Tag: peer instruction

Summary: “Active Learning is Loud!” Workshop

Four people high-fiving eachother around a work table.
Photo by rawpixel on Unsplash

Yesterday a group of faculty, staff, and I convened in Main Hall 401 for a workshop, “Active Learning is Loud!” The well-attended session centered on active learning strategy, and associated challenges and countermeasures. The time consisted of a brief summary of active learning, which you may find here, presentations by Beth DeStasio (Biology) and Kathy Privatt (Theater) about their experiences with active learning, and then an activity and discussion around challenges associated with active learning and brainstorming ways about how we might address those.

Presentations

Beth shared her work in biology highlighting her use of manipulatives in which she uses straws of various colors and lengths to teach DNA replication. She also shared some of the strategies she employs to manage the logistics of group work during the active learning activities.

Kathy shared a few different examples of active learning activities that she has done with her students. One well received example was the mention of a variation of the Think-Pair-Share strategy in which students will leave the classroom and walk rather than having a sit-down meeting. Kathy shared that the addition of the movement helps the students engage and have richer discussion.

Take-Away’s

While brief, the session proved valuable to all in attendance as was evidenced by their take-away’s. Some poignant comments are shared below.

One attendee noted, “It was good to see examples of active learning that are not dependent on technology. It was good to hear that other people run into some of the same challenges that I do.” The second part of that comment is probably one of the most valuable parts that I see come out of these workshops and something that I aim to incorporate into every workshop or session I facilitate.

Another attendee appreciated Kathy’s mention of the “walking meetings,” mentioning that, “Physical movement in classroom and outside of classroom promotes discussions.” The same person commented on Beth’s example of using the manipulatives saying that the, “visual aids/hands-on materials not only help students but also help instructors to check progress.” These are two benefits of an active learning approach.

Related to the idea of movement another attendee commented that they, “especially liked hearing how leaving the classroom to go on a walk and then returning helped overcome challenges of a physical space.” This is a key point as limitations of space are a large challenge for active learning. The space doesn’t directly influence teaching and learning, but it does have strong influence in how the space is used and the sort of activities it can support. Finding creative ways to work within the space that we have is a key skill for instructors.

It was a pleasure facilitating this workshop and appreciate everyone who participated. I look forward to learning more about active learning strategies, especially with an eye toward assessment, and working with the faculty here to implement these and other strategies to make the teaching and learning experience the best it can be.

 

Active Learning

Four people high-fiving eachother around a work table.
Photo by rawpixel on Unsplash

What is Active Learning?

The Vanderbilt University Center for Teaching provides a very good definition of active learning. They define active learning as,

“… activities that students do to construct knowledge and understanding. The activities vary but require students to do higher order thinking. Although not always explicitly noted, metacognition—students’ thinking about their own learning—is an important element, providing the link between activity and learning.”1

I appreciate this definition as it touches on three important ideas:

  • Constructivism – the idea that students can/will construct their own knowledge and understanding through the learning experience
  • Bloom’s Taxonomy – pushing the students toward higher order thinking
  • Metacognition – providing opportunity for the students to think about what and how they are learning

These ideas work in concert.

The end-goal of any active learning strategy is three-fold:

  1. Increase student engagement
  2. Increase student motivation
  3. Increase knowledge retention by creating a more impactful learning experience.

Strategies

There are a number of varying strategies that fall under active learning. A common characteristic of many of these strategies is that they involve students working in collaborative groups. The guide referenced earlier,1 lists a number of strategies. Some of the strategies being employed on Lawrence’s campus are the Jigsaw Method and Team Based Learning (TBL). Others are using manipulatives with collaborative learning groups, a walking meeting model, or movement based collaboration around connecting to literature.

 

Challenges

As with any strategy there are challenges associated with active learning. A few of those include managing group dynamics, space limitations, and assessment of group work. There are countermeasures of course, but using active learning strategies must be approached with forethought.

On-Campus Resources

If you are interested in utilizing active learning strategies into a course there are people and places below that will help you in your endeavor.

Personnel

If you are interested in trying or adapting active learning strategies in your pedagogy, please reach out to any member of the Instructional Technology Team:

  • David Berk – Dir. of Instructional Technology, x6756
  • Arno Damerrow – Instructional Technologist, x6710
  • Jedidiah Rex – Instructional Designer, x6729

Spaces

The following spaces have been designed specifically with active learning in mind. While these spaces are specifically designed for active learning, the Instructional Technology team may be able to help you identify the best space to meet your needs.

Other Resources

ELI 7 Things You Should Know About Research on Active learning Classrooms

A Guide to Teaching in the Active Learning Classroom | History, Research, and Practice – Available in the Lawrence Library

Student Engagement Techniques: A Handbook for College Faculty 1st Edition – Available in the Lawrence Library

References

  1. Brame, C., (2016). Active learning. Vanderbilt University Center for Teaching. Retrieved 20181220 from https://cft.vanderbilt.edu/active-learning/.