ACTIVE LEARNING Teaching For Ownership Assessment Randy Burke

ACTIVE LEARNING: Teaching For Ownership & Assessment Randy Burke Hensley University of Hawaii at Manoa CBIT 2005: Preconference Seminar

AGENDA § § § § Information Literacy Standards Elearning Issues Ownership Impediments to Elearning Active Learning Model Assessment Bain/Resources/Follow-up

DEFINING ACTIVE LEARNING § Strategies and Techniques for Involving and Engaging Students § Pedagogical Approaches(Repertoire) § Student Centered Approach to Content § Process

INFORMATION LITERACY STANDARDS (INQUIRY) § DETERMINE WHAT INFORMATION IS NEEDED § ACCESS THE NEEDED INFORMATION EFFECTIVELY AND EFFICIENTLY § EVALUATE INFORMATION AND ITS SOURCES CRITICALLY § INCORPORATE SELECTED INFORMATION INTO ONE’S KNOWLEDGE BASE § USE INFORMATION EFFECTIVELY TO ACCOMPLISH A SPECIFIC PURPOSE § UNDERSTAND THE ECONOMIC, LEGAL, AND SOCIAL ISSUES SURROUNDING THE USE OF INFORMATION AND ACCESS AND USE INFORMATION ETHICALLY AND LEGALLY

ELEARNING ISSUES § § LEARNING STYLES ENGAGEMENT FEEDBACK PERSONALITY

ACTIVITY § CHOOSE SOME CONTENT TO SUBJECT TO ACTIVE LEARNING RE-DESIGN § CHOOSE ARENA FOR ACTIVE LEARNING TO OCCUR[elearning, classroom] § WRITE IT DOWN AND DISCUSS WITH SOMEONE IN ROOM

OWNERSHIP(justifying active learning) § Diane F. Halpern. “To the University and Beyond: Teaching for Long-term Retention and Transfer. ” Change. July/August 2003. Pages 37 -41. § § The single most important variable in promoting long-term retention and transfer is PRACTICE AND RETRIEVAL VARYING THE CONDITIONS under which learning takes place makes learning harder for learners but results are better § Learning is generally enhanced when learners are required to take information that is presented in one format and “represent” it in an ALTERNATIVE FORMAT

HALPERN, continued § § § § What and how much is learned in any situation depends heavily on PRIOR KNOWLEDGE AND EXPERIENCE Learning is influenced by both our students’ and our own EPISTEMOLOGIES EXPERIENCE ALONE is a poor teacher Lectures work well for learning assessed with recognition tests but WORK BADLY FOR UNDERSTANDING THE ACT OF REMEMBERING ITSELF influences what learners will and will not remember LESS IS MORE, especially when we think about long-term retention and transfer WHAT LEARNERS DO determines what and how much is learned, how well it will be remembered, and the conditions under which it will be remembered

ACTIVITY § Write down an impediment to active learning on the card provided § Let it go for now

RANDY’S ACTIVE LEARNING MODEL § EXPERIENCE § PRACTICE § APPLICATION § Talking, Writing, Using, Thinking

ACTIVITY § Develop an active learning technique for your content and arena § Discuss in small groups § Choose one re-design your group likes for sharing with larger group § Larger group identifies alternative approaches

ASSESSMENT REQUIREMENTS the word according to Heide and Henderson, Active Learning in the Digital Age Classroom § STUDENTS NEED TO KNOW WHAT IS BEING ASSESSED AND WHY IT IS IMPORTANT § STUDENTS REQUIRE MORE THAN ONE OPORTUNITY TO DEMONSTRATE ACHIEVEMENT OF KNOWLEDGE AND SKILLS § ASSESS BOTH PRODUCT AND PROCESS § ASSESSMENT IS AN ONGOING PART OF CLASSROOM LEARNING EXPERIENCES § EVALUATION IS THE TEACHER’S RESPONSIBILITY

ASSESSMENT LEVELS § SELF § PEER § TEACHER

DESIGNING ASSESSMENT the world according to Deb Gilchrist § WHAT DO YOU WANT THE STUDENT TO BE ABLE TO DO? § WHAT DOES THE STUDENT NEED TO KNOW IN ORDER TO DO IT WELL? § WHAT ACTIVITY WILL FACILITATE THE LEARNING? § HOW WILL THE STUDENT DEMONSTRATE THE LEARNING? § HOW WILL YOU KNOW THE STUDENT HAS DONE IT WELL?

RUBRICS § DEGREES OF QUALITY: excellent, good, fair poor § DEGREES OF QUANTITY: many, some, few, none § DEGREES OF FREQUENCY: always, usually, sometimes, never § DEGREES OF EFFECTIVENESS: highly, effective, minimally, ineffective § DEGREES OF UNDERSTANDING: substantial, incomplete, misunderstanding thorough,

MY BIG FAT POINT § ACTIVE LEARNING APPROACHES CAN BE ASSESSMENT METHODS § ACTIVITY: describe how you will assess your re-design using Gilchrist’s five questions

IN SUMMARY K. BAIN “What Makes Teachers Great” Chronicle of Higher Education 4/9/04. The Chronicle review. Vol. 50, Issue 31, Page B 7. § GET STUDENTS’ ATTENTION AND KEEP IT § START WITH STUDENTS RATHER THAN THE DISCIPLINE § SEEK COMMITMENTS(EXPECTATIONS) § HELP STUDENTS LEARN OUTSIDE OF CLASS § ENGAGE STUDENTS IN DISCIPLINARY THINKING(MODALITIES OF PROBLEM-SOLVING § CREATE DIVERSE LEARNING EXPERIENCES

IMPEDIMENTS TO ACTIVE LEARNING CARDS § IDENTIFYING STRATEGIES

RESOURCES § Ken Bain. What the Best College Teachers Do. Harvard University Press. 2004 § Ann Heide and Dale Henderson. Active Learning in the Digital Age Classroom. Heinemann. 2001 § Maryellen Weimer. Learner-Centered Teaching. Jossey. Bass. 2002

How Will You Change? § Complete the Handout § I Will Contact You in Six Months