MODULE 4 Learning Experiences using Active Learning 3

The Backward Design Define Learning Objectives 1 st Define Evidences of Learning and Assessment

Learning Objectives • How to create a lesson plan? • How to engage students

From Big Ideas to Lesson Plans What students should be able to know and

From Big Ideas to Lesson Plans BIG IDEA Learning Nature Objectives Goals of the

From Big Ideas to Lesson Plans Nature of the Content Perform Analyze Create Learning

Lesson Plan Directions on how to help students to achieve the desired results Current

Where to start? Who your students are? • What are the course objectives? •

First, learn about your students! K W L What do they Know? What do

Components of a Lesson Plan The lesson plan will follow the same path from

Creating Learning Activities What students should do to achieve the desired results? “I hear,

Principles of LCT Shared power More development activities, teacher as facilitator Students more responsible

How to engage students? By using LCT! Teaching approaches that creates learning environments to

What is the professor role in LCT environment? Professors should act as facilitators, encouraging

LCT Approaches LCT strategies were grouped into three approaches: Which one should I use?

Active Learning Students should do more than simply listen to a lecture! Students should

Why Active Learning? Why is it important? The amount of information retained by students

Multiple Intelligences Learning requires multi-modal approaches!

Why Active Learning? Why does it help students to learn? Students who actively engage

Active Learning Process A dynamic process! Multimodal delivery Knowledge Feedback Questions Application Student’s existing

How to use Active Learning? Multi-modal delivery engages students in class activities that use

Active Learning: Visual Instruction + Analysis Show students: • Videos • Demonstrations • Real

Active Learning: Verbal Engaging Lectures! Story-telling Involving students in the story Teaching with enthusiasm

Active Learning: Verbal Humor Communicate meaning, relevance Connects! Student’s mind Teaching in chunks Previous

Active Learning: Social Peer-to-peer learning! Promotes Students’ interaction! In-class discussions • In pairs •

Active Learning: Social Peer teaching or Collaborative Learning In-class small projects In-class small scenarios

Active Learning: Social Brainstorming Concept mapping Ask students to create visual representations of models,

Active Learning: Real-time Feedback In-class writing One-minute Paper / Essay: • Student will summarize

Active Learning: Real-time Feedback Review Games can include matching, mysteries, and group competitions (jeopardy,

Active Learning: Real-time Feedback Thumbs up / thumbs down / thumbs sideways or flash

Active Learning: Kinesthetic Learning by doing! Use the body! Perform a task Build models

How to get started? What students should know and be able to do at

How to get started? A Nutrition Example Objectives & Learning Goals Nature of the

2 Activity Get other student's view Develop a skill Practice application Connect / associate

Is my lesson plan engaging and effective? Is it providing students a path to

Summary BIG IDEA From Big Ideas to Lesson Plans! Learning Nature Objectives Learning Goals

Summary Learn about your students Plan activities that will bridge the gap Write your

Summary Which activities? Activities are effective and engaging? WHERE TO

Summary Active Learning Social Visual Active Learning Verbal Real-time assessments Kinesthetic

References • Understanding, Unpacking Standards, Big Idea, Essential Questions Wiggins, Grant and Mc. Tighe,

References • Review and Summary of Learner-Centered Teaching by Maryellen Weimer (http: //academic. pgcc.

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MODULE 4 Learning Experiences using Active Learning 3 rd 2 nd 1 st

The Backward Design Define Learning Objectives 1 st Define Evidences of Learning and Assessment tasks 2 nd Plan Learning Experiences 3 rd

Learning Objectives • How to create a lesson plan? • How to engage students in a course? • What is the professor’s role in a learner-centered classroom? • What is the purpose of using Active Learning? • How to apply Active Learning to a course?

From Big Ideas to Lesson Plans What students should be able to know and do by the end of the course? BIG IDEA Learning Nature Objectives Learning Goals of the Experiences Content Plan LESSON PLANS Assessment Activities

From Big Ideas to Lesson Plans BIG IDEA Learning Nature Objectives Goals of the Content Plan What to teach? Main Idea behind the concepts and skills you want to teach How would you summarize this concept in one sentence?

From Big Ideas to Lesson Plans Nature of the Content Perform Analyze Create Learning LESSON PLAN experiences Listen Talk See Other… What students should do What is the best way to learn this concept or skill? to provide this experience? Create a context that will reproduce / illustrate the nature of the content Give students a role (thinking or acting) in this context Debrief: students should talk and reflect on the experience

Lesson Plan Directions on how to help students to achieve the desired results Current knowledge and skills Lesson Plan Desired knowledge and skills

Where to start? Who your students are? • What are the course objectives? • What do your students already know? • What is the gap? How to bridge it? ? From To

First, learn about your students! K W L What do they Know? What do they Want to learn? What they should Learn? Then, create or adjust lesson plan to fulfill students’ needs!

Components of a Lesson Plan The lesson plan will follow the same path from backward design! Course number and name OBJECTIVES: Big Ideas Topic & Context Learning Objectives ASSESSMENTS: Performance Tasks Other formative assessment activities LEARNING ACTIVITIES: Time Teaching Method Professor Instructions and Student Learning Activities Material and Resources

Creating Learning Activities What students should do to achieve the desired results? “I hear, I forget I see, I remember I do, I understand” - Chinese Proverb Class activities should engage students! From “Understanding by Design”, Wiggins and Mc. Tighe

Principles of LCT Shared power More development activities, teacher as facilitator Students more responsible for learning Evaluation promotes learning LCT strategies provide ways to engage students in active participation and to build their own understanding Less teacher control Less content coverage Less focus on teacher Less focus on grades Weimer, 2002

How to engage students? By using LCT! Teaching approaches that creates learning environments to engage students to construct understanding based on: Create meaning Real-life situations Solve problems Apply concepts Relevant to Perform authentic students tasks Knobloch & Ball, n. d. )

What is the professor role in LCT environment? Professors should act as facilitators, encouraging students interaction and discussions Professors will: • Prepare more class activities -> Students will construct their knowledge • Prepare and give less lecture -> Interact more with students • Create environment for interaction -> Manage class discussions (http: //academic. pgcc. edu/~wpeirce/MCCCTR/weimer. htm)

LCT Approaches LCT strategies were grouped into three approaches: Which one should I use? It will depend on the learning experience needed to achieve the objective : e l u d o M s i e h v T i t Ac ing n r a Le

Active Learning Students should do more than simply listen to a lecture! Students should process and use the information in order to retain it Active Learning is “anything that involves students in doing things and thinking about the things they are doing” (Bonwell & Eisen, 1991)

Why Active Learning? Why is it important? The amount of information retained by students declines substantially after ten minutes of listening (Thomas, 1972) Students need to be physically and mentally involved in class activities to learn

Multiple Intelligences Learning requires multi-modal approaches!

Why Active Learning? Why does it help students to learn? Students who actively engage with the material are more likely to recall information (Bruner, 1961) Provide immediate feedback, raise questions, and make students think, building understanding Different people learn in different ways (Multiple Intelligences)

Active Learning Process A dynamic process! Multimodal delivery Knowledge Feedback Questions Application Student’s existing knowledge Professor as facilitator Understanding

How to use Active Learning? Multi-modal delivery engages students in class activities that use multiple senses Social Visual Active Learning Verbal Real-time feedback Kinesthetic

Active Learning: Visual Instruction + Analysis Show students: • Videos • Demonstrations • Real objects • Graphs / Diagrams / Pictures • Animations / Flashes Use technology to present concepts: • Animations / Flashes • Simulation • 3 D images

Active Learning: Verbal Engaging Lectures! Story-telling Involving students in the story Teaching with enthusiasm Use: • Analogies/metaphors • Stories • Real-life examples Teaching with songs

Active Learning: Verbal Humor Communicate meaning, relevance Connects! Student’s mind Teaching in chunks Previous experiences Break lessons down into lessons segments (~10 min) and processing time (~2 to 10 min)

Active Learning: Social Peer-to-peer learning! Promotes Students’ interaction! In-class discussions • In pairs • With all students & professor as facilitator • Think-pair-share In-class debates

Active Learning: Social Peer teaching or Collaborative Learning In-class small projects In-class small scenarios and discussion

Active Learning: Social Brainstorming Concept mapping Ask students to create visual representations of models, ideas and relationship between concepts + share + discussion Student-led review sessions

Active Learning: Real-time Feedback In-class writing One-minute Paper / Essay: • Student will summarize last or current class, and write questions to be clarified • Students will write down the key idea and what needs clarification Stump the professor Students will write down difficult questions about the content to ask the professor. The objective is to ask questions that the professor is not able to answer.

Active Learning: Real-time Feedback Review Games can include matching, mysteries, and group competitions (jeopardy, bingo)

Active Learning: Real-time Feedback Thumbs up / thumbs down / thumbs sideways or flash cards Ask students to agree disagree to a statement, problem solution and discuss their reasoning Use clickers to in-class quiz, student voting, opinion etc. Debriefing / reflection

Active Learning: Kinesthetic Learning by doing! Use the body! Perform a task Build models Build Models Role-playing Perform or review concepts

How to get started? What students should know and be able to do at the end of the class? Objectives & Learning Goals How would you summarize this concept in one sentence? What students should do to learn this concept or skill? It may require Active Learning, Inquiry Learning or Contextual Learning activities! Nature of the Content Learning experiences LESSON PLAN What specific activity professor could create that will provide students the right learning experience? What resources should be used?

How to get started? A Nutrition Example Objectives & Learning Goals Nature of the Content Learning experiences • Listen • See Describe and explain the digestion process Digestion is a process; a sequence of events LESSON PLAN • Show pictures or video while lecturing • Talk about it • Peer-teaching, concept mapping • Get involved in the process • Build a model, role-play • Review • Quiz

2 Activity Get other student's view Develop a skill Practice application Connect / associate Build confidence Draw conclusions Explain / communicate Generate ideas Review / Reinforce 1 Process / digest the information Clarify / internalize Memorize / Recall Create interest, present idea Outcomes of each activity Desired Outcomes / Objectives

Is my lesson plan engaging and effective? Is it providing students a path to achieve the objectives? W H E R E Where is it going? Why? Hook the students and Hold their attention Equip students with opportunities to Experience and Explore the big ideas Provide opportunities to students to Reflect, Rethink and Revise Evaluate work and their progress T O Tailor to students’ needs, interests and styles Organize activities for maximum engagement and effectiveness

Summary BIG IDEA From Big Ideas to Lesson Plans! Learning Nature Objectives Learning Goals of the Experiences Content Plan LESSON PLANS Assessment Activities

Summary Learn about your students Plan activities that will bridge the gap Write your Lesson Plan

Summary Which activities? Activities are effective and engaging? WHERE TO

Summary Active Learning Social Visual Active Learning Verbal Real-time assessments Kinesthetic

References • Understanding, Unpacking Standards, Big Idea, Essential Questions Wiggins, Grant and Mc. Tighe, Jay. Understanding by Design. 2 nd Edition. ASCD, Virginia, 2005. • Multiple Intelligences • http: //en. wikipedia. org/wiki/Theory_of_multiple_intelligences • http: //www. shapingyouth. org/blog/? p=2071 • Active Learning: Creating Excitement in the classroom, by Charles C. Bonwell, Ph. D. • Center for Teaching, Learning and Technology website, by Kathleen Mc. Kinney (http: //www. cat. ilstu. edu/additional/tips/new. Active. php)

References • Review and Summary of Learner-Centered Teaching by Maryellen Weimer (http: //academic. pgcc. edu/~wpeirce/MCCCTR/weimer. htm) • Active Learning Strategies: • http: //www. phy. ilstu. edu/pte/311 content/activelearning. html • http: //activelearning. uta. edu/Fac. Staff/ALtechniques. htm • http: //www. vcu. edu/cte/resources/active_learning. htm • http: //www. thiagi. com/interactive-lectures. html