The document discusses various active learning strategies that can be used in STEM classes. It defines active learning as an approach where students engage with material through activities like discussions and problem-solving rather than passive listening. Some basic elements of active learning include talking, writing, reading, and reflecting. A number of specific strategies are then outlined, such as think-pair-share activities, problem-based learning, and peer instruction techniques using response cards or personal devices.
This document provides study tips and strategies for both students and teachers. It recommends that students focus for 25 minutes then take a 5 minute break. An ideal study space is quiet with no distractions. Taking notes and rewriting notes after class helps reinforce learning. Teachers should differentiate between important concepts and facts, encourage note-taking, use questioning to check understanding, and help students form study groups. The overall goal is teaching students how to learn effectively.
This document provides study tips and advice for effective examination preparation. It discusses taking good notes, establishing a dedicated study place, using flashcards and study groups, and preparing for different types of exams like MCQ, SAQ, OSPE and viva. The key recommendations are to take clear and organized notes, study in a distraction-free environment, use techniques like flashcards to reinforce learning, and familiarize yourself with various exam formats.
English: Introduction to study skills (Complete Intro)Muhammad Qasim
This paper will enable us to have a complete introduction of Study Skills. Many other topics have been included which will enlighten us about distance learning and its aids.
The candidate has experience teaching and is motivated to succeed in the role. They use engaging lessons and group work to involve students. When lessons don't go as planned, they evaluate and improve. The candidate strives to continually develop their skills and keep lessons up-to-date. They have a student-centered teaching philosophy focused on learning.
Understanding learning styles to enhance the experience of being a first year...Anita Hamilton PhD
This is a presentation I gave at the Deakin University Festival of Teaching and Learning in 2006. The presentation is about enabling students to understand their own learning styles in order to work better in groups, and ultimately with clients after they graduate.
This document provides study tips and examination preparation strategies. It discusses effective note-taking techniques, such as listening for key points during lectures and rewriting notes after class. Successful study habits include planning study sessions, eliminating distractions, and reviewing material daily. Specific study methods like using flashcards, imagery techniques, and study groups are also outlined. The document concludes by emphasizing the importance of English language skills and describing different types of examinations, such as multiple choice questions, short answer questions, and oral exams.
This document presents a learning styles chart to help determine if a person has a visual, auditory, or kinesthetic learning style. It lists common situations and asks the reader to identify if they are more likely to respond visually, auditorily, or kinesthetically. Their dominant response column indicates their primary learning style. The chart contains questions about spelling, talking, concentrating, meeting people, business contacts, reading, learning new tasks, putting things together, and getting computer help. It is designed to help readers understand which sensory mode they most rely on for taking in and processing information.
This document provides study tips and strategies for both students and teachers. It recommends that students focus for 25 minutes then take a 5 minute break. An ideal study space is quiet with no distractions. Taking notes and rewriting notes after class helps reinforce learning. Teachers should differentiate between important concepts and facts, encourage note-taking, use questioning to check understanding, and help students form study groups. The overall goal is teaching students how to learn effectively.
This document provides study tips and advice for effective examination preparation. It discusses taking good notes, establishing a dedicated study place, using flashcards and study groups, and preparing for different types of exams like MCQ, SAQ, OSPE and viva. The key recommendations are to take clear and organized notes, study in a distraction-free environment, use techniques like flashcards to reinforce learning, and familiarize yourself with various exam formats.
English: Introduction to study skills (Complete Intro)Muhammad Qasim
This paper will enable us to have a complete introduction of Study Skills. Many other topics have been included which will enlighten us about distance learning and its aids.
The candidate has experience teaching and is motivated to succeed in the role. They use engaging lessons and group work to involve students. When lessons don't go as planned, they evaluate and improve. The candidate strives to continually develop their skills and keep lessons up-to-date. They have a student-centered teaching philosophy focused on learning.
Understanding learning styles to enhance the experience of being a first year...Anita Hamilton PhD
This is a presentation I gave at the Deakin University Festival of Teaching and Learning in 2006. The presentation is about enabling students to understand their own learning styles in order to work better in groups, and ultimately with clients after they graduate.
This document provides study tips and examination preparation strategies. It discusses effective note-taking techniques, such as listening for key points during lectures and rewriting notes after class. Successful study habits include planning study sessions, eliminating distractions, and reviewing material daily. Specific study methods like using flashcards, imagery techniques, and study groups are also outlined. The document concludes by emphasizing the importance of English language skills and describing different types of examinations, such as multiple choice questions, short answer questions, and oral exams.
This document presents a learning styles chart to help determine if a person has a visual, auditory, or kinesthetic learning style. It lists common situations and asks the reader to identify if they are more likely to respond visually, auditorily, or kinesthetically. Their dominant response column indicates their primary learning style. The chart contains questions about spelling, talking, concentrating, meeting people, business contacts, reading, learning new tasks, putting things together, and getting computer help. It is designed to help readers understand which sensory mode they most rely on for taking in and processing information.
This document discusses questioning and how to craft better questions. It provides guidance on understanding goals of questioning, different types of questions, and how to structure a Question Formulation Technique (QFT) to help students learn to ask their own questions. The QFT is a rigorous process that helps students produce questions, improve questions, prioritize questions, and develop next steps. Implementing the QFT shifts practice by having students, rather than teachers, be the primary askers of questions. This change in role is meant to lead to cognitive, affective, and behavioral changes in students as they learn to think, feel, and act differently through self-questioning.
This document discusses effective teaching strategies and provides options for classroom activities and situations. It emphasizes maximizing student interaction through open-ended questions, group work, and encouraging cooperation over competition. The document also discusses balancing language skills and systems in classroom activities and using coursebooks as a resource rather than a strict curriculum.
This document discusses effective questioning techniques for math teachers. It begins by stating that a teacher's effectiveness can be gauged by their ability to ask good questions. It then provides information on what questioning is, the skill of questioning, different uses of questions, characteristics of good questions, techniques for questioning, handling student responses, and handling student questions. The document emphasizes that questioning should motivate student thinking, be clear and challenging, and that teachers should appreciate student answers while ensuring incorrect answers are addressed. Overall, the document stresses that questioning is an art that takes practice to develop effective lessons centered around student participation.
Essential Routines for Substitute Teachers Angela Moore
This document outlines the agenda and content covered in a workshop for substitute teachers. The workshop focuses on establishing essential routines for substitute teachers, including introducing yourself to students, setting clear classroom expectations and procedures, and teaching procedures to students. It provides guidance on developing routines and scripts for common classroom situations. Sample procedures are discussed, such as how to start and end class periods, get students' attention, and have students request help. The document emphasizes establishing structure and mutual respect between substitutes and students.
1) Avoiding distractions is important when studying. Some tips are to study in a quiet room, turn off electronics, eat a healthy snack beforehand, and plan your study time.
2) Taking good notes is essential for learning. Teachers can provide templates to guide students. Notes should be organized and have clear handwriting.
3) Organization is important to avoid wasting time and reducing stress. The color-coding system can help organize notes from different classes.
This document provides tips and advice for students on developing effective study skills, independent learning habits, managing their time, prioritizing tasks, preparing for exams, and dealing with exam stress. Some key points covered include creating a study timetable, focusing study sessions on understanding material rather than just reading, practicing exam techniques like reading instructions carefully, and maintaining a healthy lifestyle during revision periods.
The document outlines top study strategies presented by The Learning Curve at Assiniboine Community College. It discusses reflecting on current study approaches and identifying areas for improvement. Ten effective study strategies are reviewed: previewing texts, active reading, reviewing notes within 24 hours, studying actively through flashcards and concept maps, creating study groups, managing time, finding an ideal study spot, and test-taking tips. The goal is to help students improve retention, understanding, and application of course material.
This document contains resources and guidelines for various roles involved in the LINGUAVENTURAS ESL Project from SED. It outlines the functions of cooperantes (teachers), shared functions for organizing resources and student data, and functions of support teachers. It provides guidance on lesson planning, assessment, methodology, and improving language proficiency. Other sections discuss suitable classroom tasks for different age groups, methods for presenting vocabulary, and tips for giving clear instructions and providing feedback to teachers to improve their practice.
The document provides guidance on effective questioning techniques for teachers. It begins by outlining the expected learning outcomes, which are to identify characteristics of good questions, enhance questioning in lessons, and formulate questions according to student levels. It then discusses introducing questioning as an important teaching tool. The rest of the document offers tips on questioning guidelines, types of questions, Bloom's Taxonomy, techniques for asking and responding to questions, and sample questions.
The document discusses learning styles theory and its application in classrooms. It provides background on how learning styles theory developed based on brain imaging research. It then gives examples of how one school implemented learning styles approaches to improve student motivation, behavior, and learning by catering lessons to visual, auditory and kinesthetic learners. Resources on learning styles and brain breaks for focus are also listed.
This document provides tips and strategies for students to develop effective study skills, become independent learners, manage their time, and prepare for and take exams. Some key points covered include developing a study timetable, prioritizing tasks, studying in sessions with breaks, using exam preparation techniques like making flashcards and practicing past papers, and managing stress on exam day by eating well and pacing yourself. The overall message is that being organized, focusing your time on important tasks, and using active study strategies are hallmarks of successful students.
Study tips & exam techniques - CA - IndiaHiregange
The CA examination is arguably one of the toughest professional examinations in the world. Some tips for preparing and doing well in this competitive examination.
This document outlines the components of an effective lesson plan, including what it is, why it's important, and how to structure one. It defines a lesson plan as a detailed teaching outline covering content, sequence, and flow. It explains that a lesson plan helps teachers, students, and assessors by planning out content, aids, and timing. The recommended structure includes an anticipatory set to engage students, learning objectives, standards, content input, guided practice, closure, and independent practice. Key elements are building concepts through input, checking understanding through questioning, and summarizing at the end to reinforce learning.
This document outlines a learning module that will cover personal learning styles, goal setting, and follow up. It includes an introduction to learning styles like visual, auditory, and kinesthetic. Participants will complete learning style and goal setting activities. They will receive a certificate of completion and be contacted in follow up. The document reviews expectations, milestones, and learner plans. It also explains the value of understanding one's learning style and provides strategies for different styles.
The document provides guidance on effective study skills for college students. It recommends using the SQ3R method of survey, question, read, recite and review when studying from textbooks. Additional tips include making study guides, using flashcards, creating acronyms and acrostics to remember material, and forming study groups. Effective time management is also important, such as setting aside specific times each day to review notes in small increments.
This document discusses the importance of classroom talk for student learning. It explains that students retain more information when they are actively involved through hearing, seeing, talking and doing. Several strategies are presented to encourage equitable classroom discussions, including turn and talk, journal jots, value line ups and role playing. Teachers are advised to develop students' discussion skills by preparing open-ended questions in advance and pressing students to explain and develop their ideas. The overall message is that engaging students in talking about their learning through classroom discussions can improve achievement and deepen understanding.
This document provides tips and guidance on lesson planning for teaching English as a foreign language. It discusses two common approaches to lesson planning: objectives-first and backward design. The objectives-first approach involves determining learning objectives, outcomes, materials, content, and assessment. The backward design approach starts with the assessment and works backward to determine learning objectives and activities. The document provides examples and templates for developing lesson plans using these approaches. It emphasizes the importance of clear learning objectives, engaging instructional activities, and checking for student understanding. Overall, the document aims to help participants effectively organize and structure their lesson planning.
Studying is necessary to succeed in college. The document outlines the basic rules for effective studying: study at the right time (40 hours per week), place (quiet, distraction-free), and under the right conditions (organized, prepared). Different classes require modifying strategies, such as using concept cards for sciences, annotating texts for humanities, and practicing problems for math. Following basic tips like taking notes and quizzing yourself can help students receive the grades they want through adequate preparation and study.
- A good lesson plan provides structure and direction for teaching while allowing flexibility to adapt to students. It considers students' needs, level, interests and provides a variety of engaging activities.
- Effective lesson planning involves understanding your students, co-teachers, and school culture. It is important to research these factors and reflect on your own teaching.
- While textbooks can provide guidance, lessons should be adapted creatively to focus on meaningful topics and interactive activities. Ongoing reflection helps teachers improve and avoid routines.
Interactive teaching methods engage students through participation and collaboration. They involve using techniques like questioning, hands-on activities, small group work, and multimedia to encourage discussion and critical thinking. The document outlines several interactive strategies for teachers, including think-pair-share, case studies, simulations, and role playing. When implemented effectively, interactive teaching benefits both students and teachers by promoting active learning, higher retention, and improved outcomes.
The document discusses various active learning strategies that can be used in lectures to engage students. Some of the strategies presented include opening questions to focus students on the topic, think-pair-shares to facilitate sharing of ideas, focused listing to recall prior knowledge, brainstorming to make creative connections, inserting question slides to check for understanding, note checks to compare information, and two minute papers to summarize key points. These strategies encourage student participation, help instructors assess learning, and promote retention of the material.
This document discusses questioning and how to craft better questions. It provides guidance on understanding goals of questioning, different types of questions, and how to structure a Question Formulation Technique (QFT) to help students learn to ask their own questions. The QFT is a rigorous process that helps students produce questions, improve questions, prioritize questions, and develop next steps. Implementing the QFT shifts practice by having students, rather than teachers, be the primary askers of questions. This change in role is meant to lead to cognitive, affective, and behavioral changes in students as they learn to think, feel, and act differently through self-questioning.
This document discusses effective teaching strategies and provides options for classroom activities and situations. It emphasizes maximizing student interaction through open-ended questions, group work, and encouraging cooperation over competition. The document also discusses balancing language skills and systems in classroom activities and using coursebooks as a resource rather than a strict curriculum.
This document discusses effective questioning techniques for math teachers. It begins by stating that a teacher's effectiveness can be gauged by their ability to ask good questions. It then provides information on what questioning is, the skill of questioning, different uses of questions, characteristics of good questions, techniques for questioning, handling student responses, and handling student questions. The document emphasizes that questioning should motivate student thinking, be clear and challenging, and that teachers should appreciate student answers while ensuring incorrect answers are addressed. Overall, the document stresses that questioning is an art that takes practice to develop effective lessons centered around student participation.
Essential Routines for Substitute Teachers Angela Moore
This document outlines the agenda and content covered in a workshop for substitute teachers. The workshop focuses on establishing essential routines for substitute teachers, including introducing yourself to students, setting clear classroom expectations and procedures, and teaching procedures to students. It provides guidance on developing routines and scripts for common classroom situations. Sample procedures are discussed, such as how to start and end class periods, get students' attention, and have students request help. The document emphasizes establishing structure and mutual respect between substitutes and students.
1) Avoiding distractions is important when studying. Some tips are to study in a quiet room, turn off electronics, eat a healthy snack beforehand, and plan your study time.
2) Taking good notes is essential for learning. Teachers can provide templates to guide students. Notes should be organized and have clear handwriting.
3) Organization is important to avoid wasting time and reducing stress. The color-coding system can help organize notes from different classes.
This document provides tips and advice for students on developing effective study skills, independent learning habits, managing their time, prioritizing tasks, preparing for exams, and dealing with exam stress. Some key points covered include creating a study timetable, focusing study sessions on understanding material rather than just reading, practicing exam techniques like reading instructions carefully, and maintaining a healthy lifestyle during revision periods.
The document outlines top study strategies presented by The Learning Curve at Assiniboine Community College. It discusses reflecting on current study approaches and identifying areas for improvement. Ten effective study strategies are reviewed: previewing texts, active reading, reviewing notes within 24 hours, studying actively through flashcards and concept maps, creating study groups, managing time, finding an ideal study spot, and test-taking tips. The goal is to help students improve retention, understanding, and application of course material.
This document contains resources and guidelines for various roles involved in the LINGUAVENTURAS ESL Project from SED. It outlines the functions of cooperantes (teachers), shared functions for organizing resources and student data, and functions of support teachers. It provides guidance on lesson planning, assessment, methodology, and improving language proficiency. Other sections discuss suitable classroom tasks for different age groups, methods for presenting vocabulary, and tips for giving clear instructions and providing feedback to teachers to improve their practice.
The document provides guidance on effective questioning techniques for teachers. It begins by outlining the expected learning outcomes, which are to identify characteristics of good questions, enhance questioning in lessons, and formulate questions according to student levels. It then discusses introducing questioning as an important teaching tool. The rest of the document offers tips on questioning guidelines, types of questions, Bloom's Taxonomy, techniques for asking and responding to questions, and sample questions.
The document discusses learning styles theory and its application in classrooms. It provides background on how learning styles theory developed based on brain imaging research. It then gives examples of how one school implemented learning styles approaches to improve student motivation, behavior, and learning by catering lessons to visual, auditory and kinesthetic learners. Resources on learning styles and brain breaks for focus are also listed.
This document provides tips and strategies for students to develop effective study skills, become independent learners, manage their time, and prepare for and take exams. Some key points covered include developing a study timetable, prioritizing tasks, studying in sessions with breaks, using exam preparation techniques like making flashcards and practicing past papers, and managing stress on exam day by eating well and pacing yourself. The overall message is that being organized, focusing your time on important tasks, and using active study strategies are hallmarks of successful students.
Study tips & exam techniques - CA - IndiaHiregange
The CA examination is arguably one of the toughest professional examinations in the world. Some tips for preparing and doing well in this competitive examination.
This document outlines the components of an effective lesson plan, including what it is, why it's important, and how to structure one. It defines a lesson plan as a detailed teaching outline covering content, sequence, and flow. It explains that a lesson plan helps teachers, students, and assessors by planning out content, aids, and timing. The recommended structure includes an anticipatory set to engage students, learning objectives, standards, content input, guided practice, closure, and independent practice. Key elements are building concepts through input, checking understanding through questioning, and summarizing at the end to reinforce learning.
This document outlines a learning module that will cover personal learning styles, goal setting, and follow up. It includes an introduction to learning styles like visual, auditory, and kinesthetic. Participants will complete learning style and goal setting activities. They will receive a certificate of completion and be contacted in follow up. The document reviews expectations, milestones, and learner plans. It also explains the value of understanding one's learning style and provides strategies for different styles.
The document provides guidance on effective study skills for college students. It recommends using the SQ3R method of survey, question, read, recite and review when studying from textbooks. Additional tips include making study guides, using flashcards, creating acronyms and acrostics to remember material, and forming study groups. Effective time management is also important, such as setting aside specific times each day to review notes in small increments.
This document discusses the importance of classroom talk for student learning. It explains that students retain more information when they are actively involved through hearing, seeing, talking and doing. Several strategies are presented to encourage equitable classroom discussions, including turn and talk, journal jots, value line ups and role playing. Teachers are advised to develop students' discussion skills by preparing open-ended questions in advance and pressing students to explain and develop their ideas. The overall message is that engaging students in talking about their learning through classroom discussions can improve achievement and deepen understanding.
This document provides tips and guidance on lesson planning for teaching English as a foreign language. It discusses two common approaches to lesson planning: objectives-first and backward design. The objectives-first approach involves determining learning objectives, outcomes, materials, content, and assessment. The backward design approach starts with the assessment and works backward to determine learning objectives and activities. The document provides examples and templates for developing lesson plans using these approaches. It emphasizes the importance of clear learning objectives, engaging instructional activities, and checking for student understanding. Overall, the document aims to help participants effectively organize and structure their lesson planning.
Studying is necessary to succeed in college. The document outlines the basic rules for effective studying: study at the right time (40 hours per week), place (quiet, distraction-free), and under the right conditions (organized, prepared). Different classes require modifying strategies, such as using concept cards for sciences, annotating texts for humanities, and practicing problems for math. Following basic tips like taking notes and quizzing yourself can help students receive the grades they want through adequate preparation and study.
- A good lesson plan provides structure and direction for teaching while allowing flexibility to adapt to students. It considers students' needs, level, interests and provides a variety of engaging activities.
- Effective lesson planning involves understanding your students, co-teachers, and school culture. It is important to research these factors and reflect on your own teaching.
- While textbooks can provide guidance, lessons should be adapted creatively to focus on meaningful topics and interactive activities. Ongoing reflection helps teachers improve and avoid routines.
Interactive teaching methods engage students through participation and collaboration. They involve using techniques like questioning, hands-on activities, small group work, and multimedia to encourage discussion and critical thinking. The document outlines several interactive strategies for teachers, including think-pair-share, case studies, simulations, and role playing. When implemented effectively, interactive teaching benefits both students and teachers by promoting active learning, higher retention, and improved outcomes.
The document discusses various active learning strategies that can be used in lectures to engage students. Some of the strategies presented include opening questions to focus students on the topic, think-pair-shares to facilitate sharing of ideas, focused listing to recall prior knowledge, brainstorming to make creative connections, inserting question slides to check for understanding, note checks to compare information, and two minute papers to summarize key points. These strategies encourage student participation, help instructors assess learning, and promote retention of the material.
Programmed instruction is a behaviorist teaching approach that breaks learning down into small sequential steps with frequent testing. It allows students to learn at their own pace and can increase learner autonomy. However, faster students may feel penalized by moving too slowly, while slower students may feel poorly supported. Inquiry-based learning is a constructivist approach where students have ownership over their learning through questioning, investigation, analysis and action. It develops skills like critical thinking but requires teachers to act as guides rather than direct instructors. Different levels of inquiry include controlled, guided, modeled and free inquiry.
Teacher's hand out 2nd g & in put situation novemb 22nd 2016Mr Bounab Samir
This document provides guidance on using problem-solving situations and the PPU framework to teach listening and speaking lessons. It discusses:
1) Using a problem-solving situation at the start of a lesson to engage learners and activate prior knowledge.
2) The PPU framework which includes the presentation, practice, and production stages of a lesson.
3) Examples of activities for each stage like brainstorming, guessing, and roleplays to help students develop their speaking and listening skills.
Teacher's hand out 2nd g & in put situation novemb 22nd 2016Mr Bounab Samir
This document provides guidance on using problem-solving situations and the PPU framework to teach listening and speaking lessons. It discusses:
1) Using a problem-solving situation at the start of a lesson to engage learners and activate prior knowledge.
2) The PPU framework which includes the presentation, practice, and production stages of a lesson.
3) Examples of activities for each stage like brainstorming, guessing, and roleplays to help students develop their speaking and listening skills.
This document discusses several strategies for teaching mathematics, including group work, self-study, supervised study, and brainstorming. Group work involves dividing students into smaller groups based on ability to allow for greater attention. Self-study requires individual learning without help, while supervised study takes place under a teacher's direction. Brainstorming is a method where students freely generate ideas in response to a topic or question. The document provides details on how each strategy can be implemented and their advantages and disadvantages.
Safety training techniques aim to keep students actively involved through encouraging participation, immediate recognition of achievements, and providing feedback on progress. The techniques include interactive methods like group discussions, questions, brainstorming, case studies, role-playing and small group activities. These are preferred over lectures as safety training focuses on practical application and problem-solving over theoretical learning. An effective blended learning approach combines in-person classroom instruction with online resources and independent study.
This document discusses active learning techniques that can be used in the classroom. It introduces think-pair-share, which involves students thinking individually, discussing in pairs, and sharing with the class. Variations include writing responses individually before pairing up. Think-pair-share benefits include engaging students and incorporating multiple perspectives. Other techniques discussed are numbered heads, three-step interviews where students take turns interviewing and reporting, and three-minute reviews where students summarize material in pairs. Active learning requires activities that motivate students to think and work in groups rather than just listening passively.
PBL is a student-centered approach to learning that involves groups of students working to solve a real-world problem, quite different from the direct teaching method of a teacher presenting facts and concepts about a specific subject to a classroom of students. Through PBL, students not only strengthen their teamwork, communication, and research skills, but they also sharpen their critical thinking and problem-solving abilities essential for life-long learning.
This document discusses interactive teaching methods. It begins by outlining some objectives of interactive lectures, including introducing the concept, discussing advantages of interactive over didactic lectures, and barriers to using interactive methods universally. It then asks questions to engage attendees. Various techniques for making lectures interactive are proposed, such as questioning, buzz groups, think-pair-share activities. Advantages of interactivity include increased attention and feedback. Barriers include fears of losing control and not covering material. The document concludes by providing a list of specific interactive techniques teachers can use, such as group work, questions, debates and role plays.
The document outlines various interactive instructional strategies including debate, panels, brainstorming, peer partner learning, laboratory groups, jigsaw learning, problem solving, structured controversy, tutorial groups, and interviewing. Each strategy is defined and its purpose and how to implement it are described in 1-3 sentences. The strategies encourage student interaction, collaboration, and active engagement with course content.
Active Learning Methods in Teaching.pdfThanavathi C
This document discusses active learning methods in teaching. It begins by defining active learning as any instructional method that engages students in the learning process by having them apply or practice the concepts being taught. Some key active learning methods discussed include think-pair-share, roundtable brainstorming, circular questioning, one minute papers, jigsaw method, concept mapping, peer teaching and team quizzes. The document emphasizes that active learning increases student engagement, participation, retention and higher-order thinking compared to passive lecturing. It concludes by stating active learning creates a more vibrant learning environment when teachers involve students and partner with them to energize the classroom.
This document discusses various teaching methods and objectives. It begins by defining teaching and methods. It then outlines the objectives of teaching as developing cognition, affective skills, and psychomotor abilities. Several teaching techniques are described in detail like direct instruction, indirect instruction, discussion, cooperative learning and self-directed learning. Specific methods like lecture, demonstration, debate and role playing are also explained. Finally, it lists 30 teaching methods used by the Holy Prophet Muhammad including repetition, memorization, questioning, storytelling, demonstration and practice.
This document discusses lesson planning and its importance for effective teaching. It outlines the key elements of lesson planning, including preplanning, crafting the plan, and post-planning evaluation. The preplanning stage involves setting goals and objectives for the class and determining content and materials. An effective lesson plan has three main elements - an introduction to engage students, a development section for instruction and exploration, and a conclusion to summarize key points. After teaching, instructors should assess student learning to evaluate the effectiveness of the lesson plan. While plans may vary in detail, the process of planning helps teachers maximize class time and student learning.
The document discusses strategies for creating and facilitating effective online discussions, including establishing clear expectations, choosing relevant topics, providing introductory work for students, setting guidelines for initial comments and responses, and using small groups to improve participation. Quality online discussions benefit from problem-solving activities, instructor facilitation, and ensuring social learning through student collaboration.
The document discusses various techniques of teaching physical science, including debate, seminar, classification, brainstorming, and buzz sessions. Debate involves exploring truths through verbal exchanges between two or more people on a topic. Seminars involve experts presenting on a topic followed by discussion. Brainstorming promotes creativity by eliciting many ideas without criticism. Buzz sessions split a class into groups to discuss an issue before reporting back. These techniques encourage active participation and critical thinking.
This presentation shared what neuroscience, cognitive science, and biology have to tell us about developing a learner centered approach to teaching. Originally presented at the Upper Peninsula of Michigan Conference on Teaching and Learning, May 11, 2018.
This document discusses using short writing assignments to actively engage students in learning course material. It describes four types of writing assignments that can be used in any classroom: the one minute paper, muddiest/clearest point, daily journal or log, and summary of a summary. These assignments encourage student learning and information retention by having them write brief responses about what they are understanding or finding confusing from class lessons. The writing also allows instructors to evaluate student understanding and provide help to students on concepts that need more explanation.
Intelligent behavior should be modeled and taught in the classrooms. The goal is to see students develop these skills. In the following pages, there will be examples of these behaviors and a classroom implementation.
Flipped classroom - A quick guide to concepts and practice Richard Grieman
Flipped classroom, inverted classroom, blended classroom, flipped class, inverted class, flipped class basics, how to flip a class, how to flip a classroom, flipped class guide, flipped classroom guide, flipped classroom basics, experience with flipped classroom, experience with flipped classes, what is a flipped class, what is a flipped classroom, partially flipped classes, tools needed to flip a class, examples of flipped classroom, examples of flipped classes, flipped classroom design, designing a flipped class, designing a flipped classroom, curriculum,
Flipped classroom - A quick guide to concepts and practice
ActiveLearninSTEM
1. Active Learning in STEM Classes
TA Project
Chetan Tonde
November, 21st 2013
Room 117- Busch Campus
2. TA Project
Outline
• What is “Active Learning” ?
• Basic Elements of Active Learning
• Basic Active Learning Strategies
• How to make it work ?
• Discussion and Questions
3. TA Project
What is “Active Learning”?
• Traditional learning students sit passively in a class room and
absorb knowledge transmitted by an expert.
– They can clarify, question, apply and consolidate new knowledge
• An approach to classroom instruction in which students
engage in material through talking, writing, reading, reflecting
or questioning – ”being active”
– Improves student understanding and retention
– Effective in developing higher order cognitive skills like problem solving
and critical thinking
– Increased motivation and improved interpersonal skills
– Achieved by: discussions, problem solving, case studies, role plays,
journal writing, structured learning groups.
• Challenges in implementing Active Learning in Classes
– Disinterested students, Time pressures, Classroom management
4. TA Project
Basic Elements of Active Learning
• Basic Elements
– Talking and Listening:
– Writing
– Reading
– Reflecting
5. TA Project
Basic Elements of Active Learning
• Basic Elements
– Talking and Listening:
• When students talk about a topic,
– answering a teacher's question
– explaining a point to another student
– they organize and reinforce what they've learned.
• When they listen,
– to ensure that it's meaningful listening,
– relating what they hear to what they already know.
– students need periodic time away from passive listening in order to
absorb what they've heard
– they need reasons to listen “Why listen?”, reasons perhaps more
important than a good grade at the end of the semester.
6. TA Project
Basic Elements of Active Learning
• Basic Elements
– Writing:
• provides a means for students to process new information in their own
words.
• particularly effective in large classrooms where breaking students into pairs
or groups may be difficult
• appeals to individuals who prefer to learn independently
7. TA Project
Basic Elements of Active Learning
• Basic Elements
– Reading :
• Students receive little instruction in how to read effectively.
• Active learning exercises such as summary and note checks can help
students process what they've read
• help them develop the ability to focus on important information.
8. TA Project
Basic Elements of Active Learning
• Basic Elements
– Reflecting:
• In a traditional lecture class students have no time to pause and reflect,
• to connect what they've just learned with what they already know,
• to use/apply the knowledge they've gained in any way.
• Allow students to pause for thought,
– to use their new knowledge to teach each other,
– to answer questions on the day's topics
– helps this increases their retention.
9. TA Project
Categories of Active Learning Strategies
• Individual activities
• Paired activities
• Informal small groups
• Cooperative student projects
• Your choice of these will depend on
– size of your class,
– physical space,
– your objectives,
– amount of time you have to devote to the activity,
– your comfort level with the strategy
10. TA Project
Planning your Active Learning Strategy
• What are your objectives for the activity?
• Who will be interacting?
• Will students pair up with someone beside them or someone
sitting behind/in front of them? Should they pair up with
someone with a different background? Someone they don't
know yet?
• When does the activity occur during the class? Beginning?
Middle? End?
• How much time are you willing to spend on it?
• Will students write down their answers/ideas/questions or just
discuss them? Will students turn in the responses or not?
• If they are asked to turn them in, should they put their names
on them?
11. TA Project
Planning your Active Learning Strategy
• Will you give individuals a minute or so to reflect on the
answer before discussing it or will they just jump right into a
discussion?
• Will you grade their responses or not?
• How will students share the paired work with the whole class?
• Will you call on individuals randomly or will you solicit
volunteers?
• If students are responding to a question you pose, how are
you going to ensure that they leave with confidence in their
understanding*?
• What preparation do you need to use the activity?
• What preparation do the students need in order to participate
fully?
12. TA Project
Planning your Active Learning Strategy
– Key Ideas
• Be creative! Invent new strategies and adapt existing ones to
your needs. Start small.
• Develop a plan, try it out, collect feedback, then modify and
try it again.
• Start from the first day of class and stick with it. Students will
come to expect active learning and perform better.
• Tell students about why you are doing this and what you know
about the learning process.
• vary their seating arrangements to increase their chances to
work with different people.
13. TA Project
Planning your Active Learning Strategy
– Key Ideas
• Have students occasionally pair up with the student behind
them, since friends often sit side by side.
• Use questions from in class activities on tests. For example,
include a short essay question that was used in a
think/pair/share.
• Negotiate a signal for students to stop talking.
• Randomly call on pairs to share.
• Find a colleague or two to plan with (and perhaps teach with)
while you're implementing active learning activities.
• Continue learning through workshops, reading, and practice.
15. TA Project
Basic Active Learning Strategies
• Question and Answer Pairs
• Corners
• Generating Questions
• One Minute Paper
• Problem-Based Learning
• Jigsaw Teamwork
• Focused Listing
• Ten-Two Strategy
• Rotating Chair Discussions
• Two Column Method
• Peer Survey
16. TA Project
Ice Breakers
• Those things that get people talking quickly and personally
about their goals, fears, expectations for the session before
them.
• Ask them, for example, to consider what one thing each
hopes to gain from the course and what one thing each hopes
to offer during the course, then have the group get up to rove
the room for five minutes gathering a sense of what others
have come to gain and to offer.
17. TA Project
Think/Pair/Share
• Have students turn to someone near them to summarize what
they're learning, to answer a question posed during the
discussion, or to consider how and why and when they might
apply a concept to their own situations.
• Approximate time: six to eight minutes. The procedure is as
follows:
– individuals reflect on (and perhaps jot notes) for one minute in response
to a question
– participants pair up with someone sitting near them and share
responses/thoughts verbally for two minutes, or they may choose to
work together to create a synthesis of ideas or come to a consensus
– the discussion leader randomly chooses a few pairs to give thirty-
second summaries of ideas.
18. TA Project
Write/Pair/Share
• The strategy is identical to the think-pair-share, except that
students process the question asked of them by writing about
it rather than reflecting.
• After a brief time to note their thoughts, each student turns to
a partner to discuss.
• The activity closes with the instructor calling on random
students to summarize their responses.
• As with the think-pair-share, the instructor may choose to skip
the summary portion of the exercise depending on
circumstances.
19. TA Project
Student Summaries
• During a class session, the instructor pauses and asks
students to explain to a partner the central concepts just
presented.
• The instructor can request that students write or think
individually prior to discussing with a partner
20. TA Project
Question and Answer Pairs
• The objective here is to engage individuals with readings and
then to pair them to answer particular questions.
• This helps to deepen the level of analysis of
presentations/readings, and helps engage participants in
explaining new concepts, as well as considering how/where to
apply the concepts to their own thinking/work setting.
• Approximate time: five to ten minutes.
– participants respond to a presentation (video, panel, readings) and
compose one or two questions about it; they may do this in class or you
may ask students to bring questions with them;
– the participants pair up; A asks a prepared question and B responds;
then B asks a prepared question and A responds;
– the leader may ask for a sampling of questions and answers in order to
bridge to a full group discussion.
21. TA Project
One Minute Paper/Free Write
• Ask participants to write for 2-3 minutes on a topic or in
response to a question that you've developed for the session.
• The moments of writing provide a transition for participants by
bringing together prior learning, relevant experience and new
insights as a means of moving to a new aspect of the topic.
• The writing offers participants a moment to explore ideas
before discussion, or to bring closure to a session by
recording ideas in their minds at that moment.
• A minute of writing is also a useful thing when discussion
takes a turn you didn't expect – when a particularly good
question comes from the group, when discussion keeps
circulating around a basic idea rather than inching its way into
potential applications or deepening of ideas.
22. TA Project
Focused Listing
• These listings are great follow ups to short presentations on a
topic
• participants are asked to absorb information that is new and
that is vital to the discussion to follow.
• As a full group, students take five to ten minutes for students
to speak and record on a flip chart/white board as many
associations as possible for this prompt.
23. TA Project
Two Column Method
• Before solving a problem or applying concepts, a discussion leader can help
participants more fully consider a problem or issue or concept by employing
a two-column method of generating and recording responses to a prompt –
eg, "A Positive Classroom Looks and Sounds Like/ Doesn't Look Like This."
Head two columns on the board/flip chart with "Looks/Sounds Like" and
"Doesn't Look/Sound Like" and ask the participants for ideas, observations,
recalling of presentation information that will support one side of the board
or another.
• You might ask half the room to be initially responsible for the two minutes of
listing "Favorable to A" and the other half to provide "Favorable to B" listing;
then you could take a minute to have participants generally add to this base
of information and/or generate a "Creating C from A & B" column.
• This technique can be quite effective in moving a group discussion from
basic ideas toward considerations of how to apply those ideas; the listing
can provide a base of ideas from which potential problems as well as
benefits/successes/possibilities can be identified so that participants can
begin a next stage of discussion.
24. TA Project
Scenarios/Case Studies
• Provide participants with a "local" example of a
concept/theory/issue/topic being covered in the discussion.
Participants discuss and analyze the scenario/case (provided
by facilitator), applying the information covered in a
presentation to some situation they may encounter outside of
the workshop.
• Participants can briefly present their findings to other small
groups or to the whole group or simply record ideas on an
overhead/white board so that workshop leader can draw
questions and synthesis from the material.
• Participants can also develop (individually, in pairs, groups)
their own work-based case studies and exchange them with
others for discussion and analysis.
25. TA Project
Reciprocal Questioning
• The facilitator provides question stems, such as the following:
• Comprehension Question Stems
– Describe...in your own words.
– What does...mean?
– Why is...important?
– How could...be used to...?
• Connector Question Stems
– Explain why...and how...
– How are...and...similar?
– How are...and...different?
– How does...tie in with...that we learned before?
• Participants then develop specific questions from the given
stems and provide answers. Students can work individually,
with a partner, or in a small group.
26. TA Project
Numbered Heads Together
• Here participants work in groups (large or small). To begin, a
group member asks a question, then others in the group put
heads together and make sure everyone knows the answer.
• To close, the question asker picks one from the group to
answer the question.
• This can also be done with two or even several teams, where
Team One asks Team Two a question. Team Two puts heads
together and makes sure team members know the answer.
Then Team One selects a Team Two person to answer the
question.
27. TA Project
Roundtable
• A question is posed by a group leader, teacher/facilitator or
another participant.
• Each person writes one answer (or another sort of response,
as directed by group leader) on paper (or flipchart or
transparency) that's passed around the group.
• Each group shares/presents their answer to the entire class.
28. TA Project
Corners
• The leader of the day places content (or flipchart with
question) in each corner of the room.
• Groups of 3-6 people move from corner to corner and discuss
answer(s) to each posed question.
• The groups develop a consensus and write their answer
directly on each flipchart.
• When the flipchart has an answer already written by a
previous group, the next group revises/expands/ illustrates
that response with additional information, if possible.
• Different colored markers can be used for each group to see
what each group wrote for each question.
29. TA Project
Problem-Based Learning
• Present a problem to the class/group. The problem needs to
be based on an authentic situation that the participants could
actually encounter.
• Partners or small groups must apply the presented
information to address the problem.
• They may address the problem deductively (determine what is
causing the problem) or inductively (analyze the issues and
identify the problem).
30. TA Project
Ten-Two Strategy
• Presenter shares information for ten minutes and then stops
for two minutes to encourage listeners to pair and share their
ideas, fill in any gaps or misunderstandings, and allow each
other to clarify information.
31. TA Project
Peer Survey
• Each participant is given a grid that is to be filled in according
to the needs of the group.
• Students/group members can be instructed to fill in the grids
on their own or the can collect statements from peers and
then share in small/large groups.
• Groups can then generate and share conclusions. Grid topics
or categories can be tailored/designed as needed/preferred;
here's a sample grid:
Example of An Idea
Usefull Information
Unresolved Question
32. TA Project
Shared Brainstorming
• Presenter disseminates sheets of paper to each small group
of 3-5 people. On each sheet is a different question.
• Team members generate and jot down answers to the given
question.
• The presenter then instructs each group to rotate to another
sheet containing a different given question to answer.
• Depending on the time available, this procedure is repeated,
giving each group the opportunity to respond to as many
questions as possible.
• At the end of this activity, each group returns to their original
question sheet, reviews the given responses, generates a
summarization of ideas, and shares their conclusions etc. with
the entire group.
33. TA Project
3 - 2 - 1 Format
• Presenter instructs students to jot down and share with
partner or small group:
• 3 ideas/issues etc. presented
• 2 examples or uses of the idea/information covered
• 1 unresolved/remaining question/area of possible confusion
34. TA Project
Note Check
• Students pair with a partner/small group to briefly (2-5
minutes) share notes.
• They can clarify key points covered, generate and/or resolve
questions, generate a problem to solve, solve a problem
posed by the instructor, or write a paragraph synthesizing key
ideas as set out in partner's notes.
35. TA Project
Background Knowledge Probe
• BKPs questionnaires ask for basic, simple responses (short
answers, circling/showing of hands in response to multiple
choice questions) from students who are about to begin a
course, a unit, or study of a new concept.
• Such probes are meant to help teachers determine effective
starting points/appropriate levels of instruction for a given
subject and/or class.
• Used to both open and close course activities, a BKP helps
students focus attention on what will be important material.
36. TA Project
Generating Questions
• Have students/participants create five types of questions from
a reading assignment, with each question moving to a
"higher" level of thinking.
• Have students write the five questions (noting page numbers
when they refer to textual passages or ideas) on a note card,
which can be passed around, used as a guide during
discussion, and/or turned in at the end of class.
37. TA Project
Jigsaw Teamwork
• A Jigsaw is an active learning exercise in which,
– a general topic is divided into smaller, interrelated pieces (e.g., the
puzzle is divided into pieces);
– each member of a team is assigned to read and become an expert on a
different piece of the puzzle
– then, after each person has become an expert on their piece of the
puzzle, they teach the other team members about that puzzle piece
– finally, after each person has finished teaching, the puzzle has been
reassembled and everyone in the team knows something important
about every piece of the puzzle.
• If any piece of the puzzle is missing, the team is generally a
group and not a team.
38. TA Project
Rotating Chair Discussions
• The Rotating Chair group discussion method works well in
several situations; groups well versed in the ordinary
usefulness of this process of building ideas will comfortably
engage rotating chair practices for handling difficult
discussions.
• The ground rules for Rotating Chair are:
– When you would like to participate, raise your hand;
– The person speaking will call on the next speaker (aiming to call on a
person who has not/has less frequently contributed);
– The person called on will first briefly restate/summarize what has been
said then develop the idea further;
– As a speaker, if you wish to raise a new question or redirect the
discussion, you will briefly summarize the points made in the prior
discussion, and where possible create a transition from that thread to
the one you're introducing.
39. TA Project
How to make it work ? Challenges ?
• To overcome student resistance to active learning
– Begin using active learning strategies early in the term
– Be true to your word and use active learning frequently
– Give clear instructions.
– Explain to students why you're using active learning and the benefits
they can expect from it.
– Be committed to your choice to use active learning and communicate
that confidently to students.
– Manually break students into groups.
– Start small and simple. Use low-impact strategies such as think-pair-
share or in-class writing exercises.
40. TA Project
To counter student complaints about active
learning
– Address student complaints immediately and with confidence.
– Keep your comments positive.
– Explain to your classes why you're using active learning.
– Highlight what students have to gain from such activities.
– Make an announcement early in the term and reprising it later if
necessary.
– student complaints offer opportunities for them to reflect on how they
learn and how to improve those learning skills.
41. TA Project
To maintain control of your classroom during
active learning
– It is not necessary to devote your entire session to active learning. Use
al mix of traditional and active learning
– Initially keep it short and simple. Use low impact strategies such as
think-pair-share or focused writing. They are easy to implement and
almost certain to be successful
– Just because students are "active" (i.e., talking to one another or
engaging in some other activity) doesn't necessarily mean they will learn
anything. Simply putting students in groups doesn't constitute active
learning. Any activity you choose must be well planned and executed.
– When planning and presenting active learning strategies to your
students, make sure to consider four elements: the goal of the activity,
the outcomes you expect of students, the procedure they should follow,
and the time limit for the activity.
– Consider using strategies to keep control of the classroom during active
learning activities. These might be ringing a bell or flashing the lights to
gain students' attention.
42. TA Project
To manage time pressures when using active
learning
– Consider what content is most important for students to master?
– Consider what content you must cover in class and what content
students can cover outside of class by themselves.
– Attempt to use one or two brief active learning strategies during your
lectures. Space the activities throughout the lecture to break it up and
keep students engaged.
– Attempt to use classroom assessment techniques to determine what
students are learning and what is confusing them. These can help you
decide when (and whether) you need to spend more time working with
particular material.
– Avoid racing through material to "finish it all" by the end of the period.
This is almost always counterproductive. Students tend to become
overwhelmed and discouraged.
– Remember that just because you say it, doesn't mean they learn it. If
student learning is your goal, resolve to spend more time on less
material.
43. TA Project
To handle dysfunctional groups
– Successful cooperative learning doesn't just happen.
– It takes careful planning, a well designed activity, and an instructor who
is willing to intervene to help groups function properly.
– Design group activities to include positive interdependence,
independent accountability, face-to-face interaction, use of group social
skills, and group processing.
– Assign group roles for students. Explain these clearly at the outset of
the activity.
44. TA Project
To ensure quality peer review of writing
– Recognize that peer reviews often falter because students fail to
understand the process of peer review or they lack buy in to the
concept. Develop strategies to address these concerns in your students.
– Teach students how to conduct a peer review. Focus on the reasons for
doing them, the process to follow, and how to give (and receive)
constructive feedback.
– Create a rubric or checklist for students to use during peer review.
– Grade students' revision and peer review work. Consider portfolio
grading or having students submit a revision essay outlining the
comments they offered their peers and how they used peer comments
to improve their own writing.
– Intervene as quickly as possible when groups struggle with peer review.
– Make it clear to your students that they should not expect to rely solely
on the instructor's comments for their reviews. Peer commentary is
important.
47. TA Project
References
• Most material for this talk can be found at,
– University of Minnesotta, Center for Teaching and Learning,
http://www1.umn.edu/ohr/teachlearn/tutorials/active/index.html
Editor's Notes
*(Often, if various student answers are discussed without the instructor explicitly indicating which ones are "right," students become frustrated. Even with a question that has no absolute "right" answer, students want to know what the instructor's stand on the question is.)
. Introduce the concept on the first day of class and let students know that they will be expected to participate in such strategies throughout the course.
–at least once a class period initially. After the first several sessions, students will understand that you're serious about active learning and will accept their role as participants readily.