Angela Lumpkin Department of Kinesiology and Sport Management Texas Tech University

1. Sharing Successful Instructional Approaches that Actively Engage Students to Learn More and Enjoy Learning More Angela Lumpkin Department of Kinesiology and Sport Management Texas Tech University

2. Think-Pair-Share • Jigsaw • Buzz groups • Debates • Case studies • Exploratory writing assignments • Rotating stations • Write-pair-share • Effective questioning strategies • Minute papers • Check for understanding • Blogs • Jeopardy Active Learning Strategies to Transform Classes into Student-Centered Learning Experiences

3. Snowballing What active learning strategy would I most like to learn to incorporate into my classes?

4. Jigsaw Examples of topics: components of health-related physical fitness; career options for sport management majors

6. Debates Distribute the Resolved Statement. Divide class into three or four students for the PRO and CON teams. Teams have five minutes to develop arguments using any resources, including online. • The PRO team makes an opening statement with the team’s top three arguments (2-3 minutes). • The CON team makes an opening statement with the team’s top three arguments (2-3 minutes). • The PRO team reviews their team’s position, offers a rebuttal to the CON team’s arguments, and closes with the team’s most convincing summary statement (2-3 minutes). • The CON team reviews their team’s position, offers a rebuttal to the PRO team’s arguments, and closes with team’s most convincing summary statement (2-3 minutes). • Assessment: Ask all students in class to write a brief analysis of effectiveness of arguments and presentation of the PRO team and CON team. Total time for debates of approximately 20 minutes.

7. Case Studies • Assign case preparation prior to class and provide copies of course-related cases on learning management system. • Student preparation for the case (state these expectations and guidelines for participating in discussion in the course syllabus and briefly review in class). • Step 1: Identify the key facts, major problems, and strategic issues central to the case. • Step 2: Explain understandably the case information and evidence linked with the key issues and problems. • Step 3: Provide a critical and in-depth analysis and synthesis of case information and circumstances from multiple vantage points. • Step 4: Develop insightful and factual alternatives about how to resolve or address the issues and problems in the case. • Step 5: Describe well-reasoned, detailed, and realistic recommendations based on the assessment of the key issues of the case.

8. Guidelines for Participating in Class Case Discussions • Be objective and open-minded even examining your personal beliefs and values. • Listen actively and thoughtfully. • Reflect and analyze continuously. • Suspend judgment about others’ comments and unique perspectives. • Develop and hone effective communication skills. • Participate actively. • Probe, question, analyze, and reinforce collaboratively, while challenging others’ unsubstantiated assumptions. • Explore multiple alternatives and realize there may be several ways to address problems or resolve issues. • Assess what has been learned from alternative perspectives and approaches in addressing the problems or issues. • Make practical applications of what is learned, especially about your abilities in problem-solving and decision-making. • Nurture a community of learners—a culture of learning with and from each other.

9. Exploratory Writing Assignments

10. Rotating Stations — Small Group Comments Facilitates everyone’s voice being heard and expands student learning. Prior to class, place newsprint with provocative issues on the wall. Stephen Brookfield https://static1.squarespace.com/static/5738a0ccd51cd47f81977fe8/t/5750ee6c044262124f3e31ce/1464921738561/The_Skillful_Teacher_Workshop_Packet.pdf

12. Effective Questioning Strategies

13. Effective Questioning Strategies

15. Check for Understanding

17. Jeopardy

18. Category 1 Category2 Category3 Category 4 Category 5 Category 6 20 20 20 20 20 20 40 40 40 40 40 40 60 60 60 60 60 60 80 80 80 80 80 80 100 100 100 100 100 100 Click here to go to Final Jeopardy

19. Think-Pair-Share Jigsaw Buzz groups Debates Case studies Exploratory writing assignments Rotating stations Write-pair-share Effective questioning strategies Minute papers Check for understanding Blogs Jeopardy Using these Active Learning Strategies Can Transform Student Learning

20. angela.lumpkin@ttu.edu

21. References • Achen, R. M., & Lumpkin, A. (2015). Evaluating classroom time through systematic analysis and student feedback. International Journal for the Scholarship of Teaching and Learning, 9 (2), 1-8. • Barkley, E. F., & Major, C. H. (2016). Learning assessment techniques: A handbook for college faculty. San Francisco, CA: John Wiley & Sons, Inc. • Barkley, E. F., & Major, C. H. (2018). Interactive lecturing: A handbook for college faculty. San Francisco, CA: Jossey-Bass. • Barkley, E. F., Major, C. H., & Cross, K. P., (2014). Collaborative learning techniques: A handbook for college faculty (2nd ed.).San Francisco, CA: Jossey-Bass. • Bean, J. C. (2011). Engaging ideas: The professor’s guide to integrating writing, critical thinking, and active learning in the classroom (2nd ed.).San Francisco, CA: Jossey-Bass. • Brookfield, S. D. (2015). The skillful teacher: On technique, trust, and responsiveness in the classroom (3rd ed.).San Francisco, CA: Jossey-Bass. • Brookfield, S. D., & Preskill, S. (2016). The discussion book: 50 great ways to get people talking. San Francisco, CA: Jossey-Bass. • Cooper, J. L., & Robinson, P. (2000). Getting started: Informal small-group strategies in large classes. New Directions for Teaching and Learning, 81, 17-24.

22. References • Komarraju, M., & Karau, S. J. (2008). Relationships between the perceived value of instructional techniques and academic motivation. Journal of Instructional Psychology, 35, 70-82. • Lumpkin, A. (2015). Enhancing undergraduate students’ research and writing. International Journal of Teaching and Learning in Higher Education, 27 (1), 130-142. • Lumpkin, A., & Achen, R. M. (2015). Flipping a class: Active learning and more of it. Sport Management Education Journal, 9, 79-90. • Lumpkin, A., Achen, R. M., & Dodd, R. K. (2015). Focusing teaching on students: Examining student perceptions of learning strategies. Quest, 67, 352-366. • Lumpkin, A., Achen, R. M., & Dodd, R. K. (2015). Student perceptions of active learning. College Student Journal, 49 (1), 121-133. • Machemer, P. L., & Crawford, P. (2007). Student perceptions of active learning in a large cross-disciplinary classroom. Active Learning in Higher Education, 8, 9-30. • Stead, D. R., (2005). A review of the one-minute paper. Active Learning in Higher Education, 6 (2), 118-131. • Svinicki, M., & McKeachie, W. J. (2013). McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers (14th ed.). Belmont, CA: Wadsworth. • Umbach, P. D., & Wawrzynski, M. R. (2005). Faculty do matter: The role of college faculty in student learning and engagement. Research in Higher Education, 46, 153-184.