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Active Learning

Active Learning. Richard Anderson University of Washington. What makes a good lecturer?. Student Attention. Attention. Time. Classroom Activities. Planned interactions with pedagogical goals. My thoughts on classroom education. Students must be engaged in the classroom

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Active Learning

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  1. Active Learning Richard Anderson University of Washington IUCEE: Active Learning

  2. What makes a good lecturer? IUCEE: Active Learning

  3. Student Attention Attention Time IUCEE: Active Learning

  4. Classroom Activities • Planned interactions with pedagogical goals IUCEE: Active Learning

  5. My thoughts on classroom education • Students must be engaged in the classroom • Students must think during class • There is more to lecture than just consuming information • There are many different goals during lecture • Dependency on type of material and type of student • I want lots of interaction in the class • I want many different students to participate IUCEE: Active Learning

  6. Methodology for lecture design • Identify overall goal of lecture • What impact to you want it to have on the student • Divide the lecture into content units • 10-15 minutes, 3-5 slides • For each content unit • Describe goal • How would it be assessed • Optionally, create an activity • Put together the slides IUCEE: Active Learning

  7. Classroom Assessment Techniques • Thomas Angelo, Patricia Cross • Introduce classroom assessment • Catalog of different assessment techniques IUCEE: Active Learning

  8. What is the difference between formative and summative assessments? • Formative • Summative IUCEE: Active Learning

  9. Characteristics of classroom assessments • Learner centered • Teacher directed • Mutually beneficial • Formative • Context sensitive • Ongoing • Rooted in good teaching practive IUCEE: Active Learning

  10. Seven basic assumptions of Classroom Assessment • The quality of student learning is directly, although not exclusively, related to the quality of teaching. Therefore, one of the most promising ways to improve learning is to improve teaching. • To improve their effectiveness, teachers need first to make their goals and objectives explicit and then to get specific, comprehensible feedback on the extent to which they are achieving those goals and objectives. IUCEE: Active Learning

  11. Seven basic assumptions of Classroom Assessment • To improve their learning, students need to receive appropriate and focused feedback early and often; they also need to learn how to assess their own learning. • The type of assessment most likely to improve teaching and learning is that conducted by faculty to answer questions they themselves have formulated in response to issues or problems in their own teaching IUCEE: Active Learning

  12. Seven basic assumptions of Classroom Assessment • Systematic inquiry and intellectual challenge are powerful sources of motivation, growth and renewal for college teachers, and Classroom Assessment can provide such challenge. • Classroom Assessment does not require specialized training; it can be carried out by dedicated teachers from all disciplines. • By collaborating with colleagues and actively involving students in Classroom Assessment efforts, faculty (and students) enhance learning and personal satisfaction. IUCEE: Active Learning

  13. Classroom Activities • Pedagogical Goals • Classroom Activities

  14. Discussion Artifact • Use student generated example to explore different aspects of a topic • Assess overall understanding • Diagnose misconceptions

  15. Bangalore Precipitation and Temperature 40 200 30 150 Temperature Daily average, degrees C Use Blue Precipitation mm per month Use Red 20 100 10 50 0 December January Student Submission

  16. Bangalore Weather IUCEE: Active Learning

  17. Discovery Activity • Have students derive a concept from an example

  18. Topological Sort • Given a set of tasks with precedence constraints, find a linear order of the tasks • Label vertices with integers 1, 2, . . ., n • If v precedes w, then l(v) < l(w) 321 322 401 142 143 341 326 421 370 431 378

  19. Find a topological order for the following graph H E I A D G J C F K B L

  20. Collective Brainstorm Generate student ideas for discussion Build a list of ideas Analyze and evaluate responses

  21. Special problem: Large Size List at least three problems trees must face (& solve) because of their large sizes. 1. 2. 3. 21

  22. Problem Introduction • Have students explore an instance of a problem before topic is introduced

  23. Determine the LCS of the following strings BARTHOLEMEWSIMPSON KRUSTYTHECLOWN 23

  24. Submissions

  25. Challenge problems Competition in getting solutions Simultaneous work Submission and discussion

  26. Handwriting Recognition:Identify the following words

  27. Problem solving • Problems for students submission • Allow all students to work on the problems (and not just the students who always answer first) • Observe student performance during activity IUCEE: Active Learning

  28. How many self intersections can a piecewise linear curve with n segments have? IUCEE: Active Learning

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