17-Jan-0317-Jan-03

Redesigning the Lecture: Merging Active Learning with Electronic Response

Systems

James D. Myers & Erin A. Campbell-StoneJames D. Myers & Erin A. Campbell-StoneDepartment of Geology and GeophysicsDepartment of Geology and Geophysics

University of WyomingUniversity of Wyoming

Typical Large Introductory ClassTypical Large Introductory Class

• series of lectures during which instructor talks, students listen (hopefully)

• large, auditorium classrooms

• zero to minimal feedback during class

• summative assessments only

Lecture – Advantages/UsefulnessLecture – Advantages/Usefulness

• communicate lecturer’s enthusiasm and interest

• cover large amount of information

• deliverable to large audiences (low cost/pupil)

• little risk or demand on students

• effective for listeners

• summarize information from multiple sources

Lecture - DisadvantagesLecture - Disadvantages

• no feedback on student learning• passive environment without intellectual

engagement• single learning pace and understanding level• one learning style - auditory• requires charismatic speaker• cannot teach higher levels of thinking• not suited for complex, abstract material

Lecture – Use It CorrectlyLecture – Use It Correctly

• Use it to:– present lots of background information efficiently– Impart unique or new information– teach knowledge level– convey interest and enthusiasm

• Don’t use it to:– teach skills or higher levels of learning– present complex material– modify attitudes

Lecture – How to Modify ItLecture – How to Modify It

• change from passive to active learning environment

• increase student-instructor and student-student interaction during lecture

• provide formative assessment – soon and often

• engage everyone in the class – not just the “responders”

Active Learning – What? Why?Active Learning – What? Why?

• What is it?– activities that actively engage students in the

learning process

• Why use it?– more likely to internalize, understand and

remember material (Bonwell & Sutherland, 1996)

– learn best when intellectually engaged

Active Learning – TechniquesActive Learning – Techniques

• interactive lectures (Frederick, 1987)• small work groups (Frederick, 1987; Bekken, 1995)• problem solving/critical thinking exercises (Frederick,

1987; Dupre and Evans, 2000)• whole class debate (Frederick, 1987)• simulations (Frederick, 1987)• role playing (Frederick, 1987)• concepTest (Mazur, 1997)• image analysis (Reynolds and Peacock, 1998)• think-pair-share (Macdonald and Korinek, 1995)• Venn diagrams (McConnell, 2001)

Active Learning – ConcepTestActive Learning – ConcepTest

• form of peer instruction

• exposes difficulties in understanding

• involves students in learning

• focuses attention on concepts

• forces students to think about arguments

• enables students and instructor to access understanding

Active Learning – ConcepTest: ProcedureActive Learning – ConcepTest: Procedure

• students given multiple choice question

• 1-2 minutes to formulate answer

• answer question

• spend two or three minutes discussing answers in groups

• attempt to reach group consensus

• reaffirm/change answer

Active Learning – ConcepTest: ExampleActive Learning – ConcepTest: Example

This cross section through the crust shows a series of sedimentary units and igneous bodies. Assuming the sedimentary layers are not overturned, which is the oldest unit shown?

1. A

2. B

3. C

4. D

5. F

Active Learning – Image AnalysisActive Learning – Image Analysis

• procedure– show a photograph, video, panorama– pose question– students answer question in 2-10 minutes depending

upon difficulty– work alone– entire class derives answer

• characteristics– introductory– short (10-15 minutes)– not graded– guide how to proceed with lecture

Active Learning – Image Analysis: ObservationActive Learning – Image Analysis: Observation

The texture of this igneous rock is:

1. porphyritic

2. glassy

3. vesicular

4. aphanitic

Based on the texture of this rock, it is:

1. intrusive

2. extrusive

Active Learning – Image Analysis: PredictionActive Learning – Image Analysis: Prediction

Given the porosity and permeability of this aquifer, the cone-of-depression around this well will be:

1. deep and narrow

2. shallow and wide

3. deep and wide

4. shallow and narrow

Active Learning – Think-Pair-ShareActive Learning – Think-Pair-Share

• procedure– present problem– students discuss problem for 10-15 minutes– answer questions

• purpose– introduction– summary

Lecture Sessions - TypesLecture Sessions - Types

• expository: typical lecture

• enhanced: mini-lectures separated by active learning tasks

• focused: active learning class session focused on single concept/technique

Lecture Sessions - ExpositoryLecture Sessions - Expository

• Instructor talks, students listen

• passive environment

• benefits– low “risk” for students

– provides breather

– easy fall back position

Lecture Sessions - ExpositoryLecture Sessions - Expository

• introduce ourselves

• describe regional, national or international geologic events

• discuss local, state or national policy issues related to geology

• cover information/topic not in textbook

• tie current events to subject

Lecture Sessions – Enhanced: PurposeLecture Sessions – Enhanced: Purpose

• series of mini-lectures

• refocus attention

• activities occupy only 5-10 minutes

• combine formative assessment and/or active learning exercises

• done individually or in pairs/groups

• type of activity varied

Lecture Sessions – Enhanced: TimelineLecture Sessions – Enhanced: Timeline

Minutes Activity

15 Mini-lecture on permeability and porosity

10 ConcepTest dealing with cone-of-depression

15 Mini-lecture on types of aquifers

10 Think-pair-share dealing with groundwater recharge

Lecture Sessions - FocusedLecture Sessions - Focused

• focused on a single concept/technique

• employs multiple active learning tasks

• think-pair-share always important

• a worksheet is completed individually and turned in

• occupies entire class period

• maximum of one focused lecture per subject topic

Lecture Sessions – Focused: FunctionsLecture Sessions – Focused: Functions

• summation: used to wrap up a topic, e.g. structural geology

• extension: introduces concept not previously covered in reading, lab or lecture

• application: applies previously learned principles/concepts to new situation

Active Learning – Level of SuccessActive Learning – Level of Success

• student involvement grew during semester

• improved performance on exams for students attending lecture

Active Learning: Enhancing with CRSActive Learning: Enhancing with CRS

• better in class feedback on student learning

• ability to “chunk” lectures more effectively

• reduction of administrative tasks and paper collection

• permanent quantitative record of student performance

• more focused assessment of effectiveness

CRS Lectures – Expository: ExampleCRS Lectures – Expository: Example

• uses CRS for:– opinion surveys– knowledge assessment

• benefits– no right/wrong answer– provides attendance data– refocuses students without “risk” on their part

CRS Lectures – Enhanced: ExampleCRS Lectures – Enhanced: Example

• mini-lectures separated by active learning tasks– tasks use CRS

• topic: groundwater• timeline

– Mini-lecture: The Water Table– Quick-Thinks (CRS)– Mini-lecture: Aquifers and Aquicludes– ConcepTest – Artesian Wells (CRS)

CRS Lectures – Focused: ExampleCRS Lectures – Focused: Example

• topic: structural geology• function: summation• timeline

– introduction– terminology review (CRS)– vertical motion problem– map details quiz (CRS)– map exercise– core-information exercise– wrap-up (CRS)

SummarySummary

• active learning makes lecture time more effective– engages student’s brain– keeps them focused on task– breaks monotony

• students need to “adjust” lecture behavior• electronic response systems improve the delivery and

effectiveness of active learning• CRS benefits:

– ensures all students participate– provides quantitative formative & summative assessment – reduces administrative overhead