BEST PRACTICES IN COLLEGE TEACHING:

Creating an Active Learning Environnent

Debra Dunlap Runshe

January 19, 2011

KW-L

What do you
know about
active
learning?

What would
you like to
know about
active
learning?

What have
you learned
about active
learning?

Active Learning
By the end of this session, participants will:
articulate a rationale for using active learning in
the classroom
describe instructional methods that encourage
active learning
identify techniques that can be incorporated into
their classes to create an active learning
environment
improve student retention and success

What is Active Learning?

Active Learning
CATs

g
n
i
ng
n ing
i
r
n
ea arn
ar
l
e on
e
r
e
r
L
a id
r
ed e le
du ssi
h
l
s
e
e
r
tia
ba ativ
ap air-S n G
oc iscu
n
r
P
r
P d
m
o
ri e
P
e
e
e
t
e
l
e
C
s
p
p
nu hink rous las
ob oo
x
i
r
a
E
P
M
C
P
C
P
T

Short, low-risk

Longer duration, higher-risk

(Bonwell & Sutherland, 1996)

Already doing it?

Writing exercises
Tests & quizzes
Computer exercises
Labs
Student presentations

Why Active Learning?

Why Active Learning?

Research has shown that knowledge

retention can be significantly increased by
creating a welcoming environment and
incorporating active learning strategies into
your teaching.

Blooms Taxonomy

(Bloom, 1956)

Seven Principles
for Good Practice
1.
2.
3.
4.
5.
6.
7.

Encourages contact between faculty and

students.
Develops reciprocity and cooperation among
students.
Uses active learning techniques.
Gives prompt feedback.
Emphasizes time on task.
Communicates high expectations.
Respects diverse talents and ways of learning.
(Chickering and Gamson, 1987)

Passive vs. Active

Learning
Students learn both passively and actively.
Passive learning takes place when students
take on the role of receptacles of
knowledge; that is, they do not directly
participate in the learning process.
Active learning is more likely to take place
when students are doing something
besides listening.
(Ryans and Martin, 1989)

Retention of
Information
After 24 hours, what percent of
information is retained by students in a
lecture environment?
a. 5%
b. 10%
c. 20%
d. 40%
e. 50%

Passive vs. Active

Learning

(Sousa, 2001)

Why Active Learning?

Kuh et al identified a positive correlation

between active learning and gains in general
education and intellectual skills
Also determined that, among good practice
variables, active learning is the best predictor
of gains for both men and women at colleges and
universities
(Kuh, Pace, & Vesper, 1997)

Why Active Learning?

Students who have little mainstream culture
experience and limited English proficiency may
feel less isolated through participation.
Instructors can identify terminology
preferences made by social groups that may
be hindering or strengthening the learning
process.

(McKeachie, 2009)

Instructors can engender a sense of success in

students through frequent written and oral
feedback.

(Wlodkowski & Ginsberg, 1995)

Why Active Learning?

More Evidence on Impact:
Interactive engagement methods leads to improved test
performance
Collaborative learning methods enhance/improve
academic achievement, student attitudes, and retention
Problem-based learning develops positive student
attitudes, interpersonal skills, problem solving and lifelong
learning skills, knowledge retention
Cooperative learning methods enhance student
achievement, interpersonal skills, self-esteem
(Prince, 2004)

Student Involvement is
the Key to Learning
Research supports this:
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.
--Bonwell
& Eison,
1991
Limited
interaction
Extensive interaction
The body of research on the impacts of the
collegeMore
academic
strongest
Less
control
control experience is extensive. The
general conclusion [is that] the greater the students
involvement or engagement in academic work, the
greater his or her level of knowledge acquisition.
-- Pasquerilla & Terenzini, 1991

Active Learning

Are there cons?

Start Right Away!

Use an active learning technique on the first
day of class it sets an expectation of
participation form the very beginning of the
semester.
Start with an activity that is quick and easy.
This will help students acclimate to your
teaching style as well as help them learn
how to participate in collaborative learning

Where do I start?
Punctuate your lecture:
Pause 3 times for two minutes each during a
lecture to allow students to consolidate, share,
and compare notes.
Assign short, ungraded written exercises followed
by class discussion.
Give two mini-lectures separated by a small
group study session built around a study guide.

Easy to Implement
Techniques
Classroom Assessment Techniques (CATs)
simple, ungraded activities that can:
provide feedback about how your students are
doing
help your student monitor their own learning
focus your students attention on course
content through reflection, writing, and
speaking
allow you to punctuate your lecture with
learning activities

Purpose of CATs

. . . to improve learning in progress by

providing teachers with the kind of feedback
they need to inform their day-to-day
instructional decisions, and by providing
students with information that can help them
learn more effectively."
Tom Angelo

Characteristics of CATs

LearnerCentered
TeacherDirected
Mutually Beneficial
Formative
ContextSpecific
Ongoing
Rooted In Good Teaching Practice

Basic Assumptions of CATs

Learning is directly related to teaching.

Effective assessment begins with clear, specific
goals and objectives.
Students need appropriate feedback, early and
often.
The best type of assessment to evaluate
teaching and learning is that which is created
and conducted by the faculty, themselves.
Classroom assessment does not require
specialized training.
(Angelo & Cross, 1993)

Examples of Low-Preparation CATs

Background Knowledge Probe

Punctuated Lectures
Minute Paper
The Muddiest Point
Think Pair Share
Complete a Sentence Starter

(Angelo & Cross, 1993)

Purpose of a Background
Knowledge Probe
For students, it highlights key information
to be studied, offering a preview of
material to come and/or a review of prior
knowledge.
For teachers, it helps determine the best
starting point and the most appropriate
level for a lesson
For both, it can be used for either pre- or
post-lesson assessment of learning

Examples of Background
Knowledge Probe

Pro-Con Grid
Survey/inventory
Place yourself along the continuum.
Signs up

Background
Knowledge Probe
How familiar are you with Angelo and Crosss
Classroom Assessment Techniques: A
Handbook for College Teachers?

What assessment techniques, if applicable do

you routinely use in your classes?

Pro-Con Grid

Develop a list of what you think would be

pros and cons of using active learning
techniques and of lecturing.
We will then come back together and share
what some of those pros and cons are.

Pro-Con Grid

Pros
Active
Learning
Strategies

Lecturing

Cons

Focus Question

Think
While active learning has the potential
to revolutionize instruction, there are
many reasons why it doesnt take
place. What are barriers to active
learning in the classroom?

Focus Question

Think into the future

As students leave the university, what
are the skills, strategies, concepts,
aptitudes, and personal qualities that
they will need to be a productive and
successful citizen in the coming
years?

Focused Listing

Purpose: To help determine what learners recall

about a specific topic, including concepts they
associate with a central point.
When to use this?
Before, during or after a lesson.
Steps:
1.Students write key word at the top of a page. For
2 3 minutes, just down related terms important to
the understanding of that topic.
2.Pair up with peer, sharing lists and explanations of
why concepts were included. This will build their
knowledge base and clarify their understanding of
the topic.

One Minute Paper

What technique do you think you will

implement in your next course?
Specifically, where do you see its use?

Complete a
Sentence Starter
Angelo and Crosss Minute Paper,
where students typically respond to
two questions is the best-known and
most widely-used CAT because. . .

PM-I

Pluses

Minuses

Interesting
Points

Muddiest Point

What about incorporating active

learning and classroom assessment
techniques into your classroom is still
confusing to you?

Memory Matrix

Course Objective
To develop flexible strategies
for generating, revising,
editing and proofreading
To write and to read with an
awareness of purpose
appropriate to the needs of
the audience
To narrow the focus of an
essay, using a thesis
statement appropriately

Beginning
of
semester
routine

End of
semester
routine

Specific
evidence
of growth

Defining Features
Matrix
What are the differences between formative
evaluation and summative evaluation?

Formative

Summative

Defining Features
Matrix
What are the differences between formative
evaluation and summative evaluation?

Formative
Developmental
Non-graded
Anonymous
Occurs more
frequently

Summative
Formal
Graded evaluations
(quizzes, exams,
papers)
Occurs at course
transitions
Often too late for
students

Concept Maps

Brainstorm terms and short phrases related

to the topic.
Create a shape for your central topic.
Create levels of association with shapes and
lines.
Insert logical connectives on the lines
connecting the concepts (such as includes,
excludes, causes, results in, predicts,
contradicts, supports).

Concept Maps

Central
Theme

Subtopic

Detail
Subtopic

Subtopic

Concept Maps

Branches of
the
Government

Legislative

Senate

Congress

Executive

Judicial

House of
Representatives

Supreme
Court

President

Vice
President

Active Learning
Beyond the Classroom
Two ways to actively engage your students
through the use of technology:
Chat Sessions
Discussion Forums
At the beginning of the semester:
Assess student technology experience and
access to the environment.
Include a demonstration of the online
environment.
Establish ground rules for on-line
interactions.

Benefits of eLearning

Low participants and shy students

sometimes open up.
There are minimal off-task behaviors.
Delayed collaboration is more extensive and
rich than real time; real time is more
immediate and personal.
Students can generate tons of information
or case situations on the Web.

(Bonk & King, 1998)

Benefits of eLearning

Minimal student disruptions and dominance.

Students are excited to publish work.
Many forms of online advice are available.
Practitioner, expert, instructor, and student
online feedback are all valuable and
important.

(Bonk & King, 1998)

Benefits of eLearning

With the permanence of the postings, one

can print out discussions and perform
retrospective analysis and other reflection
activities.
Discussion extends across the semester and
creates opportunities to share perspectives
beyond your classroom.
E-learning encourages instructors to coach
and guide learning.
(Bonk & King, 1998)

Chat Room
Activities
Debate
Guest Speaker
Office Hours

Discussion Forum
Activities

Peer Review of Projects

Scavenger Hunt
Electronic Sance
Jigsaw

How do I choose?

How do I Choose?

What do I want my
students to know?
What do I want my
students to be able
to do?
How will I assess
my students?

How do I choose?
Course Objectives
Personal Style
Limited interaction

Extensive interaction

Less control

More control

Student Experience
Inexperienced

Experienced

(Bonwell & Sutherland, 1996)

How do I choose?

Students are Active/Lower

Level of Risk

Students are Active/Higher

Level of Risk

Demonstrations
Self-assessments
Brainstorming activities
Quizzes or tests
Lecture with pauses or discussion
Surveys/questionnaires

Role playing
Small group presentations
Individual presentations
Guided imagery exercise
Unstructured small group discussion
Responsive lecture

Students are
Inactive/Lower Level of
Risk

Students are Inactive/Higher

Level of Risk
Invite a guest speaker.

Show a film for the entire class

period.
Lecture for the entire class period.

What do you think?

What techniques are suitable for your

class? What techniques are you already
using?
Write down an area of your course you
believe is appropriate for active learning
and the technique you would use.

Plan, Plan, Plan

Create your learning goals and objectives for
the session activity is to take place as well
as the course.
Plan the activity.
Articulate your goals and objectives to your
students in verbal and written instructions.
Debrief after the activity. What did they
learn? What about the process?
Assess the activity.
Refine the objectives, activity, and
assessment for next time.

Words of Wisdom

When I hear, I forget.

When I hear and see, I remember a little.
When I hear, see, and ask questions about it or
discuss it, I begin to understand.
When I hear, see, discuss, and do, I acquire
knowledge and skill.
(Silberman, 1996)

Final thoughts...

Resources

PUBLICATIONS
Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook
for college teachers. San Francisco: Jossey-Bass.
Bean, J. C. (1996). Engaging ideas: The professor's guide to integrating writing,
critical thinking, and active learning in the classroom. San Francisco: Jossey-Bass.
Bligh, D. A. (2000). What's the use of lectures? San Francisco: Jossey-Bass.
Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the
classroom. ASHE-ERIC Higher Education Report, no. 1. Washington, D.C.: The
George Washington University, School of Education and Human Development.
Bransford, J. D., Brown, A. L., Cocking., R. R. (Eds.). (2000). How people learn:
Brian, mind, experience, and school. Washington, DC: National Academy Press.
Chickering, A. W., and Gamson, Z. F. (1987). Seven principles for good practice in
undergraduate education. AAHE Bulletin 39(7): 3-7.
Chickering, A., & Erhmann, S. (1996, October). Implementing the seven principles:
Technology as lever. AAHE Bulletin, October. Retrieved from
http://www.tltgroup.org/programs/seven.html

Resources

PUBLICATIONS
Davis, B. G. (2009). Tools for teaching (2nd ed.). San Francisco: Jossey-Bass.
Diamond, R. M. (2008). Designing & assessing sources & curricula: A practical guide
(3rd ed.). San Francisco: Jossey-Bass.
Finkel, D. L. (2000). Teaching with your mouth shut. Portsmouth, NH: Boynton/Cook
Publishers.
Halpern, D. F. & Hakel, M. D. (2003). Applying the science of learning. Change.
(July/August). 37-41.
Hatfield, S. R. editor; with David G. Brown ... [et al.]; and special sections by Martin
Nemko, contributing editor. (1995). The seven principles in action: improving
undergraduate education. Bolton, MA: Anker Publishing.
Johnson, D. W. & Johnson, R. T. (1994). Learning together and alone: Cooperative,
competitive, and individualistic learning (4th ed.). Needham Heights, MA: Allyn
and Bacon.
Kuh, G. D., Pace, C. R. & Vesper, N. (1997). The development of process indicators to
estimate student gains associated with good practices in undergraduate
education. Research in Higher Education 38(4):435-454.

Resources

PUBLICATIONS
MacGregor, J. (2000). Strategies for energizing large classes: From small groups to
learning communities. San Francisco: Jossey-Bass.
Meyers, C. & Jones, T. B. (1993). Promoting active learning: Strategies for the college
classroom. San Francisco: Jossey-Bass.
Millis, B. J., & Cottrell, P. G. (1998). Cooperative learning for higher education faculty.
Phoenix, AZ: Oryx Press.
Pascarella, E. T., & Terenzini, P. T. (1998). Studying college students in the 21st
century: Meeting new challenges .The Review of Higher Education, 21(2),151165.
Silberman, M. L. (1996). Active learning: 101 strategies to teach any subject.
Boston: Allyn & Bacon.
Sousa, D. A. (2001). How the brain learns: A classroom teacher's guide (2nd ed.).
Thousand Oaks, CA: Corwin Press.
Svinicki, M. D. (2004). Learning and motivation in the postsecondary classroom.
Bolton, MA: Anker Pub. Co.

Resources

CASE STUDY TEACHING WEB SITES

National Center for Case Study Teaching in Science
http://ublib.buffalo.edu/libraries/projects/cases/case.html
Virginia Tech Case Study Site
http://www.edtech.vt.edu/edtech/id/models/casebased.html
Harvard University Case Site for Business
http://www.hbs.edu/case/index.html
Penn State University Case Site
http://tlt.its.psu.edu/suggestions/cases/
Institute for Case Development
http://www.wested.org/icd/welcome.html

Resources

PROBLEM BASED LEARNING WEB SITES

Illinois Mathematics and Science Academy Center for Problem Based Learning
http://www2.imsa.edu/programs/pbl/cpbl.html
Maricopa Center for Teaching and Learning
http://www.mcli.dist.maricopa.edu/pbl/
Samford University
http://www.samford.edu/ctls/archives.aspx?id=2147484112
Problem Based Learning at McMaster University
http://chemeng.mcmaster.ca/pbl/pbl.htm
Problem Based Learning Initiative
http://www.pbli.org/
Process Oriented Guided Inquiry Learning (POGIL)
http://www.pogil.org/
University of Delaware
http://www.udel.edu/pbl/