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.