Using Active Learning in a Technology Classroom<br />Mohawk College<br />March 3rd, 2011<br />1:00-2:30<br />Room H101b<br />
Agenda<br />Room Functionalities<br />Demonstrate 4 teaching strategies for combining active learning in a technology clas...
Learning Outcomes<br />At the end of this session, you should be able to:<br />Construct your definition of Active Learnin...
What?<br />What is active learning? Bonwell and Eison describe active learning strategies as those that involve “students ...
Why?<br />In an effective learning environment that incorporates active learning strategies, “greater emphasis is placed o...
Activity #1 – Bookends – Think, Pair and Share<br />   CONTENT:     Active Learning Strategies<br />PROCESS:       Using t...
Activity #2Collating bodies of knowledge inGraphical Representations CONTENT:     What the research is saying about Active...
Activity #3Using Mindmeister<br />CONTENT:   Greenspace and pollution<br />PROCESS:      	Using mind mapping to show relat...
Activity #4 –Buzz Groups Brainstorming CONTENT:  Interactive Activities for Technology RoomsPROCESS:  Using the interactiv...
Activity #5 - Bookends<br />Content:Answered Questions<br />Process:In your groups select  a question or 			questions  tha...
SUMMARY<br />Design Principles – When planning active learning for a technology classroom:<br />Start from the basic instr...
References<br />Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in<br />the classroom. Washing...
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Eleanor Pierre, from the Centre for Teaching and Learning, developed this workshop to acclimatize faculty to active learning and the college's new active learning classrooms.

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Using active learning_in_a_technology_classroom_mar.3_2011[1][1]

  1. 1. Using Active Learning in a Technology Classroom<br />Mohawk College<br />March 3rd, 2011<br />1:00-2:30<br />Room H101b<br />
  2. 2. Agenda<br />Room Functionalities<br />Demonstrate 4 teaching strategies for combining active learning in a technology classroom<br />Book Ends using - Think, Pair, and Share<br />4 Corners – Group-work synthesis of ideas using images <br />Concepts maps <br />Buzz Groups for brainstorming<br />Book Ends – Extending to Practice<br />Summary<br />
  3. 3. Learning Outcomes<br />At the end of this session, you should be able to:<br />Construct your definition of Active Learning<br />Engage with the technology in the Active Learning Classroom<br />Explore a variety of Active Learning strategies that you can utilize in your classrooms<br />
  4. 4. What?<br />What is active learning? Bonwell and Eison describe active learning strategies as those that involve “students in doing things and (have the students) think about the things they are doing”<br />Active learning is a key element in the learning process and most adult learning models view interaction (active learning) as a crucial component<br />
  5. 5. Why?<br />In an effective learning environment that incorporates active learning strategies, “greater emphasis is placed on students exploration of their own meaning, attitudes, and values”<br />Components of good active learning activities are the same, whether<br />presented in traditional or in online environments. Activities should <br />have a definite beginning and ending; <br />have a clear purpose or objective; <br />contain complete and understandable directions; <br /> have a feedback mechanism; and <br /> include a description of the technology or tool being <br /> used in the exercise<br />
  6. 6. Activity #1 – Bookends – Think, Pair and Share<br /> CONTENT: Active Learning Strategies<br />PROCESS: Using the pen and whiteboard write<br /> down all the questions you have about <br /> Active Learning<br />PRODUCT: A list of questions (audience analysis)<br />Benefits: Level of class expectations <br /> Learners are ready to get into the core concepts<br />Challenges: Students may get quite talkative<br />
  7. 7. Activity #2Collating bodies of knowledge inGraphical Representations CONTENT: What the research is saying about Active LearningPROCESS: Using the research given- add to, expand doing a further search on your viewpoint identified in the quote PRODUCT: A synthesis of ideas in a collageBenefits Coverage of large bodies of information Includes non-linear thinkers – techno savvyAllow for the Affective reaction to material Challenges Narrowing the focus <br />
  8. 8. Activity #3Using Mindmeister<br />CONTENT: Greenspace and pollution<br />PROCESS: Using mind mapping to show relationship, make connections or summarize ideas using the software tool and the white board<br />PRODUCT: An integration of the groups work in real time.<br />http://www.mindmeister.com/maps/show/82085635<br />Username: mohawkcomp<br />Password: mohawklibrary<br />Benefits: Allow students to engage and extend thought processes integrating their values and beliefs<br /> Challenges: Maintaining focus<br />
  9. 9. Activity #4 –Buzz Groups Brainstorming CONTENT: Interactive Activities for Technology RoomsPROCESS: Using the interactive whiteboard (with lap top and pen) Create a three column tableColumn 1 – Active Learning StrategiesColumn 2 - ImplementationColumn 3 - EvaluationResearch some Active learning strategies using the internet. Brainstorm I or 2 active learning ideas you think you can use in your classroom next week, identify implementation strategies and discuss how you may evaluate its successPRODUCT: A list of Active Learning Ideas, Strategies for Implementation and ideas for Evaluation <br />
  10. 10. Activity #5 - Bookends<br />Content:Answered Questions<br />Process:In your groups select a question or questions that you felt were answered<br />Add some details for implementation<br />Product: Implementation ideas<br />
  11. 11. SUMMARY<br />Design Principles – When planning active learning for a technology classroom:<br />Start from the basic instructional design model of good teaching practice<br />Know technological tools and techniques<br />Activities should have a beginning and an end, an objective, complete directions, a feedback mechanism and a description of the technology necessary<br />
  12. 12. References<br />Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in<br />the classroom. Washington, DC: ASHE-ERIC Higher Education Report No. 1.<br />Harasim, L., Starr, R. H., Teles, L. & Turnoff, M. (1997). Learning networks: A<br />field guide to leaching and learning online. Cambridge, MA: Massachusetts Institute of<br />Technology.<br />Mantyla, K. (1999). Interactive distance learning exercises the really work! <br />Alexandria, VA: American Society for Training and Development.<br />Meyer, C., & Jones, T. B. (1993). Promoting active learning: Strategies for the college classroom. San Francisco: Jossey-Bass. <br />http://www.inspiration.com/Parents/Visual-Thinking-and-Learning#visual-learning-techniques<br />Kanthan, R. and Mills, S. Active learning strategies in undergraduate medical education of Pathology: A Saskatoon experience. Journal of the International Association of Medical and Science Education [JAIMSE]. 2005; 15 (1): 12-18.<br />

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