Welcome Using Infant Simulators for Active Learning Educating

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Welcome! Using Infant Simulators for Active Learning Educating for Careers Conference Presenter: Cindy Fremont

Welcome! Using Infant Simulators for Active Learning Educating for Careers Conference Presenter: Cindy Fremont Realityworks

What is Active Learning? • Two assumptions: 1 1. Learning is active by nature

What is Active Learning? • Two assumptions: 1 1. Learning is active by nature 2. Different people learn in different ways • • Teacher relinquishes some control Students more responsible for their own learning 2

Examples of Active Learning Strategies • • • Cooperative Learning Groups Cooperative Pairs Problem-based

Examples of Active Learning Strategies • • • Cooperative Learning Groups Cooperative Pairs Problem-based Learning Project-based Learning Individual Active Learning Large Group Active Learning 3

Question Approximately what percentage of your current curriculum incorporates active learning? 4

Question Approximately what percentage of your current curriculum incorporates active learning? 4

Question What are some common concerns with using active learning in the classroom? 5

Question What are some common concerns with using active learning in the classroom? 5

Some Commonly Expressed Concerns • • I’ll lose control of classroom The students may

Some Commonly Expressed Concerns • • I’ll lose control of classroom The students may not like it/do it I don’t know how to grade students using it Some students may take over while the quiet or lazy students sit back and do nothing • I don’t have good ideas for what to do • It removes my position of authority • How do I convey information if I don’t lecture? 6

Why Use Active Learning? Students: • Learn more material • Retain the information longer

Why Use Active Learning? Students: • Learn more material • Retain the information longer • Enjoy the class more • Use higher order thinking skills 2 • Analysis • Synthesis • Evaluation Based on 600+ studies over the past 90 years 7

Dale’s Cone of Learning 3 After 2 weeks we tend to remember… 10% of

Dale’s Cone of Learning 3 After 2 weeks we tend to remember… 10% of what we read Verbal Reasoning 20% of what we hear 30% of what we see 50% of what we see and hear P A S S I V E 70% of what we say 90% of what we say and do Edgar Dale, Audio-Visual Methods in Teaching (3 rd Edition). Holt, Rinehart, and Winston (1969). 8

Dale’s Cone of Learning 3 After 2 weeks we tend to remember… 10% of

Dale’s Cone of Learning 3 After 2 weeks we tend to remember… 10% of what we read 20% of what we hear 30% of what we see 50% of what we see and hear Verbal Reasoning P A S S Visual Receiving I V E Receiving & A Participating C 70% of what we say 90% of what we say and do T Doing I V E Edgar Dale, Audio-Visual Methods in Teaching (3 rd Edition). Holt, Rinehart, and Winston (1969). 9

Dale’s Cone of Learning 3 After 2 weeks we tend to remember… 10% of

Dale’s Cone of Learning 3 After 2 weeks we tend to remember… 10% of what we read 20% of what we hear 30% of what we see 50% of what we see and hear Verbal Reasoning P A S S Visual Receiving I V E Receiving & A Participating C 70% of what we say 90% of what we say and do T Doing I V E Edgar Dale, Audio-Visual Methods in Teaching (3 rd Edition). Holt, Rinehart, and Winston (1969). 10

Active Learning Strategies q Cooperative Learning Groups • Cooperative Pairs • Problem-based Learning •

Active Learning Strategies q Cooperative Learning Groups • Cooperative Pairs • Problem-based Learning • Project-based Learning • Individual Active Learning • Large Group Active Learning 11

Cooperative Learning is NOT • Simply having students work side-by-side • Having students discuss

Cooperative Learning is NOT • Simply having students work side-by-side • Having students discuss something • Having a better student help a slower student • Allowing 1 -2 members do the work while others sit back and watch 12

Cooperative Learning IS • Shared responsibility for learning • Students learn more, enjoy it

Cooperative Learning IS • Shared responsibility for learning • Students learn more, enjoy it more, develop other skills, such as working with others • Teacher must provide a structured environment • Five Characteristics: – – – Members work independently Promote each other’s learning face-to-face Hold each other accountable Use good interpersonal skills Group evaluates how effectively members worked together Also known as … 13

GROUP PROCESSING SOCIAL SKILLS INDIVIDUAL ACCOUNTABILITY FACE-TO-FACE INTERACTION POSITIVE INTERDEPENDENCE The Five Pillars of

GROUP PROCESSING SOCIAL SKILLS INDIVIDUAL ACCOUNTABILITY FACE-TO-FACE INTERACTION POSITIVE INTERDEPENDENCE The Five Pillars of Cooperative Learning 7 14

Cooperative Learning Process • Establish Rules – Show respect for all members – Everyone

Cooperative Learning Process • Establish Rules – Show respect for all members – Everyone is responsible – Learn from one another – Share leadership • Establish Roles and rotate them – Moderator – Summarizer Try to group students of different ethnic backgrounds, – Recorder skill levels, and genders. – Encourager – Challenger 15

Types of Cooperative Groups • Formal – Specific Content and problem solving • Informal

Types of Cooperative Groups • Formal – Specific Content and problem solving • Informal – Ensure understanding during class • Base Groups – Long-term support/assistance over course of class 16

Cooperative Groups - Examples • • • Jigsaw Groups Panel Discussions Debates Role Play

Cooperative Groups - Examples • • • Jigsaw Groups Panel Discussions Debates Role Play Brainstorming & Visual Lists Peer Teaching 17

Cooperative Groups: Jigsaw Groups Example: Infant Development First 12 Months Jigsaw Group 1 Physical

Cooperative Groups: Jigsaw Groups Example: Infant Development First 12 Months Jigsaw Group 1 Physical Development Intellectual Development Emotional Development Social Development 18

Cooperative Groups: Jigsaw Groups Example: Infant Development First 12 Months 1 Jigsaw Group 2

Cooperative Groups: Jigsaw Groups Example: Infant Development First 12 Months 1 Jigsaw Group 2 Expert Group Physical Development Intellectual Development Emotional Development Social Development 19

Cooperative Groups: Jigsaw Groups Example: Infant Development First 12 Months 1 Jigsaw Group 2

Cooperative Groups: Jigsaw Groups Example: Infant Development First 12 Months 1 Jigsaw Group 2 Expert Group Physical Development Intellectual Development Emotional Development Social Development 20

Cooperative Groups: Jigsaw Groups Example: Infant Development First 12 Months 1 Jigsaw Group 2

Cooperative Groups: Jigsaw Groups Example: Infant Development First 12 Months 1 Jigsaw Group 2 Expert Group 3 Jigsaw Group Physical Development Intellectual Development Emotional Development Social Development 21

Cooperative Groups: Jigsaw Groups Example: Infant Development First 12 Months 1 Jigsaw Group 2

Cooperative Groups: Jigsaw Groups Example: Infant Development First 12 Months 1 Jigsaw Group 2 Expert Group 3 Jigsaw Group Physical Development Intellectual Development Emotional Development Social Development 22

Cooperative Groups: Panel Discussions • Include entire class in the presentation • Assign student

Cooperative Groups: Panel Discussions • Include entire class in the presentation • Assign student groups a topic to research and prepare presentations • Each panelist makes a very short presentation before the floor is opened to questions from "the audience" • Choose topics carefully • Give students sufficient direction to ensure good preparation for presentations • Consider “prepping” the "audience" by assigning various roles, e. g. , in a presentation on national standards for changes needed in daycare settings, have some audience members role play daycare providers concerned about additional costs 23

Cooperative Groups: Debates • Encourages students to think about several sides of an issue

Cooperative Groups: Debates • Encourages students to think about several sides of an issue • Students may have to defend a side they personally oppose • Assign students to teams (may need several teams of two (pro/con) depending on class size • Give teams a position to defend and present arguments to support their position on presentation day • Time to rebut and respond to rebuttals must be built into debate – See “More Resources for Classroom Debates” – http: //www. educationworld. com/a_lesson/le sson 304 b. shtml 24

Cooperative Groups: Role Play • Students act out a part related to concepts and

Cooperative Groups: Role Play • Students act out a part related to concepts and theories being discussed • Teams can be formed to write the scripts for the role players • Example lesson: 2. 6: Schedule and Tracking 25

Cooperative Groups: Brainstorming & Visual Lists • Brainstorm and create list on topic •

Cooperative Groups: Brainstorming & Visual Lists • Brainstorm and create list on topic • Leave list on table or post near group • Groups rotate around room to see other ideas – Pro/Con topics give visual summary – Large discussion on results • Example lesson: 2. 5: Bathing and Diapering 26

Cooperative Groups: Peer Teaching • • Presentations Debriefing sessions Peer feedback Study groups •

Cooperative Groups: Peer Teaching • • Presentations Debriefing sessions Peer feedback Study groups • Example lessons: 3. 4 -3. 5: Safety, First Aid and Infant Health - Parts 1&2 27

Active Learning Strategies þ Cooperative Learning Groups q Cooperative Pairs • Problem-based Learning •

Active Learning Strategies þ Cooperative Learning Groups q Cooperative Pairs • Problem-based Learning • Project-based Learning • Individual Active Learning • Large Group Active Learning 28

Cooperative Pairs • Think Pair Share • Note Sharing • Stump your partner 29

Cooperative Pairs • Think Pair Share • Note Sharing • Stump your partner 29

Cooperative Pairs: Think-Pair-Share • Think of a think-pair-share activity you could use with a

Cooperative Pairs: Think-Pair-Share • Think of a think-pair-share activity you could use with a topic in your program • Pair with a partner and discuss each other’s ideas • Turn to another pair and share all ideas • Example lessons: • 1. 1: The Important Role of the Caregiver • 1. 2: Infant and Toddler Development • 2. 2: Soothing a Crying Infant 30

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Cooperative Pairs: Note Comparing/Sharing • Stop in the middle of the lecture/presentation • Have

Cooperative Pairs: Note Comparing/Sharing • Stop in the middle of the lecture/presentation • Have students turn to a partner and read each other’s notes • They should fill in gaps in their own notes as needed • Practice often carries over with future courses 32

Cooperative Pairs: Stump Your Partner • Give students one minute to think of a

Cooperative Pairs: Stump Your Partner • Give students one minute to think of a challenging question on the material from the lesson or an assigned reading • Students partner with someone nearby • Partners take turns posing and answering each other’s questions • Teacher asks for sampling of questions • Use good questions on future quizzes 33

Active Learning Strategies þ Cooperative Learning Groups þ Cooperative Pairs q Problem-based Learning •

Active Learning Strategies þ Cooperative Learning Groups þ Cooperative Pairs q Problem-based Learning • Project-based Learning • Individual Active Learning • Large Group Active Learning 34

Project-Based Learning • Interdisciplinary – Writing, speaking, technology, fine arts, science, etc. • •

Project-Based Learning • Interdisciplinary – Writing, speaking, technology, fine arts, science, etc. • • Work is primarily outside the classroom Groups, individual work, or both Short- or long-term May culminate with a project folder over course of class – – – Personal inventory Research on careers in the field Job search Resume Informational interview or site visit – and report 35

Problem-based Learning (Inquiry) • Students confront specific, open-ended problems and work to find meaningful

Problem-based Learning (Inquiry) • Students confront specific, open-ended problems and work to find meaningful solutions • Students work in groups to solve the problem • Challenges students to “learn to learn” – Think analytically and critically – Activate prior knowledge – Learn in context • Teacher role is facilitator • Example lessons: • 2. 6: Schedule and Tracking • 1. 1: The Important Role of the Caregiver 36

Active Learning Strategies þ Cooperative Learning Groups þ Cooperative Pairs þ Problem-based Learning þ

Active Learning Strategies þ Cooperative Learning Groups þ Cooperative Pairs þ Problem-based Learning þ Project-based Learning q Individual Active Learning • Large Group Active Learning 37

Individual Active Learning • Minute Paper • Muddiest/Clearest Point • Journaling 38

Individual Active Learning • Minute Paper • Muddiest/Clearest Point • Journaling 38

Individual Active Learning: Minute Paper • Effective for checking student understanding and reaction to

Individual Active Learning: Minute Paper • Effective for checking student understanding and reaction to course material • Students take out blank sheet of paper • Teacher poses the question • Students write for 1 minute, then turn in paper 39

Individual Active Learning: Muddiest Point or Clearest Point • Provides helpful information on what

Individual Active Learning: Muddiest Point or Clearest Point • Provides helpful information on what may need further clarification • Ask at end of class period or natural break in presentation • What was the muddiest (most unclear) point in today’s information? OR • Be specific: e. g. , What do you find unclear about the various styles of parenting? 40

Individual Active Learning: Journaling • In class or as homework • Combines benefits of

Individual Active Learning: Journaling • In class or as homework • Combines benefits of minute paper and muddiest/clearest point • You may ask more complex questions since students have more time, such as – Compare findings and theories of Piaget and Freud – Have students find and discuss reports of scientific studies in popular media on child development issues • Example lesson: 4. 1: Simulation Experience 41

Active Learning Strategies þ Cooperative Learning Groups þ Cooperative Pairs þ Problem-based Learning þ

Active Learning Strategies þ Cooperative Learning Groups þ Cooperative Pairs þ Problem-based Learning þ Project-based Learning þ Individual Active Learning q Large Group Active Learning 42

Large Group Active Learning • Socratic Questioning • Games 43

Large Group Active Learning • Socratic Questioning • Games 43

Large Group Active Learning: Socratic Questioning • Some criticism • Options to enhance: –

Large Group Active Learning: Socratic Questioning • Some criticism • Options to enhance: – – Wait Fish Bowl Quiz Questions Students summarize another’s answer • Example lesson: 2. 3: Handling Stress and Preventing Shaken Baby Syndrome 44

Large Group Active Learning: Games • Play an infant or toddler game with a

Large Group Active Learning: Games • Play an infant or toddler game with a partner • Create an infant or toddler game and then play it with a partner • Use Power. Point to create games such as: – – Jeopardy Who Wants to Be A Millionaire 10, 000 Pyramid 20 Questions Google “Power. Point games”, and download a template of your choice 45

Rubrics: Setting Expectations • • A scoring tool which lists criteria for work Helps

Rubrics: Setting Expectations • • A scoring tool which lists criteria for work Helps students and teacher define “quality” Help students know how their work will be evaluated Students can judge their own or other’s work before turning it in • Helps teacher evaluate work 46

Rubric Example: Visit to Daycare Setting & Presentation Areas to be Evaluated Levels of

Rubric Example: Visit to Daycare Setting & Presentation Areas to be Evaluated Levels of Achievement (Quality Indicators) 1 2 3 4 Content Student has excellent understanding of the content and reached valid conclusions based on research Has good understanding of content, some good conclusions based on research Has some understanding of topic, few conclusions based on research Has little understanding of topic, no conclusions, little if any research Presentation Spoke clearly, covered all points, provided many examples Spoke clearly, covered most points, provided some examples Spoke clearly, at times, provided few examples, covered a few points Didn’t speak clearly, did not use examples, covered minimal points Group Work Participates, listens to, and values the opinions of group Generally participates in group, listens to, but may or may not value opinion of group Rarely participants in the group, rarely responds to opinion of group members Does not participant, listen to, or value the opinion of group members See: http: //rubistar. 4 teachers. org/index. php? screen=New Rubric 47

Helpful Tips 6 • • • Plan ahead – allow time for logistics, instructions

Helpful Tips 6 • • • Plan ahead – allow time for logistics, instructions Move quickly from one phase of the activity to another Provide clear directions - Print them if possible Hold each group member accountable Appoint roles if the group has not done so Allow tight but reasonable time for each phase of the activity Announce “ 2 minute warnings” • Use a variety of Active Learning strategies to avoid ruts • Have set procedures for: – – Seating Rules and expectations Student materials Content introduction 48

End Notes 1. 2. 3. 4. 5. 6. 7. Promoting Active Learning: Strategies for

End Notes 1. 2. 3. 4. 5. 6. 7. Promoting Active Learning: Strategies for the Classroom C Meyers, TB Jones - San Francisco, Calif: Jossey-Boss, 1993 Active Learning: Creating Excitement in the Classroom, CC Bonwell, JA Eison - ASHE-ERIC Higher Education Report, 1991 Cone of Learning (Edgar Dale), Audio-Visual Methods in Teaching (3 rd Ed. ), Holt, Rinehart, and Winston, 1969 Cooperative Learning, S Kragen, San Juan Capistrano, CA: Resources for Teachers, Inc. 1992 Available from the World Wide Web: Active Learning for the College Classroom, D Paulson, J Faust Available from the World Wide Web: Tips for Using Active Learning, The Abilene Christian University Adams Center for teaching Excellence Johnson, D. W. , Johnson, R. T. , and Smith, K. (1991) Active Learning: Cooperation in the College Classroom, Edina, MN: Interaction Book Company 49