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Active learning
Active learning
Active learning
Active learning
Active learning
Active learning
Active learning
Active learning
Active learning
Active learning
Active learning
Active learning
Active learning
Active learning
Active learning
Active learning
Active learning
Active learning
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Active learning

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  • 1. BHC Professional Training & Development November 19, 2010
  • 2.  Active learning refers to techniques where students do more than simply listen to a lecture. Students are DOING something including discovering, processing, and applying information.
  • 3.  Active learning refers to the idea that students are actively engaged in the learning process, rather than passively absorbing lectures. Active learning involves discussion, problem solving, presentations, group work such as buzz groups, brainstorming, role plays, debates—anything that gets students interacting with each other and engaging with the lecture material.
  • 4.  Active learning "derives from two basic assumptions: (1) that learning is by nature an active endeavor and (2) that different people learn in different ways“ The assumption is that applied and participative methods are more likely to encourage deeper processes of learning.
  • 5.  The elements of active learning are talking and listening, writing, reading, and reflecting. “Students are involved in more than listening, less emphasis is placed on transmitting information and more on developing students skills, students are involved in higher-order thinking (analysis, synthesis, evaluation), students are engaged in activities (e.g., reading discussing, writing), and greater emphasis is placed on students exploration of their own attitudes and values.”
  • 6.  Develop communicative skills Develop collaboration skills Encourage students to take responsibility for their own learning. Practice creating shared meaning.
  • 7.  A surface approach to learning tends to be characterized by rote learning and regurgitation of information in a mechanical manner in order to pass an assessment exercise. Learning in this manner tends to be motivated by a concern to pass a course or a fear of failure.
  • 8.  A deep approach to learning is characterized by a genuine interest in the subject, which motivates students to digest, ponder and interpret information, and crucially to make integrative links with what they already know and what they are learning in other areas. Active learning methods are more likely to encourage this.
  • 9.  There may be some resistance to active learning by students who are accustomed to lectures, students who prefer passive learning, or students in large classes (who dont expect it). Thus, you need to prepare students.
  • 10.  Respondents consistently highlighted three aspects that defined teaching excellence in lectures: ◦ A high degree of student participation and interaction; ◦ A clear structure which enabled students to identify key points and make integrative links with other areas of the course; ◦ The passion and enthusiasm of the lecturer, and the degree to which she/he can bring a subject to life. Staff and students all agreed that the best kind of lecture was a participative one, where the emphasis was on active rather than passive learning.
  • 11.  A good lecture was felt to include regular breaks for discussion and group activities, such as buzz groups, brainstorming, debates, role playing, plenary sessions, problem solving, presentation work—anything that got students involved and thinking for themselves.
  • 12.  Students also liked to be given encouraging feedback on their thoughts and reflections, which in turn helped to stimulate their desire to learn more and communicate their ideas more effectively.
  • 13.  Breaking the lecture up with activities was also considered a good way of avoiding the decline in attention levels that tends to develop as the lecture proceeds. Recommended that lectures do not exceed twenty minutes.
  • 14.  Think-Pair-Share Collaborative learning groups Student-led review sessions Games Analysis or reactions to videos Student debates Student generated exam questions Mini-research proposals or projects; a class research symposium Analyze case studies Keeping journals or logs Write and produce a newsletter Concept mapping
  • 15.  What successful active learning techniques have you used in your own classes, or would you like to try? (three minutes) Turn to the person next to you. Discuss your answers (five minutes). Share with the group
  • 16.  Get into groups of 4-5. Please discuss the following in relation to the reading material: ◦ What would you like to ask others in your group about that is related to active learning? ◦ What did you find useful in either of the articles? ◦ What did you disagree with in the articles? ◦ Are you using any of the techniques mentioned in the articles? How? ◦ Are there other active learning techniques that the articles didn’t mention that you are using? After, work with whole class. Ask questions and learners in group answers them.
  • 17.  What other questions about classroom management or instruction would you like to discuss. Any recommendations?
  • 18. BHC Professional Training & Development November 19, 2010

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