Re-Centering Teaching: 20+ Techniques for Promoting Active Learning

Curriculum Coordinator, UYF-Title III [email protected]

Re-Centering Teaching: 20+ Techniques for

Promoting Active Learning

Senior Consultant, Faculty and Educational Development

TLT Group

www.tltgroup.org [email protected]

Co-President & Senior Consultant Jacaranda Educational

Developmentwww.jacarandaeducation.net [email protected]

Dr. Bonnie B. Mullinix

http://www.tltgroup.org/

mailto:[email protected]

http://www.jacarandaeducation.net/


Re-Centering Teaching: 20+ Techniques for Promoting Active Learning

Entry ActivitiesPlease do the following:1. Introduce yourself (name, institution) in chat

2. Complete the posted polls:• Q1: What is your role in facilitating learning?• Q2: What is your disciplinary focus?

3. Next: Think and write (in chat): “A challenging concept or topic you teach that you would like to explore how to ‘recenter’ towards active learning.”

Bonnie Mullinix [email protected]

‘Webshop’ Goal

To explore over 20 active learning/instructional techniques; considering advantages of each and how they can be used to effectively support active engagement in learning.

Bonnie Mullinix, [email protected]

‘Webshop’ Objectives: By the end of the webshop session participants will have:

1. Identified at least one challenging concept or topic they teach they might ‘recenter’;

2. Reflected on multiple learning theories and frameworks;

3. Considered at least 4-5 different instructional techniques in depth;


‘Webshop’ Objectives (continued) :

4. Discussed how and when to most effectively utilize each technique to promote active engagement in learning;

5. Identified selected techniques to address their articulated challenge and facilitate active learning.

Overview of the next 1 ½ hours Entry & Introductions [10-15 min]

Challenges, Theories & Frameworks [15-20 min]

Example: The Case of Jigsaw [5-10 min]

Review Groups [15-20 min]

Sharing/Discussion [25-30 min]

Closure [5-10 min]

Selecting Techniques Start from what you need

• Target a challenging concept• Consider and align your learning outcomes

Build on/add to what you know• Add to your repertoire of techniques• Take risks by trying out increasingly active methods

Pay attention to what works• Collect/monitor assessment data

(formative/summative/SoTL)


How People Learn (Bransford et al, 1999)

1. Pre-Existing Knowledge: preconceptions & misconceptions about how the world works.

2. Foundational Knowledge and Organizational Frameworks: developing competence in an area of inquiry involves: a deep foundation of factual knowledge, situated in contextual understanding using conceptual framework(s) and organized to facilitate retrieval and application.

3. Metacognition: Increase student awareness and monitoring of and responsibility for learning.

Bransford et al. (1999). How People Learn


1. Engage, challenge and work with the preexisting understandings that students bring with them.

2. Teach some subject matter in depth, offering many examples involving the same concept and provide an organizing framework to aid retrieval & application.

3. Teach metacognitive skills and awareness across the curriculum.

How to Help People Learn

Designing Learning Environments

Learning environments have the following foci to balance in their design:

1. Learner-centered: Learners need connection with the content, and approaches that match their interest/needs.

2. Knowledge-centered: Attention should be given to what is taught (information, subject matter), why it is taught (understanding), and what competence or mastery looks like.

3. Assessment-centered: Formative assessments offer powerful insights into learning and help both teachers and students monitor progress; they let teachers view learner preconceptions and developmental stage and design/redesign instruction accordingly.

4. Community-centered: This requires the development of norms for the classroom and school, as well as connections to the outside world, that support core learning values.



Kolb’s Experiential Learning Cycle to Spiral

Image from: http://www.citejournal.org/vol10/iss3/general/article1.cfm

Bonnie [email protected]

Bloom’s Taxonomy – Guide to Building Learning OutcomesOriginal (Benjamin Bloom, 1984)

Revised

(Anderson & Krathwohl 2001)

Knowledge Remember

Comprehension Understand

Application Apply

Analysis Analyze

Synthesis Evaluate

Evaluation Create


SMART Learning Objectives/OutcomesSMART

Specific – objective clearly identifies what should be covered and accomplished by participants.

Measurable - objective can be assessed.

Achievable (or Realistic) – objective can be accomplished within the session/training contact period.

Relevant (or Appropriate) - objective is closely related to the session and addresses a learning need of the participants.

Time Bound - objective clearly indicates the time period by which the objective should be achieved.


Verb Wheel Based on Bloom's Taxonomy

Domain

Appropriate verbs

Student products

http://cstep.csumb.edu/Obj_tutorial/bloomwheel.html

http://cstep.csumb.edu/Obj_tutorial/bloomwheel.html

Fleming’s VARKLearning Preferences


Note: Learning Preferences differ from Learning Styles While Styles may indicate static categorization, Preferences indicate awareness of strengths and an ability to build towards a multimodal approach to learning

http://www.vark-learn.com/english/index.asp

VARK Image from: http://blog.trainerswarehouse.com/



http://blog.trainerswarehouse.com/

Learning Theories & FrameworksMore Similarities than Differences Importance of Theoretical Frameworks

• Guiding & challenging our thinking• Supporting reflective practice

Which do you use? Which will you use as you review the

upcoming activities & techniques and consider how to integrate them into your practice?


20+ Activities & Techniques that Promote Learning1. Brainstorming (Progressive Brainstorming – Think-Pair-Share)

2. Case Study (Critical Incidents)

3. Concept Maps (/Graphic Organizers)

4. Creative Art Forms (Pictures, Song and Dance)

5. Demonstration6. Drama 7. Field Trips 8. Film/Video Shows9. Fish Bowl10. Games

20+ Activities & Techniques that Promote Learning11. Icebreakers/Energizers12. Jigsaw Technique13. The Kitchen Concept14. Lecturettes15. Multimedia Presentations16. Role-plays17. Panel Discussions18. Peer Teaching19. Simulations20. Social Barometer/“Taking a Stand”

Small Groups:• Buzz Session• Dyads/Triads• Team-Based

Learning

Example:The Case of Jigsaw Jigsaw Technique for face-to-face workshop Color-coordinated cards with numbers and letters First: number-based “Expert” Groups explore ‘pieces’ Then: Letter-based “Sharing” Groups share

& co-construct ‘whole picture’. Facilitator monitors and support groups Session concludes with plenary debriefing and

discussion to clarify and consolidate observations and experience


‘Webshop’ Activity (modified)

Review Groups [10-15 min]

1. Locate/select Review Group at: http://tinyurl.com/Active20

2. Read techniques as assigned to your group [5-10min] Group 1: 1-4 Group 2: 5-8 Group 3: 9-12 Group 4: 13-16 Group 5: 17-20 (Add/Alt: 20+ Small Groups)

3. Consider how you might use at least one of these techniques to ‘re-center’ your teaching (discuss and post in spreadsheet (or chat)) [5 - 10 min].


In Handout

‘Webshop’ Activity Sharing Groups [25-30 min]

Participants/Groups: share a summary of key observations, questions and ideas for how and where they might use the techniques reviewed

Facilitator:• Answers questions about techniques and their

application.• Highlights similarities and relationships

between techniques • Discusses the value of varying techniques to

enhance engagement.

Processing DiscussionWhat questions or ideas emerged from your

group regarding:

• The techniques? descriptions, similarities, differences, relationships between…

• Interesting uses / plans to use in your courses

Remember: There’s no single/correct response; Rather, it isimportant to strategically select and vary techniques to enhanceengagement while addressing varied learning preferences.

ReferencesMullinix, B. B. (2002). Nurturing Participation: A Facilitator's

Introduction to NonFormal Education and Participatory Training. Amherst, MA: Center for International Education, University of Massachusetts (pp 36-43).

Anderson, L.W., & Krathwohl, D.R. (eds.) (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. New York: Longman

Bloom, B. (1984). Taxonomy of Educational Objectives Boston: Allyn and Bacon, Boston, MA

Bransford, J.D, A.L. Brown and R.R. Cocking (eds.). (1999). How people learn: Brain, mind, experience, and school. National Academy of the Sciences. Accessed 3/20/08 at: http://www.nap.edu/html/howpeople1/

Fleming, N. (2001). VARK: A Guide to Learning Styles. http://www.vark-learn.com/english/index.asp. Accessed: 2 March 2008

Kolb, D. (1984). Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, N.J., Prentice-Hall

(see handout for additional references)

http://www.nap.edu/html/howpeople1/

http://www.nap.edu/html/howpeople1/


Have more to Explore?Feel free to contact me :

Dr. Bonnie B. [email protected] Co-President, Jacaranda Educational Developmentwww.jacarandaeducation.net Greenville Technical College, Unlock Your Future (Title III) Curriculum [email protected]

Thank you for your Participation!



http://www.jacarandaeducation.net/


Re-Centering Teaching: 20+ Techniques for Promoting Active Learning

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