching and Technology

dynamic classes3
Dynamic Classes

Task

Learning

Teacher

Student

Acadia Institute for Teaching and Technology

making a wow lecture
Making a WOW Lecture
  • Making Contact with students
  • Voice (vary, don’t drone)
  • Movement (just do it)
  • Eye contact (create trust)
  • Zing your delivery (and use your hands)
  • Lids closed (wait for it) (It must matter)
  • Props (technology amplifies)
  • Don’t always ______ feed (AAQQ QAQA)

Acadia Institute for Teaching and Technology

50 minute lectures don t work
50 minute Lectures Don’t work

Interest

Minutes

15

30

45

Acadia Institute for Teaching and Technology

50 minute lectures don t work1
50 minute Lectures Don’t work

Interest

Minutes

15

30

45

  • Interest  engagement  Learning  Dynamic Class
  • After 15 minutes of continuous lecture, assimilation by students falls off rapidly.
  • Ending class with a quiz can help by doubling the amount of material retained (both factual and conceptual)

Acadia Institute for Teaching and Technology

resetting the attention clock
Resetting the Attention Clock

Interest

Minutes

15

30

45

Acadia Institute for Teaching and Technology

resetting the attention clock1
Resetting the Attention Clock

Interest

Minutes

15

30

45

  • intersperse mini-lectures with active engagement for two to five minutes and students will be re-energized for the next 15 to 20 minute mini-lecture.

Acadia Institute for Teaching and Technology

use lecture break points every 15 min
Use Lecture break points (every 15 min)
  • Questions: Ask pre-planned rhetorical questions while learners record their answers in their notes.
  • Class Surveys: 'Raise your hand if you agree or have experienced that.' Ask for a volunteer to speak for the group.
  • Pairing: ‘Turn to the person next to you and share examples of the point just made’. Ask a student to share with the class from a specific area of the room.

Acadia Institute for Teaching and Technology

use lecture break points every 15 min1
Use Lecture break points (every 15 min)
  • Guided Lecture: Students listen without taking notes and then spend five minutes recording all they can recall. This can evolve into small discussion groups reconstructing the lecture conceptually with supporting data, preparing complete lecture notes, using the instructor to resolve questions that arise.
  • Story Telling: Stories connect with people on a deep level and are not subject to information overload limits.
  • Simulations: Have the students run a simulation and ask questions about how accurate it is and what it shows.

Acadia Institute for Teaching and Technology

creating an engaging learning environment
Creating an engaging Learning environment

2 min

  • When to lecture
  • When not

Acadia Institute for Teaching and Technology

what is active learning
What is active learning?
  • Active learning is simply having students engage in some activity that forces them to think about and comment on the information presented.

Learning is not a spectator sport. Students do not learn much just by sitting in class listening to teachers, memorizing prepackaged assignments, and spitting out answers. They must talk about what they are learning, write about it, relate it to past experiences, apply it to their daily lives. They must make what they learn part of themselves.

–Arthur W. Chickering and Zelda F. Gamson, “Seven Principles for Good Practice,” AAHEBulletin 39: 3-7, March 1987

Acadia Institute for Teaching and Technology

active learning builds knowledge
Active learning builds Knowledge
  • We learn 20 percent of what we both see and hear.
  • We learn 80 percent of what we experience actively or practice.
  • Build it and they will learn

Information

Transfer

Material  Student

Knowledge

Building

Student  Apply

Learning

Retained

Student  Material

Acadia Institute for Teaching and Technology

use of class time
Use of Class Time

Information

Transfer

Knowledge

Building

Learning

Retained

1 hour

½ hour

Lecture

Lecture & Activity

Acadia Institute for Teaching and Technology

use of class time1
Use of Class Time

Information

Transfer

Knowledge

Building

Learning

Retained

1 hour

½ hour

Lecture

Lecture & Activity

Acadia Institute for Teaching and Technology

active learning examples
Active learning Examples
  • Group work
    • Presenting topics or reporting on research
  • Role plays
    • Acting our an historical event or representing physical forces
  • Case studies
    • Real world scenario that requires an action (messy)
  • Guided Imagery Exercise
    • Putting your self in history or watching a chemical reaction take place
  • Problem Based Learning
    • Constructing solutions to open-ended and complex problems

Acadia Institute for Teaching and Technology

what about water
What about Water

3 Min

  • Makeup - H2O
  • What does it look like
  • Unique properties (expanding)
  • The perfect solvent (life)

Acadia Institute for Teaching and Technology

questions
Questions
  • describe 3 activities you will use to break up lectures
  • Explain why active learning builds knowledge in your students
  • Engaged students = _______ classes
  • What is the tyro prospective?

Acadia Institute for Teaching and Technology