Innovative Approach to Active Learning
Transcript of Innovative Approach to Active Learning
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Purdue UniversityPurdue e-Pubs
IMPACT Presentations Instruction Matters: Purdue Academic CourseTransformation (IMPACT)
10-2012
Innovative Approach to Active LearningJohn G. GraveelPurdue University
George E. Van ScoyocPurdue University
Follow this and additional works at: http://docs.lib.purdue.edu/impactpres
Part of the Agronomy and Crop Sciences Commons
This document has been made available through Purdue e-Pubs, a service of the Purdue University Libraries. Please contact [email protected] foradditional information.
Recommended CitationGraveel, J. G., & Van Scoyoc, G.E. (2012, October). Innovative approach to active learning. Presentation given at the American Societyof Agronomy Annual Meeting, Cincinnati, OH.
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Innovative Approach to Active Learning
John G. Graveel
George E. Van Scoyoc
Department of Agronomy
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IMPACT at Purdue University“Instruction Matters: Purdue
Academic Course Transformation”
Purpose as defined by the Provost
“Partner with faculty and develop a
network of individuals committed to
the transformation of ten to twenty
campus courses per year for three
years, integrating a more enhanced
student centered approach”.
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Specific Goals:
Faculty will benefit from the best
technology, assessment, research and
pedagogy support
Integrate technologies and active learning
pedagogies that support the instructional
mission of IMPACT
Develop a project plan that evaluates the
process of course transformation and
integrates the strategic themes of student
success, retention, and completion
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IMPACT PROGRAM Spring 2011, 3 years
CIE, ITaP, Discovery Learning Center
Ten courses: (several examples)
• AGRY 255 – Soil Science
• BIOL 131 – Developmental Structure and Function of
Organisms
• CHM 115 – General Chemistry
• MA 154 – Algebra and Trigonometry II
• PSY 120 – Elementary Psychology
(Currently we have 49 courses and 61 faculty in the program
from 11 colleges.)
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University Programs to Familiarize Faculty with Student Based Learning
Workshops: Understanding by Design
Grant Wiggins and Jay McTighe
• Initial Discussion of the Book
• Student Understanding and
Essential Questions
• Assessment and Evidence
• Criteria and Validity
• The Learning Plan
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Outside Speakers
Robert J. Beichner (SCALE-UP)
–Student Centered Active Learning
Environment for Undergraduate
Programs
–Place were student teams are given
interesting topics to
investigate while
the instructor
facilitates
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Student Centered Approach to Instruction
Student-centered Teaching Methods
• Shift the focus of activity from the
teacher to the learners.
Active Learning
• Students solve problems, answer
questions, formulate questions of their
own, discuss, explain, debate or
brainstorm during class
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Student Centered Learning in the Agronomy Department
Introduction to
Environmental Science
Introductory
Soil Science
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Introduction toEnvironmental Science
Objective: Provide students with
an understanding of science
underlying environmental
problems facing the world today.
Credits: 3
Team Taught: NRES and EAPS
Activities: In-class exercises,
problem solving, group reports,
and case studies
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Introduction toEnvironmental Science
Hazardous waste disposal, soil erosion,
natural hazards, air pollution, population,
environmental planning, ecology, water
quality and environmental ethics
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Introduction toEnvironmental Science
U University Willing
to Design and Build
New Classrooms
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New Classroom Design forEnvironmental Science
One of Five “SCALE-UP” classrooms
Nine students sit around each table/Three
groups per table/Thirty-nine groups
Short lecture/Flip lecture/Guest speakers
Computers
Demonstrations
Problem solving
Case Studies
Discussion
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Active Learning
Class Activities
-Promote interest
-Self-confidence
Examples
-In class discussions
-Team work
-Visual instruction
Makes the Learning Environment Exciting
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Inquiry Learning
Encourage Students
-Think critically
-Solve problems
-Case studies
Understanding by Questioning
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Soil Science Course – already a very interactive format
1. Lecture - Tuesday morning
2. Soils Resource Center – Tuesday to Friday
(Open 40 hours per week – all faculty are encouraged to critique course material on display and use the Center for materials in their courses)
3. Small Group Discussions - Friday
groups of 15 students
Meet weekly to review course
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Soils Resource CenterAn Interactive Environment
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Four Benches of Resources Each WeekNumerous displays and experiments
Four Benches of Resources Each
Week
Numerous displays and experiments
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Soils Resource Center One topic each week
Computer Directed
Three hours per unit
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Discussion Sessions on Friday:A time for reflection and interactive learning
Reflecting on the week
Three tables each
with 4-5 students
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Three-Phase Discussion Sessions
Reflecting and Writing
Discussing and Sharing
Teaching and Learning
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Expanding “SCALE-UP”Active Learning Classrooms
Hicks Library
Discovery Learning
Center
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John George
Graveel Van Scoyoc
Faculty Teaching
Introductory
Environmental Science
and Soil Science at
Purdue University
• Each committed to the
course
• Encourage collaboration
by all soil’s faculty
• Course improvement a
priority
• Working for early
intervention for students
needing assistance
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A Focus on Learning: IMPACT
Designed to encourage explicit discussion
of teaching styles, learning styles, and
approaches
Network of faculty committed to course
improvement and committed to sharing
Courses now compete to be part of the
IMPACT program
Strong University support: Provost, Center
for Instructional Excellence, IT Learning
Resources, Discovery Learning Center