A Bit About Active Learning Compiled by Sam
A Bit About Active Learning Compiled by Sam Donovan
The Problem “. …it would be difficult to design an educational model that is more at odds with current research on human cognition than the one that is used in most colleges and universities. ” From: Halpern, D. F. , & Hakel, M. D. (2002). Learning That Lasts a Lifetime: Teaching for Long‐Term Retention and Transfer. New Directions for Teaching and Learning, 2002(89), 3‐ 7.
Significance In addition to limiting students’ ability to “learn the material” ineffective instruction has consequences with respect to: – Learning to learn – Public perceptions of science – Broadening participation in STEM
What is Active Learning? The process of having students engage in some activity that forces them to reflect upon ideas and how they are using those ideas. Requiring students to regularly assess their own degree of understanding and skill at handling concepts or problems in a particular discipline. The attainment of knowledge by participating or contributing. Michael, J. (2006). Where's the evidence that active learning works? . Advances in physiology education, 30(4), 159‐ 167. Building mental models of whatever is being learned, consciously and deliberately testing those models to determine whether they work, and then repairing those models that appear to be faulty. Michael, J. , & Modell, H. I. (2003). Active learning in secondary and college science classrooms: A working model for helping the learner to learn.
Links to Key Features of Learning • Learning involves the active construction of meaning by the learner. • Learning facts (“what”–declarative knowledge) and learning to do something (“how”–procedural knowledge) are two different processes. • Some things that are learned are specific to the domain or context (subject matter or course) in which they were learned, whereas other things are more readily transferred to other domains. • Individuals are likely to learn more when they learn with others than when they learn alone. • Meaningful learning is facilitated by articulating explanations, whether to one's self, peers, or teachers.
from Learning, Working & Playing in the Digital Age by John Seely Brown http: //serendip. brynmawr. edu/sci_edu/seelybrown 4. html
Acknowledging Some Barriers • Influence of educational tradition • Faculty self‐perception of agency and roles – Tied to faculty incentives and rewards • Change is risky/uncomfortable – For faculty – And, for students • The challenge of coverage • Classroom challenges – Large course, short classes, diverse student backgrounds
Mc. Neal, A. P. , & D'Avanzo, C. (1997). Student‐active science: Models of innovation in college science teaching.
Freeman, S. , Eddy, S. L. , Mc. Donough, M. , Smith, M. K. , Okoroafor, N. , Jordt, H. , & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410‐ 8415.
Bonwell, C. C. , & Eison, J. A. (1991). Active Learning: Creating Excitement in the Classroom. 1991 ASHE‐ERIC Higher Education Reports. ERIC Clearinghouse on Higher Education, The George Washington University, One Dupont Circle, Suite 630, Washington, DC 20036‐ 1183. Available onine: https: //www. ydae. purdue. edu/lct/HBCU/documents/ Active_Learning_Creating_Excitement_in_the_Classro om. pdf
Some of the content presented here is derived from: Michael, J. (2006). Where's the evidence that active learning works? . Advances in physiology education, 30(4), 159‐ 167.
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