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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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Medical Education•Active Learning Strategies•
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 Active Learning 3 Easy Options
What we will discuss:  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
Definition ‘anything that involves students in doing things and thinking about the things they are doing’ (Bonwell & Eison, 1991, p. 2)
What does active learning 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)
 Active learning: 3 easy ways
#1: Pause Students use this time to:  Reflect on content  Write or review notes  Check understanding with peers 1 Talk (5-8 mins) Pause (2-5 mins)
#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%
#1: Pause –Why does it work?  Human attention span  Rule of 7 1
#1: Tips for Making “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
Questions or Clarifying Comments?
#2: Ask a question • Use audience response system • Question for discussion with peers 2 Lecture (5-8 mins) Pose question & pause Mini-lecture Focus: Learners’ conceptualization
#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
#2: Questions –Why does it work?  Addresses and corrects conceptualization of fundamental principles  Some extent of collaborative learning  Collaborative learning increases social support (Prince, 2004) 2
Tips for Making QuestionsWork  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
Questions or Clarifying Comments?
#3: Case or Problem 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
#3: Case or Problem  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
#3: Why does it 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
#3: Tips for Making 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
Questions or Clarifying Comments?
 How to be successful
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
How to be successful  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
Take-home messages  3 specific easy strategies: 1. Pausing 2. Asking Questions 3. Cases or Problems  Prepare, anticipate, practice!  Start small & get feedback