This document summarizes an active learning workshop that discusses various teaching strategies to engage students in the learning process. It describes techniques like think-pair-share, peer instruction with clickers, demonstrations, and videos. The workshop emphasizes that passive lecturing is less effective for learning than active methods where students participate through predictions, discussions, problem-solving, and receiving feedback. Research evidence is presented showing active learning improves student performance, particularly for underrepresented groups in STEM fields. The goal is to help instructors design more interactive classroom experiences.

1. The College Classroom
Meeting 5: Active Learning
October 27 & 29, 2015
Peter Newbury
Center for EngagedTeaching,Teaching + Learning Commons
UC San Diego
commons.ucsd.edu
Unless otherwise noted, content is
licensed under a Creative Commons Attribution-
Non Commercial 3.0 License.

2. Constructivist theory of learning
Active Learning - collegeclassroom.ucsd.edu2
Students need to construct their own understanding of the
concepts, where
 each student assimilates new material into his/her own
framework of initial understanding and preconception
 each student confronts his/her (mis)understanding of
the concepts

3. What the best college teachers do[1]
Active Learning - collegeclassroom.ucsd.edu3
“More than anything else, the best teachers try to create a
natural critical learning environment: natural
because students encounter skills, habits, attitudes, and
information they are trying to learn embedded in questions
and tasks they find fascinating – authentic tasks that arouse
curiosity and become intrinsically interesting, critical
because students learn to think critically, to reason from
evidence, to examine the quality of their reasoning using a
variety of intellectual standards, to make improvements
while thinking, and to ask probing and insightful questions
about the thinking of other people.”

4. In natural critical learning environments
Active Learning - collegeclassroom.ucsd.edu4
“students encounter safe yet challenging conditions in
which they can try, fail, receive feedback, and try again
without facing a summative evaluation.”[1]
try
fail
receive
feedback

5. Active Learning - collegeclassroom.ucsd.edu5
www.insidehighered.com/news/2014/11/20/professors-year-named

6. Active learning increases student performance
in science, engineering and mathematics[2]
Active Learning - collegeclassroom.ucsd.edu6
Meta-analysis of 225 research studies that explored the
impact of active learning:
Active learning engages students in the process of learning
through activities and/or discussions in class,as opposed to
passively listening to an expert.It emphasizes higher-order
thinking and often involves group work.
(Freeman et al., pp 8413-8414)
What do you feel is the most important finding in
Freeman et al., Bhatia’sWired post,Wieman’s commentary?
Talk at your table. Record your thoughts on a whiteboard.

7. Active Learning - collegeclassroom.ucsd.edu7
Conclusion:
Active learning
increases student
performance
Figure 2
Wieman (2014) [3]

8. Active Learning - collegeclassroom.ucsd.edu8
Conclusion:
Failure rates in
active classes drop
significantly.
Figure 1
Bigger Conclusion:
Under-represented
minorities and
women make up a
disproportionate
number of students who fail STEM classes. Fewer
failures means enhanced success for URM and women.

9. Active Learning - collegeclassroom.ucsd.edu9
We’ll come back to these after exploring active learning.
By Josh Eyler
[4]
[5]

10. Active Learning
Active Learning - collegeclassroom.ucsd.edu10
student-centered instructiontraditional instruction

11. Active Learning - collegeclassroom.ucsd.edu11
student-centered instruction
peer instruction with clickers
think – pair – share (TPS)
interactive demonstrations
What do you notice?
What do you wonder?
surveys of opinions
whiteboards
discussions
videos

12. (Question: Sujatha Raghu from Braincandy via LearningCatalytics)
(Image: CIM9926 by number657 on flickr CC)
Discussion (peer instruction)
Melt chocolate over low heat. Remove the chocolate from
the heat.What will happen to the chocolate?
A) It will condense.
B) It will evaporate.
C) It will freeze.
Active Learning - collegeclassroom.ucsd.edu12

13. Chemistry learning outcomes
Active Learning - collegeclassroom.ucsd.edu13
Students will be able to
 name all 6 changes of state
 translate back and forth between technical (“melt”) and
plain English (“solid into liquid”)
Imagine… misconception?

14. Typical Episode of Peer Instruction
Active Learning - collegeclassroom.ucsd.edu14
1. Instructor poses a conceptually-challenging
multiple-choice question.
2. Students think about question on their own and vote
using clickers, colored ABCD cards, devices,…
3. The instructor asks students to turn to their neighbors
and “convince them you’re right.”
4. After that “peer instruction”, students may vote again.
5. The instructor leads a class-wide discussion concluding
with why the right answer(s) is right and the wrong
answers are wrong. Next week’s meeting will be
all about peer instruction.

15. Active Learning - collegeclassroom.ucsd.edu15
student-centered instruction
peer instruction with clickers
think – pair – share (TPS)
demonstrations/artefacts
What do you notice?
What do you wonder?
surveys of opinions
whiteboards
discussions
videos

16. Think-Pair-Share (European History)
Active Learning - collegeclassroom.ucsd.edu16
To what extent is should governments intervene when a
population is actively being persecuted?What is the role of
government in promoting equality and tranquility between
majority and minority groups within its populations?
Write down your response on your card.
Then discuss it with your neighbors.
(Emily Goodman, UC San Diego)

17. Think – Pair – Share (TPS)
Active Learning - collegeclassroom.ucsd.edu17
(ancestor of peer instruction)
1. instructor poses interesting question or thought prompt
2. invites each student to think
[and writes thoughts on an index card]
3. instructor asks students to pair with a neighbor to
discuss their thinking
4. instructor moderates class-wide discussion where
students share their thinking with the entire class
(TPS can be source for peer instruction questions next term.)

18. Active Learning - collegeclassroom.ucsd.edu18
student-centered instruction
peer instruction with clickers
think – pair – share (TPS)
demonstrations/artefacts
What do you notice?
What do you wonder?
surveys of opinions
whiteboards
discussions
videos

19. Active Learning - collegeclassroom.ucsd.edu19
Chemistry Day 4 by pennstatenews on flickr CC-BY-NC

20. In-class demonstrations
Active Learning - collegeclassroom.ucsd.edu20
1. Instructor (meticulously) sets up the equipment, flicks
a switch,“Taa-daaah!
2. Students
 don’t know where to look
 don’t know when to look, miss “the moment”
 don’t recognize the significance of the event
amongst too many distractions
To engage students and focus their attention on the key
event, get students to make a prediction (using
clickers, for example)

21. Clicker question
Active Learning - collegeclassroom.ucsd.edu21
A ball is rolling around
the inside of a circular
track.The ball
leaves the track
at point P.
Which path
does the ball
follow?
P
A
B
C
E
D
(adapted from Mazur)

22. Interactive Lecture Demos (ILD) [6]
Active Learning - collegeclassroom.ucsd.edu22
By making a prediction, each student
 cares about the outcome (“Did I get it right?”)
 knows when to look (can anticipate phenomenon)
 knows where to look (sees phenomenon occur)
 gets immediate feedback about his/her understanding
of the concept
 is prepared for your explanation

23. Artefacts
Active Learning - collegeclassroom.ucsd.edu23
Bring things – real things – to class/section.
Don’t just tell students what
they’re looking at.Ask them
what they notice, what they
think it is.
Artefacts courtesy of BenVolta
Image: Peter Newbury
“Ask me a question an
archaeologist would ask.”

24. Active Learning - collegeclassroom.ucsd.edu24
student-centered instruction
peer instruction with clickers
think – pair – share (TPS)
demonstrations/artefacts
What do you notice?
What do you wonder?
surveys of opinions
whiteboards
discussions
videos

25. on target by hans_s on flickr CC-BY-ND
What do you notice?
What do you wonder?
Active Learning - collegeclassroom.ucsd.edu25

26. Start teaching before the bell rings
Active Learning - collegeclassroom.ucsd.edu26
Students arrive, ready to engage with you, your content:
 Project a picture related to today’s lesson
 Add prompts:
“What do you notice?What do you wonder?” [7]
 Spend first few minutes leading a discussion:
o every student can contribute because everyone can notice
and wonder
o you draw out their pre-existing knowledge
o activates concepts in their memories
Don’t let their enthusiasm slip away!

27. Active Learning - collegeclassroom.ucsd.edu27
student-centered instruction
peer instruction with clickers
think – pair – share (TPS)
demonstrations/artefacts
What do you notice?
What do you wonder?
surveys of opinions
whiteboards
discussions
videos

28. What do you see?
Active Learning - collegeclassroom.ucsd.edu28
A) old lady
B) young woman
If you’re studying human
behavior, let your students
contribute authentic data.
(For sensitive issues, clickers
can be set to “anonymous.”)

29. Active Learning - collegeclassroom.ucsd.edu29
student-centered instruction
peer instruction with clickers
think – pair – share (TPS)
demonstrations/artefacts
What do you notice?
What do you wonder?
surveys of opinions
whiteboards
discussions
videos

30. Whiteboards = practice[8,9]
Active Learning - collegeclassroom.ucsd.edu30
Use whiteboards to give your students practice
 analyzing  summarizing  deriving  illustrating
 computing  drafting  brainstorming  presenting
Tips:
 groups of 3-4 with 1 pen per person
 encourage students to show their thinking, not just
the final analysis
 train students to listen to each other’s presentations

31. Active Learning - collegeclassroom.ucsd.edu31
student-centered instruction
peer instruction with clickers
think – pair – share (TPS)
demonstrations/artefacts
What do you notice?
What do you wonder?
surveys of opinions
reading quizzes
whiteboards
discussions
videos

32. Discussions are opportunities for
students to
Active Learning - collegeclassroom.ucsd.edu32
 share their understanding, opinions, ideas
 hear other students’ ideas, viewpoints
 practice communicating like experts
 get timely feedback from peers and instructor
 create a new, shared understanding of the concepts

33. To make discussions useful, the
instructor must
Active Learning - collegeclassroom.ucsd.edu33
 ensure students come to class prepared to contribute to
the discussion
 pre-readings that students want to complete (marks?)
 moderate activity so MANY (EVERY?) students speak
(not just enthusiastic volunteers)
 talking stick, whiffle balls, pass the duck, popsicle sticks, pass
around an artefact
 “Starter” poses first question/comment.“Wrapper” identifies
themes, ideas, unanswered questions[10]
 build in time/tasks for listening, getting feedback from
peers and instructor

34. Active Learning - collegeclassroom.ucsd.edu34
student-centered instruction
peer instruction with clickers
think – pair – share (TPS)
demonstrations/artefacts
What do you notice?
What do you wonder?
surveys of opinions
reading quizzes
whiteboards
discussions
videos

35. UNDERGRADUATE TEACHING FACULTY:
The 2013-2014 HERI faculty Survey[11]
Active Learning - collegeclassroom.ucsd.edu35

36. Showing video in class
Active Learning - collegeclassroom.ucsd.edu36
There are times when a video is the perfect resource.
Archimedes’ Principle
In today’s Physics class, we’re
going to study buoyancy and
Archimedes’ Principle.
http://tinyurl.com/TCCdemo
(Paul Hewitt video)
(Image:Wikimedia Commons – public domain)

37. Opinion: Videos in class
Active Learning - collegeclassroom.ucsd.edu37
In your opinion, the Paul Hewitt video
A) is engaging
B) is entertaining
C) is interactive
D) stimulates deep thinking

38. Showing video in class
Active Learning - collegeclassroom.ucsd.edu38
The students do not
 select the video
 check it contains key events
 anticipate key events
 recognize key events
 interpret key events
 relate key events to
class concepts
instructor does this
before class
instructor does this unconsciously,
(expert blindness)
This is what you want to do in class!
Anticipate and recognize are
necessary for rich discussion/analysis.

39. Videos: implications for instructors
Active Learning - collegeclassroom.ucsd.edu39
 Coach the students how to watch the video like an
expert:
As you watch this video…
watch for when the A starts to B.
count how often the C does D.
watch the needles on the scales as water drains.
 Don’t “give away” the key event (Notice the buoyant force
is equal to the weight of the fluid displaced.) That’s what
the follow-up discussion is for: help the students get
prepared for that discussion.

40. Think–Pair–Share
Active Learning - collegeclassroom.ucsd.edu40
Now that you’ve seen a variety of instructional strategies
that make learning active, what do you think about
“Lecture Me. Really.”? Write on your index card and then
talk to a neighbor.
By Josh Eyler
[4]
[5]

41. Is Lecture Dead?
Active Learning - collegeclassroom.ucsd.edu41
No!There is still a time and place for lecture.You can
lecture (for 10-15 minutes) when the students are
prepared to learn:
 the activities have activated the concepts in their
memories, aroused their curiosity
 they’ve tried, failed, received feedback, tried again and
are waiting for confirmation
 they’re prepared to intellectually appreciate the
expertise you’re about to share with them

42. Active Learning - collegeclassroom.ucsd.edu42
peer instruction with clickers
think – pair – share (TPS)
interactive demonstrations
What do you notice?
What do you wonder?
surveys of opinions
whiteboards
discussions
videos
To enhance
students learning and
retention, some instruction must
be interactive and student-centered.
That’s how people learn.

43. Watch your email and the blog for tasks.
Next meeting:
Peer Instruction

44. References
Active Learning - collegeclassroom.ucsd.edu
44
1. Bain, K. (2004). What the Best CollegeTeachers Do. Cambridge, MA: Harvard University Press
2. Freeman, S., Eddy, S.L. McDonough, M., Smith, M., Okoroafor, N., Jordt,. H. &Wenderoth, M.P. (2014)Active
learning increases student performance in science, engineering, and mathematics. PNAS 111, 23, 8410–8415.
3. Wieman, C. (2014). Large-scale comparison of science teaching methods sends clear message. PNAS 111, 23,
8319–8320.
4. Worthen, M. (2015, October 17). Lecture Me. Really. The NewYorkTimes. Retrieved October 26, 2015 from
nyti.ms/1jLwbBk.
5. Eyler, J. (October 20, 2015).Active Learning Is Not Our Enemy:A Response to MollyWorthen. Retrieved
October 26, 2015 from josheyler.wordpress.com/2015/10/20/active-learning-is-not-our-enemy-a-response-to-
molly-worthen/
6. Get the full story of ILDs at serc.carleton.edu/introgeo/demonstrations/index.html
7. Newbury, P. (23Aug 2013).You don’t have to wait for the clock to strike to start teaching. Retrieved 3/3/2014
from ctd.ucsd.edu/2013/08/you-dont-have-to-wait-for-the-clock-to-strike-to-start-teaching/.
8. Noschese, F. The $2 InteractiveWhiteboard. Retrieved November 18, 2013, from
fnoschese.wordpress.com/2010/08/06/the-2-interactive-whiteboard/
9. Seddon, S. BiologicalWhiteboarding -The use of mini whiteboards in my Biology class. Retrieved November 18, 2013
from totallylearnedas.wordpress.com/2013/11/18/biological-whiteboarding
10. Weimer, M. EffectiveWays to Structure Discussion. Retrieved February 2, 2015 from
www.facultyfocus.com/articles/teaching-professor-blog/effective-ways-structure-discussion
11. Eagan, M. K., Stolzenberg, E. B., Berdan Lozano, J.,Aragon, M. C., Suchard, M. R. & Hurtado, S. (2014).
Undergraduate teaching faculty:The 2013–2014 HERI Faculty Survey. LosAngeles: Higher Education Research
Institute, UCLA. http://www.heri.ucla.edu/facPublications.php