Active-Learning-Strategies-for-Student-Engagement學(xué)生參與的主動學(xué)習(xí)的策略課件

Ihear,andIforgetIsee,andIrememberIdo,andIunderstand. -ConfuciousMay23-24,20191TheresaMoore

May23-24,20191TheresaMooreActiveLearning:EnergizingtheClassroomMay23-24,20192TheresaMooreMay23-24,20192TheresaMooreOutlineofPlenaryReviewgoalsofTitle3Whatisactivelearning?-definitions,theory&researchActivelearningandtechnology(Isaac)May23-24,20193TheresaMooreOutlineofPlenaryMay23-24,2GoalsofTitleIIIGoal1:increasetheuseofoutcomesbasedassessmentincoursesandprogramstomeasureandimprovestudentlearningGoal2:increasetheuseofactivelearningstrategiesandtechnologiestoeffectlearner-centeredinstructionMay23-24,20194TheresaMooreGoalsofTitleIIIGoal1:incWhatisActiveLearning?StrategiesthatincreasestudentengagementwithmaterialandarealignedwithstudentlearningoutcomesTheorythatderivesfromtwobasicassumptions:(1)thatlearningisbynatureanactiveendeavorand(2)thatdifferentpeoplelearnindifferentways(MeyersandJones,1993).May23-24,20195TheresaMooreWhatisActiveLearning?StrateLearningOutcomesModel

May23-24,20196TheresaMooreLearningOutcomesModel

May2WhatisActiveLearning?

[itis]whenstudentsareengagedinmoreactivitiesthanjustlistening.Theyareinvolvedindialog,debate,writing,andproblemsolving,aswellashigher-orderthinking (Bonwell,C.,andEison,J.,1991).May23-24,20197TheresaMooreWhatisActiveLearning? May2

WhydoActiveLearning?

May23-24,20198TheresaMoore

WhydoActiveLearning?

May2WhydoActiveLearning?

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

May23-24,20199TheresaMooreWhydoActiveLearning?

Sousa,

WhydoActiveLearning?

May23-24,201910TheresaMoore

WhydoActiveLearning?

foundWhydoActiveLearning?

Retentionlevelsareenhancedwhenactivelearningmethodsareused(McKeachie,2019;Silberman,2019).

Activelearningproduceshigher

achievement,morepositiverelationships

amongstudents,andhealthierpsychological

adjustmentthandocompetitiveor individualisticexperiences

(Johnson,D.W.,R.T.Johnson,andK.Smith,1991).May23-24,201911TheresaMooreWhydoActiveLearning? RetenActiveLearningfrom

TeachingandLearningtheoryJohnDewey(1916):1)individualexperienceand2)collaborationw/othersareimportantforlearning“Schoolisprimarilyasocialinstitution.Educationisasocialprocess….therefore[it]isaprocessofliving,notpreparationforliving.”May23-24,201912TheresaMooreActiveLearningfrom

TeachingActiveLearningfrom

TeachingandLearningtheoryJeanPiaget:constructivismor“engagedlearning;”wecometoknowtheworldbybuildingnewexperiencesonoldexperiencesLevVygotsky:studentslearnbetterbyengagingwith“morecapableothers”May23-24,201913TheresaMooreActiveLearningfrom

TeachingConstructivistprinciplesKnowledgeisconstructedfromexperienceLearningresultsfrompersonalinterpretationofknowledgeLearningisanactiveprocessLearningisacollaborativeprocessMay23-24,201914TheresaMooreConstructivistprinciplesKnowlBenjaminBloomHadavisionaryoutlookoneducationasgoalattainment,notcompetitionAcknowledgedindividualdifferencesandenvironmentascrucialStudiedhighachievingadults(e.g.tennisplayers,mathematicians)toemphasizeimportanceofenvironmentandmentoring(not“prodigies”)May23-24,201915TheresaMooreBenjaminBloomHadavisionaryThreeDomainsofLearning(Bloom,1956)

Cognitive:mentalskillsAffective:growthregardingfeelings,emotionsPsychomotor:manual,physicality,environmentMay23-24,201916TheresaMooreThreeDomainsofLearning(BloBloom’sTaxonomyofLearning

“HigherOrderThinkingSkills”SynthesisComprehensionApplicationAnalysisKnowledgeEvaluationAloneorwithaneighbor1)defineeachskilland2)aligninahierarchy.May23-24,201917TheresaMooreBloom’sTaxonomyofLearning

“Bloom’sTaxonomyofLearningEvaluation

compareanddiscriminatebetweenideas.QuestionCues:

assess,decide,grade,test,measure,recommend,convince,select,judge

Synthesis

useoldideastocreatenewones.QuestionCues:

combine,integrate,modify,substitute,plan,create,design,invent

Analysisidentificationofcomponents.QuestionCues:

analyze,separate,order,explain,connect,classify,arrange,divide,compare,select

Application

useofconcepts/methodsinnewsituations.Questioncues:apply,demonstrate,illustrate,examine,solve

Comprehension

understandingofmeaning.Questioncues:summarize,describe,interpret,predict

Knowledge

recallofinformation.Questioncues:define,identify,list,matchMay23-24,201918TheresaMooreBloom’sTaxonomyofLearningEvTheThreeCirclesofEngagement(Rettig,2019)CognitiveDomainSocial/EmotionalDomainPhysicalDomainMovementAffiliationIntellectualChallengeActiveLearningStrategiesMay23-24,201919TheresaMooreTheThreeCirclesofEngagemenKolb’sLearningStylesDavidKolb(1983)identifiedafourstageprocessofexperientiallearning:Concreteexperience,specifictodetailsofwhat,where,when,andhow.Reflectiveobservationthatanalyzestheexperience.Abstract

conceptualization,orinferences,recognitionofprinciples,andinsightstoprovideacontextforcomprehension.Activeexperimentationorapplyingthelearningtonewsituations.May23-24,201920TheresaMooreKolb’sLearningStylesDavidKo“simpletasks”adhocexercises;littleornoadvancedplanning;e.g.“think-pair-share”“minutepaper”“conceptmapping”“complextasks”

longerduration,carefullyplannedandstructuredActivelearningtypesCollaborativelearningcarefullystructured,groupformationandstudentrolesimportantCooperativelearning

aformofcollaborativelearningthathas5specificcriteriatomaximizelearningMay23-24,201921TheresaMoore“simpletasks”“complextasks”AActivelearningtypes“simpletasks”–adhocexercises;littleornoadvancedplanning;e.g.“think-pair-share”“minutepaper”“conceptmapping”“complextasks”-longerduration,carefullyplannedandstructured

Collaborativelearning-carefullystructured,groupformationandstudentrolesimportant; Cooperativelearning–aformofcollaborativelearningthathas5specificcriteriatomaximizelearningMay23-24,201922TheresaMooreActivelearningtypes“simpletCooperativeLearning:

5keycomponents1. Positiveinterdependence(eachindividualdependsonandisaccountabletotheothers)2. Individualaccountability

(eachpersoninthegrouplearnsthematerial)3.Promotiveinteraction

(groupmembershelponeanother,shareinformation,clarify)4. Socialskills

(emphasisoninterpersonalskills)5. Groupprocessing

(assessinghoweffectivelytheyareworkingwithoneanother)

May23-24,201923TheresaMooreCooperativeLearning:

5keycTypesofActivities:

(McKeachie,1994andSilberman,2019)SmallgroupworkPresentationsanddebatesJournalingRoleplayingLearningGamesFieldExperiencesCaseStudiesClassDiscussionsSimulations….more

May23-24,201924TheresaMooreTypesofActivities:

(McKeacResearchSummaryLongitudinalstudiesshowthatcohortsofstudentsinstructedusingactivelearningtechniquesoutperformedacomparisongrouponmultiplemeasure:retention,graduationandpursuitofgraduatestudy (Felder,R.,Felder,G,andDietz,E,2019)May23-24,201925TheresaMooreResearchSummaryLongitudinalsResearchsummary

/nise/cl1/CL/resource/R2.htm

AAAS:“Scientistsandengineersworkmostlyingroupsandlessoftenasisolatedinvestigators.Similarly,studentsshouldgainexperiencesharingresponsibilityforlearningwitheachother.”Analysisofmultipleresearchstudiesshowsthatvariousformsofactivelearningareeffectiveinpromotinggreateracademicachievement,morefavorableattitudestowardlearning,andincreasedpersistenceinSMETcoursesandprograms.

May23-24,201926TheresaMooreResearchsummary

wcer.wisc.edStepsforFacilitating

ActiveLearning(Silberman,2019)

ExplaintheobjectivesoftheexerciseSellthebenefits(Whyareyoudoingthis?)Speakslowly/clearlywhengivingdirectionsDemonstratetheactivityifthedirectionsarecomplicatedDividestudentsintosubgroups,ifneeded,beforegivingfurtherdirectionsInformstudentshowmuchtimetheyhaveKeeptheactivitymoving/ontaskAlwaysdiscusstheactivity(reflection,evaluations)May23-24,201927TheresaMooreStepsforFacilitating

ActiveStepsforFacilitating

ActiveLearningGroupWork**BuildRapport(e.g.icebreakers)**Theinterview(,major,hometown)AinterviewsB,andCinterviewsDReverseinterview(BinterviewsA,DinterviewsC)IntroducewithinsmallgroupIntroducewithinlargegroup/wholeclassMay23-24,201928TheresaMooreStepsforFacilitating

ActiveStepsforFacilitating

ActiveLearningGroupWorkThingsinCommon(TIC):givestudentsatimelimit(5-10minutes)toagreeonthingstheyALLlikeanddislike.TopicLikesDislikesFoodMovieActor/actressCitySportMay23-24,201929TheresaMooreStepsforFacilitating

ActiveConcernsActivelearningisjust“funandgames.” Itiscriticalforbothprofessorandstudentstoknowthepurposeandexpectedoutcomesoftheactivityandtietheactivitytotheintendedstudentlearningoutcomes.Activelearningtakesmoretimetocoverlessmaterial. Retentionlevelsofpassivelearningarefarlowerthanretentionlevelsofactiveorexperientiallearning.Activelearningmaybeunproductiveifstudentsorgroupsareineffective. Keystosuccessfulsmallgroupworkinclude1)rapportbuildingand2)usingwellstructuredactivities.May23-24,201930TheresaMooreConcernsActivelearningisjuActiveLearningandTechnology

Technologyaddsanewdimensionofpotential!Forexample:Onlinecourses(e.g.discussionboards)Simulations(e.g.SIMMan,Flashanimations)DigitalvideoprojectsE-portfolios

May23-24,201931TheresaMooreActiveLearningandTechnologyMay23-24,201932TheresaMooreMay23-24,201932TheresaMooreBibliographyBloom,B.S.(Ed.)(1956).Taxonomyofeducationalobjectives:Theclassificationofeducationalgoals:HandbookI,cognitivedomain.NewYork;Toronto:Longmans,Green.Bonwell,C.andEison,J.(1991).“Activelearning:Creatingexcitementintheclassroom.”ASHE-ERICHigherEducationReportNo.1.BonwellC.andSutherland,T.(eds.).(2019).UsingActiveLearninginCollegeClasses:ARangeofOptionsforFaculty.Jossey-BassPublishers.Dewey,J.(1938).ExperienceandEducation.NewYork:CollierBooks.Kolb,D.A.(1984).Experientiallearning:Experienceasthesourceoflearninganddevelopment.PrenticeHall.Felder,R.M.,Felder,G.N.,Dietz,E.J.(2019).“ALongitudinalStudyofEngineeringStudentPerformanceandRetentionV.ComparisonswithTraditionallyTaughtStudents.”EngineeringEducation,98(4),469-480.Huba,M.E.andFreed,J.E.(2000).Learner-centeredassessmentoncollegecampuses:Shiftingthefocusfromteachingtolearning.AllynandBacon.Johnson,D.W.,Johnson,R.T.,andSmith,K.(1991).Activelearning:Cooperationinthecollegeclassroom,Edina,MN:InteractionBookCompany.May23-24,201933TheresaMooreBibliographyBloom,B.S.(Ed.)BibliographyMcKeachie,W.J.(1994).TeachingTips:Strategies,research,andtheoryforCollegeTeachers.9thedition.Lexington,Maryland:D.C.Heath.Meyers,C.andJones,T.B.(1993).Promotingactivelearning:Strategiesforthecollegeclassroom.SanFrancisco:Jossey-Bass,1993.Paiget,J.(1970).TheScienceofEducationandthePsychologyoftheChild.NY:Grossman.Silberman,M.(2019).Activelearning:101Strategiestoteachanysubject.Allyn&Bacon.Sousa,D.A.(2000).Howthebrainlearns:Aclassroomteacher'sguide.ThousandOaks,CA:CorwinPress.Stice,J.E.(1987).“UsingKolb’sLearningCycletoImproveStudentLearning.”EngineeringEducation,77(5),291-296.Vygotsky,L.S.(1971).Mindinsociety:Thedevelopmentofhigherpsychologicalprocesses..(M.Cole,V.John-Steiner,S.Scribner,&E.Souberman,Eds.&Trans.).Cambridge:MA:HarvardUniversityPress.

SpecialthankstoDr.MichaelD.RettigforpermissiontousehisThreeCirclesofEngagementanimation.May23-24,201934TheresaMooreBibliographyMcKeachie,W.J.

Ihear,andIforgetIsee,andIrememberIdo,andIunderstand. -ConfuciousMay23-24,201935TheresaMoore

May23-24,20191TheresaMooreActiveLearning:EnergizingtheClassroomMay23-24,201936TheresaMooreMay23-24,20192TheresaMooreOutlineofPlenaryReviewgoalsofTitle3Whatisactivelearning?-definitions,theory&researchActivelearningandtechnology(Isaac)May23-24,201937TheresaMooreOutlineofPlenaryMay23-24,2GoalsofTitleIIIGoal1:increasetheuseofoutcomesbasedassessmentincoursesandprogramstomeasureandimprovestudentlearningGoal2:increasetheuseofactivelearningstrategiesandtechnologiestoeffectlearner-centeredinstructionMay23-24,201938TheresaMooreGoalsofTitleIIIGoal1:incWhatisActiveLearning?StrategiesthatincreasestudentengagementwithmaterialandarealignedwithstudentlearningoutcomesTheorythatderivesfromtwobasicassumptions:(1)thatlearningisbynatureanactiveendeavorand(2)thatdifferentpeoplelearnindifferentways(MeyersandJones,1993).May23-24,201939TheresaMooreWhatisActiveLearning?StrateLearningOutcomesModel

May23-24,201940TheresaMooreLearningOutcomesModel

May2WhatisActiveLearning?

[itis]whenstudentsareengagedinmoreactivitiesthanjustlistening.Theyareinvolvedindialog,debate,writing,andproblemsolving,aswellashigher-orderthinking (Bonwell,C.,andEison,J.,1991).May23-24,201941TheresaMooreWhatisActiveLearning? May2

WhydoActiveLearning?

May23-24,201942TheresaMoore

WhydoActiveLearning?

May2WhydoActiveLearning?

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

May23-24,201943TheresaMooreWhydoActiveLearning?

Sousa,

WhydoActiveLearning?

May23-24,201944TheresaMoore

WhydoActiveLearning?

foundWhydoActiveLearning?

Retentionlevelsareenhancedwhenactivelearningmethodsareused(McKeachie,2019;Silberman,2019).

Activelearningproduceshigher

achievement,morepositiverelationships

amongstudents,andhealthierpsychological

adjustmentthandocompetitiveor individualisticexperiences

(Johnson,D.W.,R.T.Johnson,andK.Smith,1991).May23-24,201945TheresaMooreWhydoActiveLearning? RetenActiveLearningfrom

TeachingandLearningtheoryJohnDewey(1916):1)individualexperienceand2)collaborationw/othersareimportantforlearning“Schoolisprimarilyasocialinstitution.Educationisasocialprocess….therefore[it]isaprocessofliving,notpreparationforliving.”May23-24,201946TheresaMooreActiveLearningfrom

TeachingActiveLearningfrom

TeachingandLearningtheoryJeanPiaget:constructivismor“engagedlearning;”wecometoknowtheworldbybuildingnewexperiencesonoldexperiencesLevVygotsky:studentslearnbetterbyengagingwith“morecapableothers”May23-24,201947TheresaMooreActiveLearningfrom

TeachingConstructivistprinciplesKnowledgeisconstructedfromexperienceLearningresultsfrompersonalinterpretationofknowledgeLearningisanactiveprocessLearningisacollaborativeprocessMay23-24,201948TheresaMooreConstructivistprinciplesKnowlBenjaminBloomHadavisionaryoutlookoneducationasgoalattainment,notcompetitionAcknowledgedindividualdifferencesandenvironmentascrucialStudiedhighachievingadults(e.g.tennisplayers,mathematicians)toemphasizeimportanceofenvironmentandmentoring(not“prodigies”)May23-24,201949TheresaMooreBenjaminBloomHadavisionaryThreeDomainsofLearning(Bloom,1956)

Cognitive:mentalskillsAffective:growthregardingfeelings,emotionsPsychomotor:manual,physicality,environmentMay23-24,201950TheresaMooreThreeDomainsofLearning(BloBloom’sTaxonomyofLearning

“HigherOrderThinkingSkills”SynthesisComprehensionApplicationAnalysisKnowledgeEvaluationAloneorwithaneighbor1)defineeachskilland2)aligninahierarchy.May23-24,201951TheresaMooreBloom’sTaxonomyofLearning

“Bloom’sTaxonomyofLearningEvaluation

compareanddiscriminatebetweenideas.QuestionCues:

assess,decide,grade,test,measure,recommend,convince,select,judge

Synthesis

useoldideastocreatenewones.QuestionCues:

combine,integrate,modify,substitute,plan,create,design,invent

Analysisidentificationofcomponents.QuestionCues:

analyze,separate,order,explain,connect,classify,arrange,divide,compare,select

Application

useofconcepts/methodsinnewsituations.Questioncues:apply,demonstrate,illustrate,examine,solve

Comprehension

understandingofmeaning.Questioncues:summarize,describe,interpret,predict

Knowledge

recallofinformation.Questioncues:define,identify,list,matchMay23-24,201952TheresaMooreBloom’sTaxonomyofLearningEvTheThreeCirclesofEngagement(Rettig,2019)CognitiveDomainSocial/EmotionalDomainPhysicalDomainMovementAffiliationIntellectualChallengeActiveLearningStrategiesMay23-24,201953TheresaMooreTheThreeCirclesofEngagemenKolb’sLearningStylesDavidKolb(1983)identifiedafourstageprocessofexperientiallearning:Concreteexperience,specifictodetailsofwhat,where,when,andhow.Reflectiveobservationthatanalyzestheexperience.Abstract

conceptualization,orinferences,recognitionofprinciples,andinsightstoprovideacontextforcomprehension.Activeexperimentationorapplyingthelearningtonewsituations.May23-24,201954TheresaMooreKolb’sLearningStylesDavidKo“simpletasks”adhocexercises;littleornoadvancedplanning;e.g.“think-pair-share”“minutepaper”“conceptmapping”“complextasks”

longerduration,carefullyplannedandstructuredActivelearningtypesCollaborativelearningcarefullystructured,groupformationandstudentrolesimportantCooperativelearning

aformofcollaborativelearningthathas5specificcriteriatomaximizelearningMay23-24,201955TheresaMoore“simpletasks”“complextasks”AActivelearningtypes“simpletasks”–adhocexercises;littleornoadvancedplanning;e.g.“think-pair-share”“minutepaper”“conceptmapping”“complextasks”-longerduration,carefullyplannedandstructured

Collaborativelearning-carefullystructured,groupformationandstudentrolesimportant; Cooperativelearning–aformofcollaborativelearningthathas5specificcriteriatomaximizelearningMay23-24,201956TheresaMooreActivelearningtypes“simpletCooperativeLearning:

5keycomponents1. Positiveinterdependence(eachindividualdependsonandisaccountabletotheothers)2. Individualaccountability

(eachpersoninthegrouplearnsthematerial)3.Promotiveinteraction

(groupmembershelponeanother,shareinformation,clarify)4. Socialskills

(emphasisoninterpersonalskills)5. Groupprocessing

(assessinghoweffectivelytheyareworkingwithoneanother)

May23-24,201957TheresaMooreCooperativeLearning:

5keycTypesofActivities:

(McKeachie,1994andSilberman,2019)SmallgroupworkPresentationsanddebatesJournalingRoleplayingLearningGamesFieldExperiencesCaseStudiesClassDiscussionsSimulations….more

May23-24,201958TheresaMooreTypesofActivities:

(McKeacResearchSummaryLongitudinalstudiesshowthatcohortsofstudentsinstructedusingactivelearningtechniquesoutperformedacomparisongrouponmultiplemeasure:retention,graduationandpursuitofgraduatestudy (Felder,R.,Felder,G,andDietz,E,2019)May23-24,201959TheresaMooreResearchSummaryLongitudinalsResearchsummary

/nise/cl1/CL/resource/R2.htm

AAAS:“Scientistsandengineersworkmostlyingroupsandlessoftenasisolatedinvestigators.Similarly,studentsshouldgainexperiencesharingresponsibilityforlearningwitheachother.”Analysisofmultipleresearchstudiesshowsthatvariousformsofactivelearningareeffectiveinpromotinggreateracademicachievement,morefavorableattitudestowardlearning,andincreasedpersistenceinSMETcoursesandprograms.

May23-24,201960TheresaMooreResearchsummary

wcer.wisc.edStepsforFacilitating

ActiveLearning(Silberman,2019)

ExplaintheobjectivesoftheexerciseSellthebenefits(Whyareyoudoingthis?)Speakslowly/clearlywhengivingdirectionsDemonstratetheactivityifthedirectionsarecomplicatedDividestudentsintosubgroups,ifneeded,beforegivingfurtherdirectionsInformstudentshowmuchtimetheyhaveKeeptheactivitymoving/ontaskAlwaysdiscusstheactivity(reflection,evaluations)May23-24,201961TheresaMooreStepsforFacilitating

ActiveStepsforFacilitating

ActiveLearningGroupWork**BuildRapport(e.g.icebreakers)**Theinterview(,major,hometown)AinterviewsB,andCinterviewsDReverseinterview(BinterviewsA,DinterviewsC)IntroducewithinsmallgroupIntroducewithinlargegroup/wholeclassMay23-24,201962TheresaMooreStepsforFacilitating

ActiveStepsforFacilitating

ActiveLearningGroupWorkThingsinCommon(TIC):givestudentsatimelimit(5-10minutes)toagreeonthingstheyALLlikeanddislike.TopicLikesDislikesFoodMovieActor/actressCitySportMay23-24,201963TheresaMooreStepsforFacilitating

ActiveConcernsActivelearningisjust“funandgames.” Itiscriticalforbothprofessorandstudentstoknowthepurposeandexpectedoutcomesoftheactivityandtietheactivitytotheintendedstudentlearningoutcomes.Activelearningtakesmoretimetocoverlessmaterial. Retentionlevelsofpassivelearningarefarlowerthanretentionlevelsofactiveorexperientiallearning.Activelearningmaybeunproductiveifstudentsorgroupsareineffective. Keystosuccessfulsmallgroupworkinclude1)rapportbuildingand2)usingwellstructuredactivities.May23-24,201964TheresaMooreConcernsActivelearningisjuActiveLearningandTechnology

Technologyaddsanewdimensionofpotential!Forexample:Onli