7. Chi n l c d y h c tích c cế ượ ậ ọ ự
TR I NGHI MẢ Ệ
Labs, c, Games, t và gi i quy t v nđọ đặ ả ế ấ đề
TH C HI NỰ Ệ KHÁM PHÁ
i th c a, Mô ph ng, Th nghi m Th o lu n, ng não, ghi chépĐ ự đị ỏ ử ệ ả ậ độ
GI I THÍCHẢ
Báo cáo k t qu , d án, bài gi ngế ả ự ả
Spirce: Svinicki and Dixon 1987
8. H c tích c c và b o t n, b o v môiọ ự ả ồ ả ệ
tr ngườ
Nh ng ph m ch t lý t ng c a nh ngữ ẩ ấ ưở ủ ữ
ng i b o t n?ườ ả ồ
10. Ng i lê nh trongồ đễ
l pớ
Ghi di n gi i theoễ ả
bài gi ngả Th o lu nả ậ
M màng ban ngàyơ H i câu h iỏ ỏ t ra câu h iĐặ ỏ
Chép bài theo cô
c, gi ngđọ ả
Ngủ
Ghi ra các câu h iỏ
n u không hi uế ể
Nh ng ho t ng òiữ ạ độ đ
h i ph i vi t các bàiỏ ả ế
ng nắ
Làm vi c theo nhómệ
nhỏ
Trình bày, thuy tế
trình
Tranh lu nậ
óng vaiĐ
Thụ động Tích cực
Based on Bonwell and Eisen 1991
24. “ H u h t các t ng v d y h cầ ế ưở ề ạ ọ
không m i, nh ng không ph i aiớ ư ả
c ng ã bi t nh ng ý t ng ã cũ đ ế ữ ưở đ ũ
này”
-Euclid c. 300 BC
Editor's Notes
The target audience for this presentation is other teachers and trainers. The goal is to present information about active teaching and learning techniques while at the same time demonstrating them. Hopefully, your audience will then go out and give this presentation to other teachers/trainers themselves.
Active learning is characterized by more than just listening. It includes reading, writing, discussing, and acting. Learning through doing in these ways helps students to:
Better Absorb Information
Engage in Higher Thinking such as analysis, synthesis, evaluation.
Evaluate attitudes and values
Individual students often favor certain ways of learning over others.
Research indicates…the more active the learning, the more retention…
This figure illustrates how well active teaching can boost knowledge retention in students compared to other techniques
So, the central point is that:
Passive learning modes that involve only seeing or hearing or reading are not as effective as doing; active-learning modes substantially increase student performance and, in many cases, empower students to think critically and creatively. Conservation leaders frequently allude to the need to cultivate in young conservationists process skills, such as interpersonal communications, problem-solving, and effective team-work ability. This can be done most effectively through active teaching/learning modes.
Several researchers have also discussed the “learning cycle,” in which knowledge is taken in, processed, and then becomes available for new application. As teachers, how can we both serve the needs of diverse individuals, and also facilitate the process through the learning cycle? An ideal lesson plan would work through the entire cycle.
In addition, individuals often have preferences in terms of how they learn. Bernice McCarthy developed the “4MAT System” which classifies students by the way they perceive and process information (typified by the different questions on the inside of the learning cycle).
Certain types of learners will feel more comfortable in different parts of the cycle, depending on their learning style (show how different types of learners are associated with different steps in the cycle.
Ideally, your teaching style should appeal to all learners (illustrated in outer circle above):
The Imaginative Learner
The Dynamic Learner
The Common Sense Learner
The Analytic Learner
Ideally you will move through the entire learning cycle with important concepts and applications, integrating different teaching styles in your lesson plan.
Svinicki and Dixon (1987) matched teaching methods for each stage of the learning cycle. Teachers should guide students through the cycle in order, but starting with experiencing is not mandatory, so long as the teacher brings the class through the entire cycle. Some activities fit into more than one stage of the cycle depending on how the teacher chooses to implement it.
An example of teaching this way might be to take students to see a scientists in the laboratory. There, students could be directly exposed to research through observation and gain experience in data collection (EXPERIENCING). Next, the students might write about their experience in a journal (EXAMINING). Then, the class as a whole could pool their observations to look for trends (EXPLAINING). Finally, the students could develop a hypothesis and perhaps do an experiment themselves (APPLYING).
Lead a brainstorming session asking participants the question on the slide.
In general, you should expect some of the following responses:
In-depth knowledge of study area(s) relevant to biodiversity conservation
Breadth of topics relevant to biodiversity conservation
Specific technical skills (such as GIS, experience with statistical software, etc.)
Practical, on-the-ground experience in applying conservation
Ability to integrate and synthesize different sources and types of information
Communication skills – Oral, Presentation and Written
Interpersonal skills, working with diverse types of people
Ability to work as part of a team
Critical thinking and problem-solving skills
After the group has generated a list, it is likely to contain many of the active, communication, synthesizing skills mentioned above. Then ask
How do we produce/facilitate effective training for those who work in biodiversity conservation?
=> Not solely by lecture/listen/test, but by active teaching and learning.
Now that we have established the importance of active learning for biodiversity conservation, you can choose one of the following two short exercises (Exercise A works well with a smaller group, and works well with newcomers and practitioners, while Exercise B is better for a larger, more formal group, and if you have a shorter amount of time):
Exercise A:
Ask each teacher to make two columns on a piece of paper and give them two minutes to come up with examples of active and passive teaching techniques they have used or are familiar with. After two minutes, have them turn to their nearest neighbor to combine their list and discuss any differences. Repeat once or twice more, and then ask teachers to share their lists. This should lead to some sort of discussion about how active learning is defined and differs from passive learning.
Exercise B:
Ask your neighbor, what was your most memorable learning experience (inside or outside of the classroom)? What happened during that moment that made it memorable?
This exercise often takes a bit of time as people get excited about this and want to share with everyone.
Some examples of active and passive learning dynamics -- the class may generate more.
As teachers, we need to design lectures that reflect the fact that students remember the first 10 minutes of any lecture best. Structure your lecture so that you state its main points in the first ten minutes and then expand upon them for the rest of your talk.
One way to capture your audience from the start:
Brainstorming what students know (or think they know) about a topic. “What is Biodiversity?” You may want to record their responses on the board to refer to during the course of the lecture.
These are other ways to capture students’ attention during lectures.
Before showing this slide, ask teachers to suggest additional specific methods for making lectures more active
Essay questions challenge students to do more than just “spit out” an answer that they perceive to be correct. Not only do they help students to synthesize information and concepts, but they also help complicate the idea of one “right” answer.
Tips for large lecture classes.
To get students involved in class discussion, it is helpful to explain the value of their participation and what they can expect to get out of the experience such as:
improved speaking and discussion skills
the ability to listen and respond to others' ideas.
Some suggestions for helping students ease into discussions:
Have students work work individually on an answer, then share in small groups, then have small group report to class.
Start with small groups for short periods with simple tasks, then gradually increase size, length, and difficulty if needed.
Ask teachers for additional do’s and don’ts.
Ask the group for additional suggestions for facilitating class discussions:
Some research indicates that it takes people 15-20 seconds to process a question or statement- don’t be afraid to let the silence continue for that long!
Here are some possible answers:
make sure that all students know each others’ names
ask students “how many of you have thought about this?” and then from that group, ask for volunteer that the class has not heard from yet.
ask students to call on other students instead of looking to you for next speaker.
ask questions to begin discussions like, “who has heard of a definition for X” -- helps to relieve the pressure of coming up with the “right” definition; students can be afraid of volunteering the “wrong” definition.
Case studies are particularly important as a teaching tool because they:
- Facilitate multidisciplinary teaching
- Establish a context for a problem and identify major decisions that must be made
- Foster critical thinking skills
- Help students to see that there may be no single right or wrong answer
Ask teachers for specific examples of case studies that they have used in class. Have some been successful, others not? What sets apart the successful ones?
Have teachers had better response to case studies that discuss actual situations, or plausible made up scenarios?
In addition to classroom discussions and case study teaching, there are a number of other interactive teaching techniques that may be used in the classroom. For example, working in small groups allows students to interact with and learn from one another. Small group work may also encourage the active participation of those who are reticent to speak in a large group. Students can also enhance learning and develop decision-making, conflict management, and communication skills.
These techniques can be used during class periods, or as part of a longer assignment in which group work takes place outside of class. To use group work during a class, plan carefully what you want to accomplish, how you want the large group divided, how long groups will have to work together, and how they will report back to the whole class.
Ask teachers for examples of group work/cooperative learning they have used. Which have worked well, and why?
Peer teaching promotes active learning in the classroom through partnerships, where each partner alternates in the role of teacher and student or in small groups that work together to improve performance of individuals in the group. For example, students prepare for class by reading an assignment and writing questions about it. In class, randomly assigned pairs ask questions of each other, answer, and provide feedback. Alternatively, students receive different reading assignments and in pairs teach each other the material covered. For writing assignments, peers may help each other with editing and reviewing content. In this way they learn about the writing and revising by reading others’ drafts, learn from a wider audience than the instructor, and experience the reward of effective written communication from socially supportive peers.
Active teaching and learning techniques include a variety of activities in which student participation is a central focus- here we collectively group these activities as “exercises”. Exercises may include elements already discussed, such as group work and peer teaching. There are various definitions of exercise, including the following quotes from university faculty at an NCEP workshop at the Society for Conservation Biology, August 2003.
Exercises can vary along several axes, from venue to dynamic to length of time required to complete.
But key point is that all are ACTIVE, and that in the case of NCEP exercises, emphasize the application of critical thinking to conservation problems. Whenever possible, exercises should reflect the realities of conservation work—making decisions in times of uncertainty, working effectively to achieve consensus among diverse stakeholders, and integrating a variety of information types and sources to arrive at solutions.
Example above is from NCEP module “Ecosystem Fragmentation and Loss”.
If possible, conduct a field trip at some point during your course. Field trips allow for first-hand observation and experience and discussion with people working in conservation-related fields. Set objectives for the field trip and plan activities to match these objectives. Tell students what to expect, how to prepare, and what to bring in order to get the most out of it. If possible, run through the entire trip yourself several days before taking the students so you are familiar with routes, facilities, and timing. Use pre-trip activities to introduce any new concepts or skills relevant to the field trip to enable students to get the most out of the experience. Have a back-up plan in case bad weather prevents you from doing activities as planned, if transportation arrangements don’t work out, or some other problem arises.
Plan tasks for students to carry out and prepare questions to focus students’ attention on the field trip. After the trip, allow time for students to reflect on their experiences, listen to others’ perceptions, and ask questions. Remember to thank people who assisted you with the trip, and make notes of travel and activity time in order to facilitate future field trips.
By using one or a few of these techniques, you will engage students with different learning styles and give them the practical experience they need to become effective conservation professionals.
Quote from the Active Learning Homepage
http://www.active-learning-site.com/
