Create an active classroom through technology

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TLTC Summer Series May 25, 2010. Create an active classroom through technology. Agenda. Workshop materials http://zedeck.wordpress.com/active-learning/ What is active learning? Why use active learning? Active learning techniques and examples Active learning on campus Jack Shannon - PowerPoint PPT Presentation

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Active Learning

Create an active classroomthrough technologyTLTC Summer SeriesMay 25, 2010AgendaWorkshop materialshttp://zedeck.wordpress.com/active-learning/ What is active learning?Why use active learning?Active learning techniques and examplesActive learning on campusJack ShannonMichael TaylorDyknow demonstrationFinal ActivityBrainstorm active learning ideas Blackboard 9.1 WikiOpening ActivityFor a minute or two, think of a lecture that has always stayed with you

Share your ideas with the class using this link: http://bit.ly/b18TvV (Shared Google Document)

Now, think of a learning experience that you had at sometime that was not a lecture, that you have always recalled.

Why has it stayed with you?

What did you learn?

What is Active Learning?

How would you define active learning?

What characterizes active learning and makes it different from inactive learning?Active LearningMulti-directional learning experience in which learning occursteacher-to-studentstudent-teacherstudent-student

Active LearningInvolves students doing thingsthinking about what they are doingreflecting about their experiences in some fashion (most often including writing)

Active LearningCan occur in many formswhole class, teams, small groups, trios, pairs, or individuals talking, writing, reading, discussing, role-playing, acting, journaling, conferring, interviewing, building, creating

Why Use Active Learning?Research shows thatstudents prefer active learning over lecture alonestudents master content at levels comparable to lecturingstudents master thinking and writing skills at levels higher than lecturingstudent learning styles are better served by active learning vs. lecturingA Sampling of ResearchersMeyers and Jones (1993)Bonwell and Eison (1991)Chickering and Gamson (1987)Meyers and Jones (1993)Identified elements of active learningelements involve cognitive activities that allow students to clarify, question, consolidate, and appropriate new knowledgeTalking and listeningReadingWritingReflecting

p2111Bonwell and Eison (1991)Describe characteristics of active learningFocus is on developing skillsFocus on higher order thinking (analysis, synthesis, evaluation)Students are reading, discussing, writingp212Chickering and Gamson (1987)Found that studentsMust talk about and through their learningWrite about their learningBe able to and be encouraged to relate it to previous experiencesApply it to their daily livesp513ReferencesBonwell, C., & Eison, J. (1991). Active learning: Creating excitement in the classroom. ASHE-ERIC Higher education Report No. 1. Washington, DC: The George Washington University, School of Education and Human Development.Chickering, A., Gamson, Z. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin 39 (7), 3-7.Meyers, C., & Jones, T. (1993). Promoting active learning: Strategies for the college classroom. San Francisco, CA: Jossey-Bass Publishers.

How much is retained?(Work with a partner to determine which percentages match these teaching practices)Discussion = ?Lecturing = ?Teaching others = ?Reading = ?Practice by Doing = ?Audio-Visual = ?Demonstrations = ?5%10%20%30%50%75%90%Lecture 5%Reading -10%Audio-Visual 20%Demonstration 30%Discussion Group 50%Practice by Doing 75%Teach Others 90%

15Learning Retention Pyramid

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Benefits of Active LearningTechniques of Active LearningThink-Pair-ShareCollaborative learning groupsStudent-led review sessionsGamesAnalysis or reactions to videosStudent debatesStudent generated exam questionsResearch proposals or projectsAnalyze case studiesKeeping journals/blogsQuestion 1It would be nice to know, during my lecture, if students understood the concepts.TrueFalse

Question 2I could use a blog or discussion board as a quick check to see if students have understood what they have read before class.TrueFalse

Blogs, Forums, and/or Discussion BoardsBlog ExamplesChemistry and Physics

Dickinson BlogsLuce SemesterHomers IliadHistorical Method 204

SHU BlogsIntroduction to Environmental StudiesIGG Fall 2009Blog/Forum/DB BenefitsQuestion 3It would not be effective to have separate groups be responsible for posting concepts, for specifically assigned chapters, to limit the number of blog or discussion board postings in large classes.TrueFalse

WikisWikis are online spaces where students can collaborate on projects or upload their own work for class projects.

Question 4It would be necessary for students to meet to work on group projects that would be uploaded to the wiki.TrueFalse

Wiki ExamplesHigher-Ed WikisNature and American ValuesBITE5389 Web 2.0 Technologies & Virtual TeamsCariology Project

We use Wetpaint to host course materials, facilitate communication among students, display our videos and blogs, and invite the broader community to engage in our discussions.

This site is a collaboration of students in BITE 5389: Web 2.0 Technologies & Virtual Teams. The students are building a site to using Wetpaint to describe Web 2.0 technologies and then provide examples how they can be used.

This web-based Cariology resource (first year dental undergrad, Singapore) is the culmination of two months of research and writing by the students. 28Active Learning and Technology SummaryFaculty PresentationsJack ShannonIdeas and Trends wiki

Michael TaylorSouth Mountain ReforestationPolitics and Technology CoursePowerPoint Twitter ToolsFinal ActivityBrainstorm active learning ideas for your classroom individually, or in groupshttp://setonhalltest.blackboard.com Username: your shortnamePassword: active