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Eleanor Pierre, from the Centre for Teaching and Learning, developed this workshop to acclimatize faculty to active learning and the college's new active learning classrooms.
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Using Active Learning in a Technology Classroom
Mohawk College
March 3rd, 20111:00-2:30
Room H101b
AgendaRoom FunctionalitiesDemonstrate 4 teaching strategies for
combining active learning in a technology classroomBook Ends using - Think, Pair, and Share4 Corners – Group-work synthesis of ideas using
images Concepts maps Buzz Groups for brainstormingBook Ends – Extending to PracticeSummary
Learning OutcomesAt the end of this session, you should be able
to:
Construct your definition of Active LearningEngage with the technology in the Active
Learning ClassroomExplore a variety of Active Learning
strategies that you can utilize in your classrooms
Active Learning should include: Content Process and Product
What?What is active learning? Bonwell and Eison
describe active learning strategies as those that involve “students in doing things and (have the students) think about the things they are doing”
Active learning is a key element in the learning process and most adult learning models view interaction (active learning) as a crucial component
Why? In an effective learning environment that incorporates active
learning strategies, “greater emphasis is placed on students exploration of their own meaning, attitudes, and values”
Components of good active learning activities are the same, whether
presented in traditional or in online environments. Activities should
have a definite beginning and ending; have a clear purpose or objective; contain complete and understandable directions; have a feedback mechanism; and include a description of the technology or tool being
used in the exercise
Activity #1 – Bookends – Think, Pair and Share CONTENT: Active Learning Strategies
PROCESS: Using the pen and whiteboard write down all the questions you have
about Active Learning
PRODUCT: A list of questions (audience analysis)
Benefits: Level of class expectations Learners are ready to get into
the core conceptsChallenges: Students may get quite talkative
Activity #2Collating bodies of knowledge in Graphical Representations CONTENT: What the research is saying about Active LearningPROCESS: Using the research given- add to, expand doing a further search on your viewpoint identified in
the quote PRODUCT: A synthesis of ideas in a collage
Benefits Coverage of large bodies of informationIncludes non-linear thinkers – techno savvy
Allow for the Affective reaction to material Challenges Narrowing the focus
Activity #3Using Mindmeister
CONTENT: Greenspace and pollution
PROCESS: Using mind mapping to show relationship, make connections or summarize ideas using the software tool and the
white board
PRODUCT: An integration of the groups work in real time.
http://www.mindmeister.com/maps/show/82085635
Username: mohawkcompPassword: mohawklibrary
Benefits: Allow students to engage and extend thought processes integrating their values
and beliefsChallenges: Maintaining focus
Activity #4 –Buzz Groups Brainstorming CONTENT: Interactive Activities for Technology Rooms
PROCESS: Using the interactive whiteboard (with lap top and pen) Create a three column tableColumn 1 – Active Learning StrategiesColumn 2 - ImplementationColumn 3 - Evaluation
Research some Active learning strategies using the internet. Brainstorm I or 2 active learning ideas you think you can use in your classroom next week, identify implementation strategies and discuss how you may evaluate its success
PRODUCT: A list of Active Learning Ideas, Strategies for Implementation and ideas for Evaluation
Activity #5 - BookendsContent: Answered Questions
Process: In your groups select a question or questions that you felt were answered
Add some details for implementation
Product: Implementation ideas
SUMMARY Design Principles – When planning active
learning for a technology classroom:
1. Start from the basic instructional design model of good teaching practice
2. Know technological tools and techniques3. Activities should have a beginning and an
end, an objective, complete directions, a feedback mechanism and a description of the technology necessary
References
Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement inthe classroom. Washington, DC: ASHE-ERIC Higher Education Report No. 1.
Harasim, L., Starr, R. H., Teles, L. & Turnoff, M. (1997). Learning networks: Afield guide to leaching and learning online. Cambridge, MA: Massachusetts Institute ofTechnology.
Mantyla, K. (1999). Interactive distance learning exercises the really work! Alexandria, VA: American Society for Training and Development.
Meyer, C., & Jones, T. B. (1993). Promoting active learning: Strategies for the college classroom. San Francisco: Jossey-Bass.
http://www.inspiration.com/Parents/Visual-Thinking-and-Learning#visual-learning-techniques
Kanthan, R. and Mills, S. Active learning strategies in undergraduate medical education of Pathology: A Saskatoon experience. Journal of the International Association of Medical and Science Education [JAIMSE]. 2005; 15 (1): 12-18.
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