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Active Learning: 3 Easy Ways for Higher Education Lectures
The document outlines active learning strategies for higher education, emphasizing three key methods: pausing lectures, asking questions, and using case studies or problems. Each strategy includes practical tips and supporting evidence demonstrating their effectiveness in improving student engagement and understanding. Key takeaways highlight the importance of preparation, anticipation of student difficulties, and gradual implementation of these strategies.
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Active Learning: 3 Easy Ways for Higher Education Lectures
- 1. Active Learning 3 EasyOptions
- 2. What we willdiscuss: Definition Range of applications in higher education 3 specific easy strategies & supporting evidence: 1. Pausing 2. Asking Questions 3. Cases or Problems Tips on what to do, what to avoid Being successful in your teaching
- 3. Definition ‘anything that involvesstudents in doing things and thinking about the things they are doing’ (Bonwell & Eison, 1991, p. 2)
- 4. What does activelearning look like? Pausing lecture & students make notes Pausing lecture – students discuss what was presented Pausing lecture; polling students; students discuss answers; faculty-led tutorial on correct answer Cases or Worked Problems Flipped classroom (lecture) Team-based learning (small groups)
- 5. Active learning: 3easy ways
- 6. #1: Pause Students usethis time to: Reflect on content Write or review notes Check understanding with peers 1 Talk (5-8 mins) Pause (2-5 mins)
- 7. #1: Pause -Evidence Pausing during lecture works (Ruhl et al. 1987; Cain et al, 2009; Gulpinar & Yegen, 2005; Di Vesta & Smith, 1977; Ruhl & Suritsky, 1995) Ruhl et al, 1987: 72 students 1 Pause No Pause Short-term recall 108 correct facts 80 correct facts Long-term recall 89.4% 80.9%
- 8. #1: Pause –Whydoes it work? Human attention span Rule of 7 1
- 9. #1: Tips forMaking “Pause”Work Transition statement “Take the next __ mins to…” Set a watch or timer Stay quiet Be sensitive – should you wander, or stay put? Transition statement 1
- 10. Questions or ClarifyingComments?
- 11. #2: Ask aquestion • Use audience response system • Question for discussion with peers 2 Lecture (5-8 mins) Pose question & pause Mini-lecture Focus: Learners’ conceptualization
- 12. #2: Questions -Evidence Asking questions (in person or with clickers) works (Crouch & Mazur, 2001; Johnson & Mighten, 2005) Crouch and Mazur, 2001: Learning gains from 0.49 to 0.74 over eight years of assessment in introductory physics 2
- 13. #2: Questions –Whydoes it work? Addresses and corrects conceptualization of fundamental principles Some extent of collaborative learning Collaborative learning increases social support (Prince, 2004) 2
- 14. Tips for MakingQuestionsWork Clearly worded, developmentally appropriate question Field test with peers, past/current learners Clearly give time to think, work, respond e.g. “Please take 5 mins to…” Anticipate student responses Your tip sheet 2
- 15. Questions or ClarifyingComments?
- 16. #3: Case orProblem Circulate to provide help, answer questions Lecture (5-8 mins) Assign Case or Problem Answer & Debrief Repeat, Increase difficulty Emphasize the correct steps and correct thinking 3 Cover main concepts
- 17. #3: Case orProblem Hands-on activities work (Van Dijken et al, 2008) Hake et al, 1998: Population 2084 students in 14 introductory physics courses 4458 students in 48 introductory physics courses Teaching format Traditional lecture Cases, worked problems, immediate feedback Avg learning gain (pre vs post test) 0.23 +/- 0.04 0.48 +/- 0.14 3
- 18. #3: Why doesit work? Addresses and corrects conceptualization of fundamental principles Some extent of collaborative and cooperative learning Repetition & building upon concepts while role-modeling Enculturation – thinking, into professional practice Memory retention Scaffolding 3
- 19. #3: Tips forMaking Case/ProblemWork Ensure cases or problems are: • Related to content • Developmentally appropriate • Well written (field test!) Anticipate student questions or areas of difficulty Worked answer is clear & available outside of class Pause to see if learners have questions 3
- 20. Questions or ClarifyingComments?
- 21. How to besuccessful
- 22. What to avoid Picking a complex topic or a topic you have not taught many times previously Changing too much within a lecture Changing all your lectures to a new format at once Teaching without practicing Teaching without anticipating student questions or areas of difficulty
- 23. How to besuccessful Pick a topic you have taught many times before Anticipate student questions, areas of difficulty Prepare learners for the ‘new’ format Safety net: answer keys or ‘lists’; timers Add feedback questions on evaluation so you know where to improve Ensure support from administration1 1Bonwell & Eison, 1991
- 24. Take-home messages 3specific easy strategies: 1. Pausing 2. Asking Questions 3. Cases or Problems Prepare, anticipate, practice! Start small & get feedback