Active Learning 1st 2nd 3rd The Backward Design 1st 2nd 3rd Define Learning Objectives Define Evidences of Learning and Assessment tasks Plan Learning Experiences Learning Objectives How to create a lesson plan? How to engage students in a course? What is the professors role in a learner-centered classroom? What is the purpose of using Active Learning? How to apply Active Learning to a course?
From Big Ideas to Lesson Plans Activities Assessment Learning
Goals Nature
of the
Content Learning
Experiences BIG IDEA LESSON PLANS Content Plan Objectives What students should be able to know and do by the end of the course? What students should be able to know and do by the end of the course? From Big Ideas to Lesson Plans BIG IDEA Nature
of the
Content How would you summarize this concept in one sentence? Main Idea behind the concepts and skills you want to teach What to teach? Learning
Goals Objectives Content Plan What students should do to learn this concept or skill? From Big Ideas to Lesson Plans Nature of the Content Learning
experiences What is the best way to provide this experience? LESSON PLAN Create a context that will reproduce / illustrate the nature of the content Give students a role (thinking or acting) in this context See Perform Listen Talk Analyze Create Other
Debrief: students should talk and reflect on the experience Lesson Plan Directions on how to help students to achieve the desired results Current knowledge and skills Desired knowledge and skills Lesson Plan Where to start? From To Who your students are? What are the course objectives? What do your students already know? What is the gap? How to bridge it? First, learn about your students! Then, create or adjust lesson plan to fulfill students needs! What do they Know? What do they Want to learn? What they should Learn? Components of a Lesson Plan Course number and name Topic & Context Big Ideas Learning Objectives ASSESSMENTS: Performance Tasks Other formative assessment activities OBJECTIVES: LEARNING ACTIVITIES: Time Teaching Method Professor Instructions and Student Learning Activities Material and Resources The lesson plan will follow the same path from backward design! Creating Learning Activities I hear, I forget I see, I remember I do, I understand - Chinese Proverb From Understanding by Design, Wiggins and McTighe What students should do to achieve the desired results? Class activities should engage students! Principles of LCT Weimer, 2002 S h a r e d
p o w e r
Less teacher control Less content coverage M o r e
d e v e l o p m e n t
a c t i v i t i e s ,
t e a c h e r
a s
f a c i l i t a t o r
Less focus on teacher S t u d e n t s
m o r e
r e s p o n s i b l e
f o r
l e a r n i n g
Less focus on grades E v a l u a t i o n
p r o m o t e s
l e a r n i n g
LCT strategies provide ways to engage students in active participation and to build their own understanding How to engage students? Teaching approaches that creates learning environments to engage students to construct understanding based on: By using LCT! Create meaning Real-life situations Solve problems Relevant to students Apply concepts Perform authentic tasks Knobloch & Ball, n.d.) What is the professor role in LCT environment? Professors should act as facilitators, encouraging students interaction and discussions Prepare more class activities -> Students will construct their knowledge Prepare and give less lecture -> Interact more with students Create environment for interaction -> Manage class discussions Professors will: (http://academic.pgcc.edu/~wpeirce/MCCCTR/weimer.htm) LCT Approaches LCT strategies were grouped into three approaches: Which one should I use?
It will depend on the learning experience needed to achieve the objective Active Learning Students should do more than simply listen to a lecture! Students should process and use the information in order to retain it Active Learning is anything that involves students in doing things and thinking about the things they are doing (Bonwell & Eisen, 1991) Why Active Learning? The amount of information retained by students declines substantially after ten minutes of listening (Thomas, 1972) Why is it important? Students need to be physically and mentally involved in class activities to learn Multiple Intelligences Learning requires multi-modal approaches! Why Active Learning? Why does it help students to learn? Students who actively engage with the material are more likely to recall information (Bruner, 1961) Provide immediate feedback, raise questions, and make students think, building understanding Different people learn in different ways (Multiple Intelligences) Active Learning Process Knowledge Application Feedback Questions Understanding Students existing knowledge A dynamic process! Professor as facilitator Multi- modal delivery Active Learning Social Real-time feedback Verbal Visual Multi-modal delivery engages students in class activities that use multiple senses How to use Active Learning? Kinesthetic Active Learning: Visual Show students: Videos Demonstrations Real objects Graphs / Diagrams / Pictures Animations / Flashes Visual Instruction + Analysis Use technology to present concepts:
Animations / Flashes Simulation 3D images
Active Learning: Verbal Story-telling Involving students in the story Teaching with enthusiasm Teaching with songs Use: Analogies/metaphors Stories Real-life examples Engaging Lectures! Active Learning: Verbal Humor Communicate meaning, relevance Students mind
Previous experiences Connects! Teaching in chunks Break lessons down into lessons segments (~10 min) and processing time (~2 to 10 min) Active Learning: Social In pairs With all students & professor as facilitator Think-pair-share In-class discussions In-class debates Peer-to-peer learning! Promotes Students interaction! In-class small projects Peer teaching or Collaborative Learning Active Learning: Social In-class small scenarios and discussion Brainstorming Active Learning: Social Student-led review sessions Concept mapping Ask students to create visual representations of models, ideas and relationship between concepts + share + discussion Active Learning: Real-time Feedback In-class writing One-minute Paper / Essay: Student will summarize last or current class, and write questions to be clarified Students will write down the key idea and what needs clarification Stump the professor Students will write down difficult questions about the content to ask the professor. The objective is to ask questions that the professor is not able to answer. Review Games Games can include matching, mysteries, and group competitions (jeopardy, bingo) Active Learning: Real-time Feedback Thumbs up / thumbs down / thumbs sideways or flash cards Ask students to agree disagree to a statement, problem solution and discuss their reasoning Use clickers to in-class quiz, student voting, opinion etc. Active Learning: Real-time Feedback Debriefing / reflection Build Models Active Learning: Kinesthetic Learning by doing! Use the body! Build models Role-playing Perform a task Perform or review concepts How to get started?
What specific activity professor could create that will provide students the right learning experience?
What resources should be used?
Nature of the Content Learning experiences LESSON PLAN Objectives & Learning Goals
How would you summarize this concept in one sentence?
What students should do to learn this concept or skill?
It may require Active Learning, Inquiry Learning or Contextual Learning activities!
What students should know and be able to do at the end of the class?
How to get started? A Nutrition Example Describe and explain the digestion process Nature of the Content Learning experiences LESSON PLAN Objectives & Learning Goals Digestion is a process; a sequence of events Listen See Talk about it Get involved in the process Show pictures or video while lecturing Peer-teaching, concept mapping Build a model, role-play Review Quiz Outcomes of each activity Desired Outcomes / Objectives Activity C r e a t e
i n t e r e s t ,
p r e s e n t
i d e a
M e m o r i z e
/
R e c a l l
C l a r i f y
/
i n t e r n a l i z e
R e v i e w
/
R e i n f o r c e
G e n e r a t e
i d e a s
E x p l a i n
/
c o m m u n i c a t e
D r a w
c o n c l u s i o n s
P r a c t i c e
a p p l i c a t i o n
G e t
o t h e r
s t u d e n t ' s
v i e w
B u i l d
c o n f i d e n c e
D e v e l o p
a
s k i l l
P r o c e s s
/
d i g e s t
t h e
i n f o r m a t i o n
C o n n e c t
/
a s s o c i a t e
xx x x x x xx x x Use of visual aids xx x x x x Story-telling x x x xx x x xx Involve students in the story xx xx x Teaching with enthusiasm xx x x x Use of songs 1 2 Outcomes of each activity Desired Outcomes / Objectives Activity C r e a t e
i n t e r e s t ,
p r e s e n t
i d e a
M e m o r i z e
/
R e c a l l
C l a r i f y
/
i n t e r n a l i z e
R e v i e w
/
R e i n f o r c e
G e n e r a t e
i d e a s
E x p l a i n
/
c o m m u n i c a t e
D r a w
c o n c l u s i o n s
P r a c t i c e
a p p l i c a t i o n
G e t
o t h e r
s t u d e n t ' s
v i e w
B u i l d
c o n f i d e n c e
D e v e l o p
a
s k i l l
P r o c e s s
/
d i g e s t
t h e
i n f o r m a t i o n
C o n n e c t
/
a s s o c i a t e
x x x x xx xx x Communicate meaning, relevance xx xx x x Teach in chunks x x x xx x x x x xx In-class discussion xx x x x x xx xx In-class debates xx x xx x x Peer teaching xx x x Use of Humor 1 2 Outcomes of each activity Desired Outcomes / Objectives Activity C r e a t e
i n t e r e s t ,
p r e s e n t
i d e a
M e m o r i z e
/
R e c a l l
C l a r i f y
/
i n t e r n a l i z e
R e v i e w
/
R e i n f o r c e
G e n e r a t e
i d e a s
E x p l a i n
/
c o m m u n i c a t e
D r a w
c o n c l u s i o n s
P r a c t i c e
a p p l i c a t i o n
G e t
o t h e r
s t u d e n t ' s
v i e w
B u i l d
c o n f i d e n c e
D e v e l o p
a
s k i l l
P r o c e s s
/
d i g e s t
t h e
i n f o r m a t i o n
C o n n e c t
/
a s s o c i a t e
x x x xx xx x xx x xx x xx xx In-class small projects x x xx xx xx x xx x x xx In-class small scenarios discussion x xx x xx Brainstorming x xx xx xx x Concept mapping xx x xx xx x Students presentation 1 2 Outcomes of each activity Desired Outcomes / Objectives Activity C r e a t e
i n t e r e s t ,
p r e s e n t
i d e a
M e m o r i z e
/
R e c a l l
C l a r i f y
/
i n t e r n a l i z e
R e v i e w
/
R e i n f o r c e
G e n e r a t e
i d e a s
E x p l a i n
/
c o m m u n i c a t e
D r a w
c o n c l u s i o n s
P r a c t i c e
a p p l i c a t i o n
G e t
o t h e r
s t u d e n t ' s
v i e w
B u i l d
c o n f i d e n c e
D e v e l o p
a
s k i l l
P r o c e s s
/
d i g e s t
t h e
i n f o r m a t i o n
C o n n e c t
/
a s s o c i a t e
xx x x xx x x x In-class writing xx x xx x Stump the professor x x xx Thumbs up/down x xx x x Quizzes xx xx Review games 1 2 x x x x xx Debrief, reflection Outcomes of each activity Desired Outcomes / Objectives Activity C r e a t e
i n t e r e s t ,
p r e s e n t
i d e a
M e m o r i z e
/
R e c a l l
C l a r i f y
/
i n t e r n a l i z e
R e v i e w
/
R e i n f o r c e
G e n e r a t e
i d e a s
E x p l a i n
/
c o m m u n i c a t e
D r a w
c o n c l u s i o n s
P r a c t i c e
a p p l i c a t i o n
G e t
o t h e r
s t u d e n t ' s
v i e w
B u i l d
c o n f i d e n c e
D e v e l o p
a
s k i l l
P r o c e s s
/
d i g e s t
t h e
i n f o r m a t i o n
C o n n e c t
/
a s s o c i a t e
x x x x x xx xx xx xx x Perform a task xx x x x x Role-playing x x xx xx x xx xx Build models 1 2 Bottom line: different activities will lead to different outcomes! Depending on the nature of the task, different outcomes can be achieved. Tailor to students needs, interests and styles Evaluate work and their progress Provide opportunities to students to Reflect, Rethink and Revise Equip students with opportunities to Experience and Explore the big ideas Hook the students and Hold their attention Where is it going? Why? Is my lesson plan engaging and effective? Is it providing students a path to achieve the objectives?
Organize activities for maximum engagement and effectiveness Summary Activities Assessment Learning
Goals Nature
of the
Content Learning
Experiences BIG IDEA LESSON PLANS Objectives Content Plan From Big Ideas to Lesson Plans! Summary Learn about your students Plan activities that will bridge the gap
Current knowledge and skills Desired knowledge and skills Lesson Plan Write your Lesson Plan Summary Activities are effective and engaging? Which activities? Summary Active Learning Active Learning Social Real-time assessments Verbal Visual Kinesthetic Learning Objectives How to create a lesson plan? How to engage students in a course? What is the professors role in a learner-centered classroom? What is the purpose of using Active Learning? How to apply Active Learning to a course?
References Understanding, Unpacking Standards, Big Idea, Essential Questions Wiggins, Grant and McTighe, Jay. Understanding by Design. 2nd Edition. ASCD, Virginia, 2005.
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