Pg cert lthe facilitating active learning 2012 bb
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- 1. Facilitating Active Learning Clare MilsomMartyn Stewart Academic Enhancement Unit
2. Facilitating Active LearningAimTo provide an evidence-based rationale for active learningOutcomes1. Recognise the purpose of active learning2. Recognise how to structure a teaching session that actively engages students3. Identify strategies to promote student engagement 3. Is interactive learning really effective?Children have real understanding only of that which they inventthemselves, and each time that we try to teach them somethingtoo quickly, we keep them from reinventing it themselves Jean Piaget Student-centred constructivist teaching methods are unguided methods of instruction .. Activities involving free exploration of a complex environment can be cognitively detrimental to learning Kirschner et al. 2006 4. The student.... LJMU 2012 Mirror Survey, Levels 4 & 5 : Top predictors of overall course satisfaction The course is well organised & is running smoothly The range and balance of approaches to teaching has helped me learn The course is intellectually stimulating Staff are enthusiastic about what they are teaching Practical activities on my course have helped me to learn I have received sufficient advice & support with my studies The course has helped me present myself with confidence Staff are good at explaining things 5. The neuroscientistDopamine is a key rewardneurotransmitterReleased in response to challenge,unpredictability, achievementAttracts and sustains attentionAssociated with activity andproblem-solvingWhere are studentsgetting theirdopamine fix ? 6. The philosopher. Developing independent thinking or spoon-feeding?Power relationships who owns knowledge? expert v novice?What is higher education? 7. The wider evidence.. Dochy et al (2003) Meta-analysis of 43 empirical studies of impact of PBL Robust positive effect from PBL on skills of students (ES = 0.46) Slight negative effect from PBL on knowledge base of students 8. Impact on learning1. Engagement and performance (Liu and Stengel 2011); (Prather and Brissenden 2009); Laxman 2011)2. Combat conformity and shyness (Stowell et al. 2010)3. Student-reported increase in attention (Bunce et al. 2010)4. Students report as fun (Bachman and Bachman 2011) 9. Iterative (grouped) stage 1Tips and techniques to develop questions Sullivan (2009)Which are probably Apatosaurus eggs?11. Choice One22. Choice Two3. Choice Three4. Choice Four 34 0%0%0%0% e ur eoreOnTwFoThcececece oi oi oi oiChChChCh 10. Iterative (grouped) stage 2Apatosaurus is a sauropod .11. Choice One22. Choice Two3. Choice Three4. Choice Four 340%0%0%0%eure o re On Tw Fo Th ce ce ce ceoioioioi Ch Ch Ch Ch 11. Iterative (grouped) stage 1To which group does this fossil belong?1. Bivalve2. Brachiopod3. Trilobite4. Anomorph0%0% 0%0% ve tephdpobi l orva iloomBi hi Tr o acAn Br 12. Iterative (grouped) stage 2Note: it is symmetrical across the valves. Change your mind?1. Bivalve2. Brachiopod3. Trilobite4. Anomorph 0%0% 0%0%vete ph d po bi lorvailo o m BihiTroac AnBr 13. Iterative (grouped) stage 3These fossils were found in a quarry in North Wales. What do theysuggest about the age of the rocks? 1. < 65Ma 2. 65 250 Ma 3. > 250Ma 0% 0% 0%a aaM5M M 50 502 265 14. Benefits for the lecturer Fast and frequent feedback Develops a classroom consciousness Changes delivery contingent or just-in-time teaching. Makes content count. Increases own confidence self efficacy 15. Genuine interaction Increased confidence Instant rapport Immediate emotional engagement (Stowell and Nelson2007). Improves the teaching (and learning) much more quickly. Raised assessment scores (Mayer et al. 2009) also (Kingand Joshi 2008 gender)Builds a Learning CommunityThere is nothing like teaching a groupof happy, smiling, switched-on students 16. Active learning: a critique of methods16 3 4 25 17. Bachman, L.and Bachman, C. (2011) A Study of Classroom Response System Clickers:Increasing Student Engagement and Performance in a Large Undergraduate LectureClass on Architectural Research, Journal of Interactive Learning Research, 22 (1)5-21Briggs, C.L. and Keyek-Franssen, D. (2010) Clickers and CATs: Using Learner ResponseSystems for Formative Assessments in the Classroom, EDUCAUSE Quarterly 33(4).Bunce,Di, Flens, E.Aand Neiles, K. (2010) How Long Can Students Pay Attention inClass? A Study of Student Attention Decline Using Clickers. Journal of ChemicalEducation, 87(12), 1438-1443DeBourgh, G.A. (2008) Use of classroom clickers to promote reasoning skills. NurseEducation in Practice, 8, 76-87.King, D.B. and Joshi, S. (2008) Gender differences and the uses and effectiveness ofpersonal response devices. Journal of Science Education and Technology, 17, 544-552.Howard-Jones, P.A. & Demetriou, S. (2009), Uncertainty and engagement withlearning games, Instructional Science, vol. 37, pp. 519-536.Liu, W. and Stengel, D.N. (2011) Improving Student Retention and Performance inQuantitative Courses Using Clickers. international Journal for Technology inMathematics Education, 18 (1)51-58 18. Mayer, R.E. et al. (2009) Clickers in college classrooms: fostering learning with questioningmethods in large lecture classes. Contemporary Educational Psychology, 34, 51-57.Mollborn, S. and Hoekstra A. (2010) A Meeting of MindsUsing Clickers for Critical Thinking and Discussion in Large Sociology Classes TeachingSociology 38(1) 18-27Morling, B et al. (2008) Efficacy of personal response systems in large introductorypsychology classes. Teaching of Psychology, 35, 45-50.Peterson, B (2008) Classroom performance systems, library instruction and instructionaldesign. Project Muse, 8(3), 1-10.Prather, E. And Brissenden, G. (2009) Clickers as Data Gathering Tools and StudentsAttitudes, Motivations, and Beliefs on Their Use in This ApplicationAstronomy Education Review, 8(1)103-110Piaget, J . (1970) Piagets theory, in PH Mussen (ed.), Carmichaels Manual of ChildPsychology, 3rd edn, vol. 1, Wiley & Sons, New York.Sousa, D.A. (2000) How the brain learns, Corwin Press.