Engaged Learning

1 548 vues

Publié le

Publié dans : Formation
0 commentaire
0 j’aime
  • Soyez le premier à commenter

  • Soyez le premier à aimer ceci

Aucun téléchargement
Nombre de vues
1 548
Sur SlideShare
Issues des intégrations
Intégrations 0
Aucune incorporation

Aucune remarque pour cette diapositive
  • Page 32Surface LearnersTend not to have the primary intention of becoming interested in and of understanding the subject, but rather their motivation tends to be that of jumping through the necessary hoops in order to acquire the mark, or the grade, or the qualification. Such students:Try to learn in order to repeat what they have learnedMemorize information needed for assessmentsMake use of rote learningTake a narrow view and concentrate on detailFail to distinguish principles from examplesTend to stick closely to the course requirementsAre motivated by fear of failureDeep LearnersStudents who take a deep approach have the intention of understanding, engaging with, operating in and valuing the subject. Such students:Actively seek to understand the material / the subjectInteract vigorously with the contentMake use of evidence, inquiry and evaluationTake a broad view and relate ideas to one anotherAre motivated by interestRelate new ideas to previous knowledgeRelate concepts to everyday experienceTend to read and study beyond the course requirements
  • Moved students towards learning goals and mastery orientation.
  • http://youtu.be/DvJuzE-g7OM
  • Interactive LearningDoing, DiscussingExperiential, Inquiry, Pr
  • http://digitalcommons.csbsju.edu/forum_2012spring/7
  • http://www.youtube.com/watch?v=lfT_hoiuY8w
  • http://www.youtube.com/watch?v=1J1URbdisYE
  • Engaged Learning

    1. 1. Engaged LearningTips and Strategies for PromotingEngaged Learning in Your Classroom CTLE Brownbag Series October 30, 2012
    2. 2. Objectives• Become familiar with the theory of student engagement and its components (student motivation and active learning)• Leave today’s session with ideas to try out in your courses
    3. 3. Challenges to Engaging Students Think for a moment about a class you have taught or observed, where some of the students were not engaged. What are some of the challenges we are seeing to engage our students?
    4. 4. Cognitive View of Learning Students actively construct knowledge, and therefore must be cognitively ―engaged‖ to learn. -Richard Mayer Learning is a dynamic process that consists of making sense and meaning out of new information and connecting it to what is already known.
    5. 5. Elizabeth Barkley on Student EngagementTo learn well and deeply, students need to be active participantsin the learning process.This typically involves doing something—for example, thinking, reading, discussing,problem-solving or reflecting.
    6. 6. DNA of Student EngagementMotivation Active Learning
    7. 7. Motivation ―the level of enthusiasm and the degree to which students invest attention and effort in learning‖ -Brophy (2010)
    8. 8. Motivation by rewards or punishments (Grades)• According to Ken Bain, students who are motivated by extrinsic rewards, lose their interest in a subject shortly after the extrinsic reward has been removed.• They become ―surface‖ or ―strategic‖ learners‖ as opposed to ―deep learners‖
    9. 9. How the Best College Teachers Motivate1. Avoided extrinsic motivators and fostered intrinsic ones.2. Gave students as much control over their own education as possible.3. Displayed a strong interest in their learning and faith in their abilities.4. Offered nonjudgmental feedback on students’ work, stressed opportunities to improve, and constantly looked for ways to stimulate.5. Rather than pitting people against each other, they encouraged cooperation and collaboration.6. In general, they avoided grading on the curve, and instead gave everyone the opportunity to achieve the highest standard and grades. “They invite, rather than command, and often display the attributes of someone inviting colleagues to dinner, rather than the demeanor of a bailiff summoning someone to court.” -Ken Bain What the Best College Teachers Do
    10. 10. Motivating Students• Think back to one or the subjects or classes you took as a student. What motivated you to learn more about it?• How do you know when your students are motivated?• What has worked in your courses to motivate students?
    11. 11. Engaging and Motivating StudentsFaculty are discussing online and blendedenvironments, but much of the ideas apply equally totraditional classrooms. Video http://youtu.be/DvJuzE-g7OM
    12. 12. Reflection on LessonsWrite on an index card:Think about a time when you were in the classroom and you knew that alesson was going badly. What were you (or the instructor) doing, or what washappening in the class?Then think about a time when you became aware that your teaching wasgoing very well. It was a moment that confirmed you were in the right calling.Now write on an index card: What were you teaching and what specificallyhappened that made you sense that you were in the flow?Begin with this phrase: ―As I looked at the students I realized…‖
    13. 13. Discussion Turn to someone nearby, discuss what you wrote. Then, after listening to each other, answer the question: What characteristics are present when a lesson is going well, and when a lesson is going poorly?
    14. 14. DNA of Student EngagementMotivation Active Learning
    15. 15. Active Learning"Active Learning is, in short, anything thatstudents do in a classroom other than merelypassively listening to an instructors lecture.‖ Paulson & Faust Active Learning for the College Classroom http://www.calstatela.edu/dept/chem/chem2/Active
    16. 16. Fink’s Holistic Active Learning Acquiring Information & Ideas • Reading Primary Texts and Textbooks • Listening to Lecture • Accessing information/ideas in class, out of class, online Interactive Learning (Experience) • Doing, Discussing • Experiential, Inquiry, Problem solving • Actual, Simulated • Usually Social Reflective Learning (Reflective Dialogue) • Minute Papers • Free-Writing • Portfolios • Journals • Usually Solitary Fink (2004) http://trc.virginia.edu/Workshops/2004/Fink_Designing_Courses_2004.pdf
    17. 17. Active Learning & ―Rich‖ Learning Experiences• Think/Pair/Share • Debates• Role Playing • Self- and Peer-Review• Simulations • Games• Group Presentations • Online Discussions• Classroom Assessment • Journals Techniques • Collaborative Learning• Classroom Response Systems • Service Learning• Interviews • Situational Observations• Panel Discussions • Authentic Projects For the next few minutes, form groups with colleagues from your college and make a list of successful active learning strategies that have worked with your students, or ones that you would like to try out.
    18. 18. Engaging Students in ArgumentFRAMcorp is coming to town. This multinational conglomerate makes headlines for its innovative technologicalproducts but has drawn criticism for causing pollution, increasing traffic in rural areas, and driving localcompetitors out of business. FRAMcorp wants to establish a plant that will employ about 500 people in the townof Homeland Square. Restaurants and retail stores will also surely follow, increasing employment opportunities.However, some citizens, fearing the plant’s disruption of their way of life, have formed the Homeland SquareNeighborhood Association (HSNA) to make their concerns public. In a show of goodwill, FRAMcorp agrees todebate the HSNA and leave the fate of the plant in the hands of Homeland Square’s townspeople. If they vetothe plant, it will be built elsewhere. • Group 1 represents FRAMcorp. • Group 2 represents the HSNA. • Group 3 represents the townspeople.• Groups 1 and 2 spend several minutes discussing among themselves how best to present their cases to the voters. The two groups then face each other and debate the issue for at least 20 minutes. Group 3 is free to ask questions of either side.• The outcome is not as important as the process of arguing and counter-arguing. By projecting themselves into imaginary roles, students often emerge from the exercise with a deeper appreciation of the pros and cons of controversial issues. http://www.facultyfocus.com/articles/effective-teaching-strategies/engaging-students-in-argument
    19. 19. Role PlayingHow might role playing be used in your classroom toengage students?• American Government – Mock legislature.• History, World War I – Students assumed roles of nations and had to negotiate alliances.• Teen Court• Accounting: Small Business Simulation• Ethics in Engineering? Video http://digitalcommons.csbsju.edu/forum_2012spring/7
    20. 20. Classroom Response Systems• Poll Everywhere - works with non-smartphones, too – http://www.polleverywhere.com/ – summary: http://suefrantz.com/2010/10/09/poll-everywhere/• ―Low-Tech‖ Classroom Response Systems – Flash Cards (Ed Prather, Anthropology, UofA) – Fingers – Small White Boards – Paradigms in Physics • SWBQ - http://www.physics.oregonstate.edu/portfolioswiki/swbq:swbq • Shiny white shower board stuff - http://www.physics.oregonstate.edu/portfolioswiki/props:start http://chronicle.com/blogs/profhacker/low-tech-alternatives-to-clickers/34184
    21. 21. Active Learning ClassroomsThe University of Minnesota Video http://www.youtube.com/watch?v=lfT_hoiuY8w
    22. 22. Active Learning with Dr. Richard Felder Video http://www.youtube.com/watch?v=1J1URbdisYE
    23. 23. The Minute Paper• What idea(s) struck you as things you might try or could or put into practice?• How could today’s session or your learning experience have been improved?
    24. 24. Engaged LearningTips and Strategies for PromotingEngaged Learning in Your Classroom CTLE Brownbag Series October 30, 2012
    25. 25. Tips and Strategies for Promoting Active Learning• Be clear on your learning goals• Clarify your role (teacher, facilitator or coach?)• Orient students to their new roles• Help students develop learning strategies• Activate prior learning• Limit and chunk information• Provide opportunities for guided practice and rehearsal• Organize lectures in ways that promote active learning• Use reverse or inverted classroom organization• Use rubrics to give learners frequent and useful feedback
    26. 26. Authentic/Learning-Centered Assessments• Observations • Rubrics• Essays • Self-Evaluations• Interviews • Peer-Evaluations• Performance Tasks • Graded Discussions• Exhibitions• Demonstrations• ePortfolios• Journals• Student-created test items
    27. 27. Learning Activities for Holistic, Active Learning Fink (2004) http://trc.virginia.edu/Workshops/2004/Fink_Designing_Courses_2004.pdf
    28. 28. Sources• Elizabeth Barkley, NISOD Annual Conference, 5/31/10• Dawn Deming: Improving Learninghttp://www.slideshare.net/dawndeming/powerpoint-summary-of-inquiry-based-teachingfinkel• ―What the Best College Teachers Do‖ by Ken Bain• ―Student Engagement Techniques: A Handbook for College Faculty‖ by Elizabeth Barkley• Designing Courses for Significant Learning L. Dee Fink (2004)http://trc.virginia.edu/Workshops/2004/Fink_Designing_Courses_2004.pdf