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Active Learning

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8 views28 pages

Active Learning

Uploaded by

essam.ahmed
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
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Active Teaching for Active

Learning

Grant Simpson and


Martha Burger

West College of Education


Opening Question:
 Take a moment to reflect on your
experience with active learning.

 Come up with a positive and a


negative example. Jot them down.
Goal: Get students
engaged in learning -
Thinking, talking, moving,
or emotionally involved so
that what you teach gets
into long-term memory.
In other words, so they will go
from this

The secret to
being a bore is
to tell
everything.
Voltaire
To this.
You have jotted down your reflections
and experiences with active learning.

Now, turn to a partner and share your


knowledge and experience.

Do you have anything to share with the


class?
What is active learning?
 We might think of active learning
as an approach to instruction in
which students engage the
material they study through
reading, writing, talking,
listening, and reflecting.
 University of Minnesota Center for
Teaching and Learning
Active learning
 Analysis of the research literature . . .
suggests that students must do more
than just listen: They must read,
write, discuss, or be engaged in
solving problems. Most important, to
be actively involved, students must
engage in such higher-order thinking
tasks as analysis, synthesis, and
evaluation (Chickering and Gamson
1987).
– University of Minnesota Center for Teaching and Learning
Basic Elements of Active
Learning
Active learning strategies use one or
more of these elements:
 Talking and listening
 Writing
 Reading
 Reflecting
- University of Minnesota Center for Teaching and
Learning
Categories of Active Learning
Strategies

 Individual activities
 Paired activities
 Informal small groups
 Cooperative student projects

- University of Minnesota Center for Teaching and Learning


Take out a sheet of paper and
list as many characteristics
of good lecturing as you can.
Active lecturing
 Parts of a lecture

– Beginning
– Middle (the meat)
– End
Beginning of the lecture
 Gain students’ attention, motivate them
to learn
 Use activity, question, picture, music, or
video clip to draw them into the topic
 Tell them what they will learn –
objectives
 Access students’ prior knowledge
– Use activities that allow students to relate
what they already know to the concept to
be studied.
What do you know about the ways
students learn?

Start with your clearest thoughts and


then move on to those that are kind
of out there!
Middle (meat) of the lecture
 Pause every twelve or fifteen
minutes for students to process
the information actively.
(Research shows that people
can’t attend to lectures for
longer than about 12 or 15
minutes.)
Middle, cont.
 You either have your learners’
attention or they can be making
meaning, but not both at the same
time. Teachers who don’t allow time
for students to process information do
an enormous amount of reteaching.

 Use active learning strategies to


prevent students from wandering off.
Middle, cont.
 Strategies may be used with any size
class in only a few minutes’ time, done
alone or in pairs. (Use a timer to keep
to schedule.)
 Build in the pause as you plan the
lesson, or build it into your PowerPoint
 Adapt strategies that fit the particular
lesson. Many strategies are adaptable
to multiple uses.
Think about how you might use active
learning strategies in your lectures.

Turn to a partner and discuss.

Share your findings with the large


group.
Take a few minutes to compare notes
with a partner:

 Summarize the most important


information.

 Identify (and clarify if possible) any


sticking points.
Take a minute to come up with
one question.

Then, see if you can stump


your partner!
End of the lecture – wrapping it
up
 Summarize information, provide
closure, and ask students to connect
the information to themselves, their
own values, and its application in the
world
 Ask students for the muddiest point of
the day (or something similar).
 Review and closure activities that
foreshadow the next lesson
Summarize the most important
points in today’s lecture.
what would it be?
 3 things you gained

 2 things you will use in your class


right away

 1 thing you want to learn more about


Resources
 Active Learening
: Creating Excitement in the Classroo
m
by Charles C. Bonwell and James A.
Eison
 University of Minnesota Center for Te
aching and Learning
Active Teaching for Active
Learning

Grant Simpson and


Martha Burger

West College of Education

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