2. Facilitating Active Learning
Aim
To provide an evidence-based rationale for active learning
Outcomes
1. Recognise the purpose of active learning
2. Recognise how to structure a teaching session that actively engages students
3. Identify strategies to promote student engagement
3. Is interactive learning really effective?
“Children have real understanding only of that which they invent
themselves, and each time that we try to teach them something
too quickly, we keep them from reinventing it themselves”
Jean Piaget
“Student-centred constructivist teaching methods are unguided
methods of instruction ….. Activities involving free exploration
of a complex environment can be cognitively detrimental to
learning”
Kirschner et al. 2006
4. The student..…..…
LJMU 2012 Mirror Survey, Levels 4 & 5 : Top predictors of overall course satisfaction
The course is well organised & is running smoothly
The range and balance of approaches to teaching has helped me learn
The course is intellectually stimulating
Staff are enthusiastic about what they are teaching
Practical activities on my course have helped me to learn
I have received sufficient advice & support with my studies
The course has helped me present myself with confidence
Staff are good at explaining things
5. The neuroscientist……
Dopamine is a key ‘reward’
neurotransmitter
Released in response to challenge,
unpredictability, achievement
Attracts and sustains attention
Associated with activity and
problem-solving
Where are students
getting their
dopamine ‘fix’ ?
6.
7. The philosopher…….
Developing independent
thinking or spoon-feeding?
Power relationships –
who owns knowledge?
expert v novice?
What is ‘higher’ education?
8. The wider evidence……..
Dochy et al (2003)
Meta-analysis of 43 empirical studies
of impact of PBL
Robust positive effect from PBL on
skills of students (ES = 0.46)
Slight negative effect from PBL on
knowledge base of students
9. Impact on learning
1. Engagement and performance (Liu and Stengel 2011); (Prather and
Brissenden 2009); Laxman 2011)
2. Combat conformity and shyness (Stowell et al. 2010)
3. Student-reported increase in attention (Bunce et al. 2010)
4. Students report as ‘fun’ (Bachman and Bachman 2011)
10. Iterative (grouped) – stage 1
Tips and techniques to develop questions Sullivan (2009)
Which are probably Apatosaurus eggs?
1
1. Choice One2
2. Choice Two
3. Choice Three
4. Choice Four
3
4
0% 0% 0% 0%
e
ur
e
o
re
On
Tw
Fo
Th
ce
ce
ce
ce
oi
oi
oi
oi
Ch
Ch
Ch
Ch
11. Iterative (grouped) – stage 2
Apatosaurus is a sauropod ….
1
1. Choice One2
2. Choice Two
3. Choice Three
4. Choice Four
3
4
0% 0% 0% 0%
e
ur
e
o
re
On
Tw
Fo
Th
ce
ce
ce
ce
oi
oi
oi
oi
Ch
Ch
Ch
Ch
12. Iterative (grouped) – stage 1
To which group does this fossil belong?
1. Bivalve
2. Brachiopod
3. Trilobite
4. Anomorph
0% 0% 0% 0%
ve
te
ph
d
po
bi
l
or
va
ilo
o
m
Bi
hi
Tr
o
ac
An
Br
13. Iterative (grouped) – stage 2
Note: it is symmetrical across the valves. Change your mind?
1. Bivalve
2. Brachiopod
3. Trilobite
4. Anomorph
0% 0% 0% 0%
ve
te
ph
d
po
bi
l
or
va
ilo
o
m
Bi
hi
Tr
o
ac
An
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14. Iterative (grouped) – stage 3
These fossils were found in a quarry in North Wales. What do they
suggest about the age of the rocks?
1. < 65Ma
2. 65 – 250 Ma
3. > 250Ma
0% 0% 0%
a
a
a
M
5M
M
50
50
<6
>2
–2
65
15. Benefits for the lecturer
Fast and frequent feedback
Develops a classroom consciousness
Changes delivery – contingent or ‘just-in-time’ teaching.
Makes content count.
Increases own confidence self efficacy
16. Genuine interaction…
Increased confidence
Instant rapport
Immediate emotional engagement (Stowell and Nelson
2007).
Improves the teaching (and learning) much more quickly.
Raised assessment scores (Mayer et al. 2009) also (King
and Joshi 2008 – gender)
Builds a Learning Community
‘There is nothing like teaching a group
of happy, smiling, switched-on students’
18. Bachman, L.and Bachman, C. (2011) A Study of Classroom Response System Clickers:
Increasing Student Engagement and Performance in a Large Undergraduate Lecture
Class on Architectural Research, Journal of Interactive Learning Research, 22 (1)5-21
Briggs, C.L. and Keyek-Franssen, D. (2010) Clickers and CATs: Using Learner Response
Systems for Formative Assessments in the Classroom, EDUCAUSE Quarterly 33(4).
Bunce,Di, Flens, E.Aand Neiles, K. (2010) How Long Can Students Pay Attention in
Class? A Study of Student Attention Decline Using Clickers. Journal of Chemical
Education, 87(12), 1438-1443
DeBourgh, G.A. (2008) Use of classroom ‘clickers’ to promote reasoning skills. Nurse
Education in Practice, 8, 76-87.
King, D.B. and Joshi, S. (2008) Gender differences and the uses and effectiveness of
personal response devices. Journal of Science Education and Technology, 17, 544-552.
Howard-Jones, P.A. & Demetriou, S. (2009), ‘Uncertainty and engagement with
learning games’, Instructional Science, vol. 37, pp. 519-536.
Liu, W. and Stengel, D.N. (2011) Improving Student Retention and Performance in
Quantitative Courses Using Clickers. international Journal for Technology in
Mathematics Education, 18 (1)51-58
19. Mayer, R.E. et al. (2009) Clickers in college classrooms: fostering learning with questioning
methods in large lecture classes. Contemporary Educational Psychology, 34, 51-57.
Mollborn, S. and Hoekstra A. (2010) A Meeting of Minds”
Using Clickers for Critical Thinking and Discussion in Large Sociology Classes Teaching
Sociology 38(1) 18-27
Morling, B et al. (2008) Efficacy of personal response systems in large introductory
psychology classes. Teaching of Psychology, 35, 45-50.
Peterson, B (2008) Classroom performance systems, library instruction and instructional
design. Project Muse, 8(3), 1-10.
Prather, E. And Brissenden, G. (2009) Clickers as Data Gathering Tools and Students'
Attitudes, Motivations, and Beliefs on Their Use in This Application
Astronomy Education Review, 8(1)103-110
Piaget, J . (1970) ‘Piaget’s theory’, in PH Mussen (ed.), Carmichael’s Manual of Child
Psychology, 3rd edn, vol. 1, Wiley & Sons, New York.
Sousa, D.A. (2000) How the brain learns, Corwin Press.
