Active Learing In Action


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Presentation given at Texas Library Association on April 16, 2010. Cynthia Henry and Kimberly Vardeman, Texas Tech University Libraries.

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  • Introduction we each do ourselves
  • With this slide: Cynthia will talk about learning about active learning at TLA and TTU.
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  • Kimberly quote Cynthia describe interactive with audience
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  • Kimberly
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  • Active Learing In Action

    1. 1. <ul><li>Active Learning in Action! </li></ul><ul><ul><li>Presented by </li></ul></ul><ul><ul><li>Cynthia Henry & Kimberly Vardeman </li></ul></ul><ul><ul><li>Texas Library Association Annual Conference </li></ul></ul><ul><ul><li>April 16, 2010 </li></ul></ul>
    2. 2. Active Learning <ul><li>Defined by Bonwell and Eison: </li></ul><ul><li>“ . . . as instructional activities involving students in doing things and thinking about what they are doing” (Bonwell et al. 1991). </li></ul>
    3. 3. LIBR 1100 <ul><li>Decided to move away from traditional lecture-style model classroom </li></ul><ul><li>Team taught by two instructors </li></ul><ul><li>Face to face with an online component </li></ul><ul><li>One hour credit course </li></ul><ul><li>Class of 30 freshmen </li></ul><ul><li>Perfect size for active learning activities </li></ul>
    4. 4. Learning Activities Tested <ul><li>Class discussion </li></ul><ul><li>Brainstorming </li></ul><ul><li>Interactive website tutorial </li></ul><ul><li>Group activities </li></ul><ul><li>Think – Pair – Share </li></ul>
    5. 5. Think – Pair – Share <ul><li>King defined think – pair – share as: </li></ul><ul><li>“ Students individually think for a moment about a question posed on the lecture, then pair up with a classmate beside them to share/discuss their thoughts” (King 1993). </li></ul>
    6. 6. Portrait – Active Learning Activity <ul><li>Each student created a self-portrait using graphics painting program (MS Paint) </li></ul><ul><li>Posted digital image of their artistic endeavor to the online class discussion board </li></ul><ul><li>Students given instructions and a step-by-step demonstration </li></ul>
    7. 7. Portrait – Active Learning Activity
    8. 8. Portrait – Active Learning Activity
    9. 9. Portrait – Active Learning Activity
    10. 10. Portrait – Results <ul><li>Very Successful </li></ul><ul><li>Students used discussion board as a chat tool </li></ul><ul><li>Class of 30 created 117 messages </li></ul><ul><li>Students didn’t want to leave at the end of class </li></ul>
    11. 11. Thesis – Active Learning Activity <ul><li>Brainstorming activity in groups of four </li></ul><ul><ul><li>Topics </li></ul></ul><ul><ul><li>Keywords </li></ul></ul><ul><ul><li>Topic Questions </li></ul></ul><ul><ul><li>Create Thesis Statement </li></ul></ul>
    12. 12. Thesis – Results <ul><li>This activity was problematic </li></ul><ul><li>Students were lost </li></ul><ul><li>Instructors walked around the room and helped groups organize </li></ul><ul><li>Active learning still seemed treacherous </li></ul>
    13. 13. Table – Active Learning Activity Information Cycle Information Piece Time Frame Who is interested in this information? Who creates this information? Press Release Example: Same Day General Public Reporters Newspaper Popular Magazine Scholarly Journal Books
    14. 14. Table – Results <ul><li>Activity was successful </li></ul><ul><li>Information cycle is a hard concept </li></ul><ul><li>With the table activity, students internalized the information cycle lesson </li></ul><ul><li>In post-assessment, all students correctly answered the information cycle question </li></ul>
    15. 15. Citation Tutorial – Active Learning Activity
    16. 16. Citation Tutorial – Active Learning Activity
    17. 17. Citation Tutorial - Results <ul><li>Students enjoyed activity </li></ul><ul><li>Could distinguish between citations of books, journals, and newspapers </li></ul><ul><li>Students referenced tutorial throughout semester </li></ul><ul><li>In post-assessment, all students correctly identified the parts of a citation </li></ul>
    18. 18. Final Review Packet <ul><li>Students worked in teams to complete </li></ul><ul><li>the following activities: </li></ul><ul><li>Multiple-choice review questions </li></ul><ul><li>Searched for articles on given topic </li></ul><ul><li>Used citations to locate specific articles </li></ul><ul><li>Citation “puzzles” </li></ul>
    19. 19. Final Review Packet - Results <ul><li>Successfully completed review activities </li></ul><ul><li>Students taught one another and verified each other’s work </li></ul><ul><li>Created great class discussions </li></ul>
    20. 20. Conclusion <ul><li>Active learning achieved the goals of engaging the students, increasing student-teacher interaction, and integrating different learning styles into lesson plans. </li></ul><ul><li>Instructors learned to include written and verbal instructions with demonstrations or examples </li></ul><ul><li>Scores increased 15% from the pre-assessment to the post-assessment </li></ul><ul><li>22 students improved their grade on the post-assessment </li></ul>
    21. 21. References <ul><li>Bonwell, Charles C., James A. Eison, Washington D. C. Eric Clearinghouse on Higher Education, and Washington D. C. George Washington Univ. 1991. Active Learning: Creating Excitement in the Classroom. ERIC Digest. </li></ul><ul><li>Grubb, Jonathon, and Iellen R. Miller. 2009. Eastern Washington University Research Tutorial . Eastern Washington University2009]. Available from . </li></ul><ul><li>King, Alison. 1993. From Sage on the Stage to Guide on the Side. College Teaching 41 (1):30-35. </li></ul>
    22. 22. Contact <ul><li>Cynthia Henry, [email_address] </li></ul><ul><li>Kimberly Vardeman, [email_address] </li></ul><ul><li>View the slides @ </li></ul>