1 STRATEGIES FOR PROMOTING ACTIVE LEARNING

2 WHAT IS ACTIVE LEARNING?Anything that involves students in doing things and thinking about the things they are doing. Anything course-related that all students in a class session are called upon to do other than simply watching, listening and taking notes. A process whereby students engage in activities, such as reading, writing, discussion, or problem solving that promote analysis, synthesis, and evaluation of class content.

3 WHY DO IT? Reinforces important material, concepts, and skills.Promotes higher levels of thinking. Addresses different student learning styles. Provides students with an opportunity to think about, talk about, and process course material. Creates personal connections to the material for students, which increases their motivation to learn. Allows students to practice important skills, such as collaboration, through pair and group work. Increases student-student and instructor-student interaction.

4 Difference Between Student Participation and ACTIVE ContributionWhen students are ACTIVE contributors, they may: Extend learning Build on the contributions of others Link today's learning to previous or future Clarify misconceptions Cite relevant personal examples Ask key questions When students only participate, they may: Take little responsibility for learning Blurt out uninformed opinions Make superficial observations Distract from the learning objectives and focus Compromise their own learning and the learning of others

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6 Simple Active Learning StrategiesKnowledge, understanding, application Self-Assessment – CT Brainstorming – CT/CO – speaking/listening Elbow Partners – CT/CO – speaking/listening Quickwrite – CT/CO – writing

7 1. Allow students to formulate ideas through SELF-ASSESSMENTStudents reflect on their degree of knowledge and skills. BEFORE THE LESSON DURING THE LESSON AFTER THE LESSON NOVICE MINOR EXPERT CRITICAL 1…..2…..3…..4…..5 1. Rate your knowledge of active learning strategies. 2. Rate your readiness to use active learning strategies. 3. Rate the value (to Japan’s current and future society) of using active learning strategies.

8 2. Allow students to formulate ideas through BRAINSTORMING.BRAINSTORMING - As a whole class or in small groups, have students brainstorm ideas.

9 QUESTION 1 Name three scientific discoveries or technological inventions of the last 100 years that you think has had a major impact on people and history?

10 QUESTION 2 Chose one of your discoveries:Identify three ways in which the discovery has had a positive impact on individuals and society?

11 QUESTION 3 For the SAME discovery:Identify three ways in which the discovery has had a negative impact on individuals and societies?

12 QUESTION 4 For the SAME discovery: Conduct a benefit/risk analysis.Do the benefits outweigh the risks? Is the discovery "worth it" for individuals? For society?

14 3. Allow students to formulate ideas through INFORMAL WRITING:Use the "Quick-Write" strategy.

15 (Layer theory on experience) how were you an active learner?Quick-Write Example (Layer theory on experience) On your paper, respond to the following prompt. You will have 7 minutes. Be sure you write for the entire time. Describe a favorite learning experience. Identify the topic of study, subject matter, and grade level. Describe what you were doing and what your classmates were doing. Explain why you think of this experience in a positive way. In this experience, how were you an active learner?

16 Active Learners… Do more than just listenActively process information through note-taking creating organizers, and problem-solving Talk with peers and the teacher Collaborate with others Use higher-order thinking skills as they apply, analyze, synthesize, evaluate, and create Consult multiple sources Integrate new with old learning Apply content to their personal lives and society Create products and performances Draw on their attitudes, values, and experiences Contribute to the learning of others Take responsibility for their own learning

17 4. Allow students to formulate ideas through COLLABORATIONStudents talk through their thinking in TPS, elbow partners, or small group sharing.

18 Think-Pair-Share ExampleWorld Religions View the animation. With your elbow partner, answer the following questions: In what order were the five major religions established? Compose a hypothesis for how the evolution of religion has contributed to world-wide political unrest in the 21st century.

19 Intermediate Active Learning StrategiesKnowledge, understanding, application, analysis Visual/Kinesthetic/Digital Representations (Venn Diagrams, Timelines, MindMaps) – CT/CL

20 5. Allow students to formulate ideas with VISUAL REPRESENTATIONSHave students create a schema or diagram for the topic presented. A B C Main Idea Point 1 Point 2 Detail

21 Visual Representation ExampleCreate a Venn Diagram and conduct a comparison/contrast analysis. Identify at least two characteristics for each section of your Venn Diagram. Category 1 Category 2

22 6. Allow students to formulate ideas through DIGITAL INTERACTIVES

23 Complex Active Learning StrategiesKnowledge, understanding, application, analysis, evaluation, creation/synthesis Argument Construction: Document-Based Questions, Historical Inquiry Problem-Solving: Case Study, PBL, Inquiry Learning, Science Experiment, Engineering Design, Action Planning

24 7. Allow students to formulate ideas through ARGUMENT CONSTRUCTIONArgument Construction, Document-Based Questions, Free Response Questions Argument Prompts

25 CLAIM OF FACT: GUN CONTROLFive Categories of Claims Claims of FACT: Is it real? Is it a fact? Did it really happen? Is it true? Does it exist? Global warming is occurring. Women are just as effective as men in combat. Affirmative action undermines individual achievement. Immigrants are taking away jobs from Americans who need work. CLAIM OF FACT: GUN CONTROL There are serious restrictions on our Constitutional right to bear arms. This argument will cite facts, examples, and statistics relating to laws and policies that restrict the sale and use of firearms.

26 CLAIM OF DEFINITION: GUN CONTROLFive Categories of Claims Claims of DEFINITION: What it is? What is it like? How should it be classified? How can it be defined? How do we interpret it? Does its meaning shift in particular contexts? Alcoholism is a disease, not a vice. We need to define the term family before we can talk abut family values. Date rape is a violent crime. The death penalty constitutes “cruel and unusual punishment.” CLAIM OF DEFINITION: GUN CONTROL Laws governing the sale of firearms such as assault weapon and handguns do not constitute an infringement on our right to bear arms. This argument will focus on the Bill of Rights and its clause about the right to bear arms. It will argue for a particular definition of "right to bear arms" that includes the writing of laws that relate to ownership of firearms.

27 CLAIM OF CAUSE: GUN CONTROLFive Categories of Claims Claims of CAUSE: How did this happen? What caused it? What led up to this? What are the effects? What will this produce? The introduction of the computer into university writing classes has enhanced student writing ability. The popularity of the Internet has led to a rise in plagiarism amongst students. The economic boom of the 1990s was due in large part to the skillful leadership of the executive branch. CLAIM OF CAUSE: GUN CONTROL Tougher laws governing the sale of handguns would result in a decrease in the number of homicides each year. This argument would seek to establish a link between difficulty in obtaining a handgun and a drop in the homicide rate. It will use statistics, facts, and analogies from other places where similar things have been done.

28 CLAIM OF VALUE: GUN CONTROLFive Categories of Claims Claims of VALUE: Is it good or bad? Beneficial or harmful? Moral or immoral? Who says so? What do these people value? What value system will b used to judge? Doctor-assisted suicide is immoral. Violent computer games are detrimental to children’s social development. The Simpsons is not a bad show for young people to watch. Dancing is good, clean fun. CLAIM OF VALUE: GUN CONTROL The right to bear arms is still an important civil right in the United States. This argument will appeal to people’s sense of the value of gun ownership. It will probably appeal to authorities, such as the Constitution, to history, and to long-held customs.

29 CLAIM OF POLICY: GUN CONTROLFive Categories of Claims Claims of POLICY: What should I do? How are we to act? What policy should we take? What course of action should we take to solve this problem? We should spend less on the prison systems and more on early intervention programs. The State of Oklahoma should issue vouchers for parents to fund their children’s education. Every person in the United States should have access to federally-funded health insurance. CLAIM OF POLICY: GUN CONTROL The sale of assault weapons in the United States should be banned. This argument will use a variety of motivational appeals and value proofs, analogies, facts and statistics cause and effect arguments, and appeals to authorities to provide that this is a favorable course of action.

30 Determining Acceptable EvidenceDifferent subject areas and audiences Literature course may require quotations from text as evidence Science course may accept experimental results/research from scientific journals History course may accept primary sources, certain academic Websites, and a list of approved books Project dealing with social issue may permit survey results, interviews, approved Websites, and certain books Audience is important to consider when determining the “best” evidence to use What is important to a teen may be different from that of a politician or doctor.

31 Determining Acceptable EvidenceOther Questions to Consider What is the lowest acceptable source for evidence? Where will you set the bar? Should students consider all evidence – even poor evidence – or will their be a minimum threshold for quality? What is the highest or most desirable source for evidence? Do you expect direct quotes or summaries of the evidence? How do you want the source cited? Is there a minimum number of supporting and/or opposing pieces of evidence?

32 Document-Based or Free-Response Questions (Social Science Inquiry)What is a DBQ? For all students, from elementary - high school Asks students to read and analyze historical records, gather information, synthesize information from several documents, respond in written essay Help students compare and contrast issues from differing perspectives, evaluate strength of arguments, perform critical thinking, and develop life skills DBQ Examples DBQ AP History Rubric FRQ – is a similar model for non-document based questions

33 Project/Problem Based Learning 8. Allow students to formulate ideas through PROBLEM-SOLVING PBL, Engineering Design, Scientific Method, Action Plan Project/Problem Based Learning Technology/Engineering Design Problem-Solving

34 Designing Earthquake Resistant StructuresScientist Provides scientific explanation for design Collects and analyzes data on structure Architect Creates drawings of structure and design features Adjusts design as process dictates Engineer Builds high and sturdy structure Conducts tests to determine quality and adjusts as needed Publicist Takes pictures of progressing structure Creates poster/multimedia presentation to share project results

35 Action Plan Example As leaders in your school, you have been asked to develop a plan for preparing teachers to use more active learning strategies in their classroom teaching. Consider the following questions as you develop your plan: Which active learning strategies would you like teachers to implement? Which subject areas are most appropriate for using active learning strategies? What barriers will there be to implementing active learning at your school? How will you overcome them? What are your goals and what would be evidence of success? What resources do you need to complete this plan?

36 Case Study Example Uses a narrative of a professional dilemma to exemplify principles. Employs skill-building as well as discussion and teamwork between participants, who analyzes the dilemma as it unfolds. Identify Problem Analyze Problem Status, Contexts, Resources, Individuals Recommend Actions

37 Reflect on Learning (simple)1…..2…..3…..4…..5 NOVICE BEGINNER EXPERT READY TO IMPLEMENT 1. Rate your knowledge of active learning strategies. 2. Rate your readiness to use active learning strategies. 3. What will you do to increase your readiness?

38 Reflect on Learning (intermediate)Choose any three active learning strategies. Create a Venn Diagram and compare/contrast your strategies. Identify at least one element in each part of your Venn Diagram. WRITING PROBLEM SOLVING REFLECTION

39 Reflect on Learning (complex)Create an action plan for your school.