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Tips and research on active learning
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Active Learning: Thinking and Doing
Joanne Chesley, Ed.DMay 26, 2009
What is the approach?What are the consequences?
How do you engage effectively?What evidence is there that this approach is productive?
How do you move from teacher- centered to learner-centered?
For a minute or two think of a lecture that has always stayed
with you….if you can.
What did you learn?
Think of a learning experience that you had at sometime that was not a lecture, that you have always recalled.
• Why has it stayed with you?• What did you learn?
Active learning includes:
DiscussionCooperative learningCollaborative learningProblem based learning Active, experiential learningCommunity or client based experiencesTrust to take risksGuide on the side, not sage on the stage
Let’s compare!Teacher Centered Learner Centered
Provide/deliver instruction Provide/deliver learning
Improve quality of instruction Improve quality of learning
Achieve access for diverse students
Achieve success for diverse students
Transfer knowledge from teacher to student
Elicit learner inquiry and active construction of knowledge
Faculty RolesInstruction Paradigm Learning Paradigm
Instructors and students act independently an in isolation
Instructors and students work in teams
Instructors classify and sort students
Instructors try to develop every students’ competencies and talents
Faculty are primarily lecturers; all students are the same
Faculty are primarily designers of learning methods and environments
The learner-centered approach grows out of Cognitive-Structural Developmental Theories that look at received knowing, subjective knowing, procedural knowing, and constructed knowing (Belenky, 1986) and absolute knowing, traditional knowing and independent knowing (Magolda, 1992).
• Since 1898 there have been over 600 experimental studies and 100 correlational studies of cooperative, competitive, and individualistic efforts.
• The findings tell us that cooperation compared to competition and individual efforts, typically results in: – Greater efforts to achieve– More positive relationships among students
greater psychological health (Johnson, Johnson, Smith, 1998. Active Learning in the Classroom)
Learning Theory
Instruction Paradigm Learning Paradigm
Learning is cumulative and linear
Learning is a nesting and interacting of frameworks
storehouse of knowledge metaphor
Learning how to ride a bicycle metaphor
Knowledge comes in chunks and bites
Knowledge is constructed, created by students
Knowledge exists out there Knowledge exists in each person’s mind and is shaped by individual experiences
• People learn in different settings
• We spend 14% of our time in school, 53% in home and community and 33% asleep.
• We should not negate the experiences one brings to the classroom from the home and community.
Faculty can begin to make this change by:
1) building learning communities
2) Redesigning their 25 most ‘top- down’, heavily enrolled courses
• Improvements in Learning at Miami University:
5pt Likert scale; no impact to substantial impact n=395 responses/61% of invited research done in 2005/ based on the Teaching Goals Inventory, Angelo
&Cross, 1993
• Ability to work productively with others (3.5)• Openness to new ideas (3.46)• Capacity to think for oneself (3.44)• Understanding of perspectives/values of
course discipline (3.39)• Ability to think holistically (3.39)
• Ability to think creatively (3.38)• Ability to synthesize and integrate information
and ideas (3.37)• Improved learning of concepts and theories
(3.36)• Problem solving skills (3.35)• Ability to apply principles and generalizations
already learned to new problems and situations (3.35)
• Faculty responses yielded these results:
• Better class discussion and engagement (3.58)• Better classroom atmosphere (3.50)• Better papers and writing assignments (3.46)• Students more interested (3.46)• More successful achievement of the learning
objectives (3.38)
What worked?
Faculty reported: Experiential Learning (4.07)Student-centered learning (3.99)Discussion (3.84)Cooperative or Collaborative (3.84)Writing (3.54)
end