Active Learning In Large Classes


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Presentation in the UNC Charlotte Summer Institute 2009, “Rethinking the Large Lecture: Strategies for Engaging Students.” The session description is as follows:
This session will show the active learning techniques and technologies that can be used easily and effectively in large classes.

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Active Learning In Large Classes

  1. 1. Mary McKenzie Sociology UNC Charlotte
  2. 2. Passive Learning:  ◦ What type of learning experience do you think of as being passive? Active Learning:  ◦ What type of learning experience do you think of as being active?
  3. 3. Students stay awake! Students participate in their educational experience. Students can interact with the course material. Students can collaborate with other students to explore course material.
  4. 4. Moodle Wikis “Clickers” Blogs
  5. 5. • the visual layout • the ease of moving from one activity to another Students • the ability to contact me from the home page like: • the ease of contacting each other • the calendar of class events • the upcoming events box
  6. 6. You can also click on the hyperlinks throughout the page to take you to activities or people. Click on Activity Click on Participant you want to contact, or on my link to contact me
  7. 7. Calendars allow students to enter dates for their own reminders Course dates and group dates can also be entered These dates show up in the upcoming events box You can message anyone online
  8. 8. • Many different activities available • Forums and Blogs • Wikis Faculty • Journals • Chats Benefits: • On-line quizzes and exams • Databases • Surveys • On-line and offline assignments
  9. 9. Everyone turns on the clicker with the power key on the bottom left. Your clicker should say that it is searching for the class. Click on the green send key to enter the set up mode so you can enter your NinerNet ID (first part of your email before the When entering your NinerNet ID, use the scroll buttons to move up and down the alphabet to enter you ID. (Like primitive texting) Click on the * to exit set up mode and you are ready to answer questions. For True/False questions, click either the T or the F at the bottom right of the clicker. Always click the send button after every response.
  10. 10. •Come to class because the clicker will take attendance •Stay awake because they have to answer questions Students: throughout the class session •Receive instant feedback on questions asked during the class session to indicate concepts they need to review •Can work together to understand the concepts •Have real-time feedback on whether students understand the concepts Faculty:
  11. 11. I would find it very useful to know when  students are in class. True  False 
  12. 12. It would be nice to know, during my lecture,  if students understood the concepts. True  False 
  13. 13. Active learning We want students to We want the students interact with one continues outside to read class material another to enrich and work with the the classroom as concepts more than their learning only taking notes. well. experience. Students post explanations This allows them to This also gives them of concepts to the class think about the a place to explore blog or forum to further connections between questions they have explore the concepts as the class examples and about the concepts they are presented in the the concepts in the and class readings. class readings. text. This is very useful This is also a useful Students can reply to way for students to as students add postings to add to a “correct” examples to clarify discussion of the misunderstandings of the concepts in the concepts for concept. everyday terms. classmates. The blogs become an interactive study guide and study group for students as they prepare for exams.
  14. 14. They give faculty insight into how students are understanding the class material. Faculty can clarify misunderstandings in the following class. Students have to read some of the course material to be able to post. Students have people, other than the course instructor, from whom they can learn and question. Students have to actively consider the conceptual meanings and be able to express them in writing.
  15. 15. I could use a blog as a quick check to see if  students have understood what they have read before class. True  False 
  16. 16. It would not be effective to have separate  groups be responsible for posting concepts, for specifically assigned chapters, to limit the number of blog postings in large classes. True  False 
  17. 17. Wikis are on-line spaces where students can  collaborate on projects or upload their own work for class projects. It would be necessary for students to meet to  work on group projects that would be uploaded to the wiki. True  False 
  18. 18. Activities in and outside of • Students explore class concepts and apply them to real world class create a more active situations. learning environment for • Students can chat with each other about class material, blog and query about class material in postings, and students to master course collaboratively complete class assignments. material. Active learning can occur • These can sometimes be difficult to manage, but are easier through in-class activities. with interactive technology. Active learning can also • The active learning outside of class occurs through written communication technology activities. occur through assigned • Technology allows students to peer review classmates’ or activities in which students group member’s work to more easily allow revisions before interact with each other final submission of work. outside of class.