ACTIVE LEARNING

USET TRAINING 2012

PRESENTED BY
RAICHLE (RAI) FARRELLY
RAI.FARRELLY@UTAH.EDU

CENTER FOR TEACHING & LEARNING EXCELLENCE

CTLE.UTAH.EDU
 Objectives

By the end of this session, you should be able to:

Describe active learning

Explain why active learning is useful
Identify several activities
Incorporate at least one active learning activity into
your feedback
Identify resources for exploring active learning
 Minute Paper

On your note card, take one minute to write your

understanding of and experiences with active
learning:
Definition and/or examples
Experience as teacher or student
 Think-Pair-Share

Think Youve already done this (Minute Paper)

Pair Turn to a neighbor and share your minute

paper; discuss active learning for a few minutes
What active learning strategies do you know?
Do you use any in your classes? How?

Share We will share ideas as a large group

 Active Learning

Active Learning
Opposite of passive
Students are engaged, not simply listening to the expert.
Shorter activities embedded throughout class (f2f and online)

Students become responsible for learning

Must be DOING something
Thinking, discussing, analyzing, discovering
Co-construction of meaning with instructor
 Why use active learning techniques?

People generally remember:

10% of what they read
20% of what they hear
30% of what they see
50% of what they see and hear
70% of what they say and write
90% of what they do

I hear and I forget

I see and I remember
I do and I understand

- Confucius, over 2000 years ago

 The Traditional Lecture

Attention span
20 minutes
Only attentive ~40% of time

Retain 70% of first 10 minutes, only 20% of last

10 minutes (Hartley and Davies, 1978).
Retention after 24 hrs

(From Sousa, D.A., 2000; Stice, J.E., 1987)

 Why use active learning?

Why not!
Challenges students
Increases student responsibility for learning
Addresses different learning styles
Engages students higher order thinking and
learning (analysis, evaluation, creation)
Promotes greater comprehension and retention
Students working with material (constructivism)
Example #1 Ice Breakers

Important to build positive group dynamics from the

start
People feel more comfortable participating if they
know one another
What Ice Breakers have you used in classes?
 Sample Ice Breakers

CTLE Resources page (ctle.utah.edu/resources) lists

several Ice Breakers you can use.
Examples:
Peer Interviews
One-Minute Paper
Find Someone Who
Happy Hour
Two Truths and a Lie
Online Introductions
 Lets Try One - People Bingo

Each of you will receive a Bingo card with descriptors

in each square (e.g., has a dog, just moved to UT).
Talk to others & as you find someone who represents
a square on your Bingo card,
1. Ask them for more information
2. Ask for his/her name and write it in the square.
Once you have a row (vertical, horizontal or diagonal)
completed, have a seat.
Note You can only sign once per card.
Example #2 - Jigsaw

Putting the Pieces Together

e.g., different parts of a process (bio, engineering, writing fiction,
etc.)
e.g., similar related topics (alternative treatment plans for one
diagnosis)
Provides students with opportunities to teach concept to
others
Phase 1 Groups are each assigned distinct information
to synthesize.
Phase 2 - Groups reconfigure so one member of each
original group is present in each new group. Here, they
teach one another about the original information.
End Product Everyone has all the information
 Active Learning Jigsaw Phase 1

1. You will each be given a chart and an activity

description.
2. Find the people with the same activity as you - Group 1
3. Read about the activity with your group.
4. Complete the Chart (10 minutes)
5. Be prepared to teach this information to others.
 Active Learning Jigsaw Phase 2

1. Now, form new groups.

2. Find your new group by finding the people with the
same Number as you (1,2,3,4) Group 2
3. Each new group will have one activity expert.
4. In turns, share your charted responses.
5. Complete your handout as you listen so that you
have information about each activity.
6. Phase 2 time: 15 minutes
 Chart for Completion by All Participants

Name of Basic Ideal Skills Would you

Activity Description Application/ Promoted recommend?
Discipline Why?
 Common Concerns

1. Prep Time Out of class work load increases

2. Materials Needed Vary from activity to activity
3. Students cultures, personalities, learning styles
4. Teachers cultures, personalities, teaching and
learning styles
5. Accountability of students working together
6. Evaluation of effectiveness/Comprehension checks
 Fishbowl Check-In

On the other side of your 2x5 card:

Write a question or concern you have about
promoting active learning in your feedback sessions.
Pass them to the front when you finish.
Center for Teaching & Learning Excellence

Website: ctle.utah.edu overview of programs &

courses, list of consultation services, schedule of the
teacher workshop series, materials from ATS
CTLE Blog - linked from website; experiences and
insights from the higher ed classroom (f2f and online)
CTLE Resources Page: ctle.utah.edu/resources
CTLE Office in-class observations, private
consultations, materials review, course design,
student focus groups, midterm evaluations, etc.
 Selected Resources

Bonwell C. and Sutherland, T. (eds.). (1996). Using Active Learning in College Classes:
A Range of Options for Faculty. Jossey-Bass Publishers.
Dewey, J. (1938). Experience and Education. New York: Collier Books.
Hartley, J. and I.K. Davies, "Note-taking: A critical review," Programmed Learning and
Educational Technology, 15, 207-224 (1978), cited by McKeachie (1986), p. 72.
Huba, M. E. and Freed, J. E. (2000). Learner-centered assessment on college campuses:
Shifting the focus from teaching to learning. Allyn and Bacon.
Johnson, D.W., Johnson, R.T., and Smith, K. (1991). Active learning: Cooperation in the
college classroom, Edina, MN: Interaction Book Company.
Mc Keachie, W. J. (1994). Teaching Tips: Strategies, research, and theory for College
Teachers. 9th edition. Lexington, Maryland: D.C. Heath.
Meyers, C. and Jones, T.B. (1993). Promoting active learning: Strategies for the college
classroom. San Francisco: Jossey-Bass, 1993.
Silberman, M. (1996). Active learning: 101 Strategies to teach any subject. Allyn &
Bacon.
Sousa, D. A. (2000). How the brain learns: A classroom teacher's guide. Thousand
Oaks, CA: Corwin Press.
Thank You!

QUESTIONS & COMMENTS?