The document discusses the concept of active learning in the classroom, emphasizing the effectiveness and challenges of shifting from traditional lecture-based methods to more interactive teaching approaches. It includes examples, evidence of learning gains, and considerations for implementation, including the need for suitable teaching spaces and overcoming resistance. The overall message highlights the positive impact of active learning on student engagement and educational outcomes.

1. “If you don’t lecture….
what do you do?”
active learning in the classroom
Simon Bates simon.bates@ubc.ca
@simonpbates
bit.ly/batestalks

3. Overview

4. Overview

5. Overview
Examples

6. Overview
Examples

7. Overview
Examples
Evidence

8. Overview
Examples
Evidence
of effectiveness

9. Overview
Examples
Evidence
of effectiveness

10. Overview
Examples
Evidence
of effectiveness
Challenges

11. Overview
Examples
Evidence
of effectiveness
Challenges
& considerations

12. Overview
Examples
Evidence
of effectiveness
Challenges
& considerations

13. Overview
Examples
Evidence
of effectiveness
Challenges
& considerations
Resources

14. Overview
Examples
Evidence
of effectiveness
Challenges
& considerations
Resources

15. On any web-enabled device
!
!
!
!
!
!
!
!
!
m.socrative.com
!
room number ubc1

16. Overview
!
Examples
!
Evidence
of effectiveness
!
Challenges
& considerations
!
Resources

17. Acquisition
!
!
Assimilation

18. Acquisition
!
!
Assimilation

19. Context - flipped classrooms

20. Context - flipped classrooms

21. Context - flipped classrooms

22. Context - flipped classrooms
https://www.brookes.ac.uk/services/ocsld/resources/20reasons.html

23. Context - flipped classrooms
https://www.brookes.ac.uk/services/ocsld/resources/20reasons.html

24. Context - flipped classrooms
https://www.brookes.ac.uk/services/ocsld/resources/20reasons.html

25. Context - flipped classrooms
CC BY-NC 2.0 https://flic.kr/p/f3ynHx
https://www.brookes.ac.uk/services/ocsld/resources/20reasons.html

26. Context - flipped classrooms
CC BY-NC 2.0 https://flic.kr/p/f3ynHx
https://www.brookes.ac.uk/services/ocsld/resources/20reasons.html

27. Context - flipped classrooms
Derek Bruff: Class time reconsidered
http://prezi.com/donq036eunko/class-time-reconsidered/
CC BY-NC 2.0 https://flic.kr/p/f3ynHx
https://www.brookes.ac.uk/services/ocsld/resources/20reasons.html

28. Weekly rhythm for our 1A class
Poh,
M.Z.,
Swenson,
N.C.,
Picard,
R.W.,
"A
Wearable
Sensor
for
Unobtrusive,
Long-­‐term
Assessment
of
Electrodermal
AcEvity,"
IEEE
TransacEons
on
Biomedical
Engineering,
vol.57,
no.5,
pp.1243-­‐1252,
May
2010.
doi:
10.1109/TBME.2009.2038487

29. Weekly rhythm for our 1A class

30. Overview
!
Examples
!
Evidence
of effectiveness
!
Challenges
& considerations
!
Resources

31. Learning gains on PI

32. 1. Pre class material
© Jorge Royan / http://www.royan.com.ar / CC-BY-SA-3.0, via Wikimedia Commons

33. Learning gains on PI

34. 1
2
3
A ball initially at rest is
thrown upwards, comes
back down & is caught
!
Which of the following is a
plausible graph of the
acceleration of the ball
with time?

35. Reproduced from Eric Mazur
(search “Confessions of a converted lecturer” on YouTube)

36. • Where does most of the wood of a fully
grown tree come from?
1) Rain 2) Soil
3) Air 4) Sun
light
Example P.I. question

38. http://www.pedagogyunbound.com/tips-index/2014/3/12/prepare-for-class-with-an-annotated-set-list

39. Overview
!
Examples
!
Evidence
of effectiveness
!
Challenges
& considerations
!
Resources

43. R R Hake
American Journal of Physics: Volume 66, Issue 1, Pages 64-74
http://dx.doi.org/10.1119/1.18809

44. Freeman et al PNAS www.pnas.org/cgi/doi/10.1073/pnas.1319030111
Wieman commentary PNAS
http://www.pnas.org/cgi/doi/10.1073/pnas.1407304111
“This meta-analysis makes a powerful case that any college or university that is teaching its
STEM courses by traditional lectures is providing an inferior education to its students”

45. Overview
!
Examples
!
Evidence
of effectiveness
!
Challenges
& considerations
!
Resources

47. 1. Real (and perceived) workloads

48. 1. Real (and perceived) workloads
2. Dealing with resistance

49. 1. Real (and perceived) workloads
2. Dealing with resistance
3. Suitability of teaching spaces

50. 1. Real (and perceived) workloads
2. Dealing with resistance
3. Suitability of teaching spaces
4. About ‘covering content’

51. 1. Real (and perceived) workloads
2. Dealing with resistance
3. Suitability of teaching spaces
4. About ‘covering content’
5. Loss of (total) control

52. 1. Real (and perceived) workloads
2. Dealing with resistance
3. Suitability of teaching spaces
4. About ‘covering content’
5. Loss of (total) control

53. 1. Real (and perceived) workloads
2. Dealing with resistance
3. Suitability of teaching spaces
4. About ‘covering content’
5. Loss of (total) control
… and the upsides too.

54. Overview
!
Examples
!
Evidence
of effectiveness
!
Challenges
& considerations
!
Resources

56. www.cwsei.ubc.ca

58. http://blog.peerinstruction.net/

60. http://flippedlab.learning.ubc.ca/

62. “At first, it was very difficult to adjust to Dr. Bates’
teaching style after having a <<>> prof that taught
through taking notes together.

63. “At first, it was very difficult to adjust to Dr. Bates’
teaching style after having a <<>> prof that taught
through taking notes together.

64. “At first, it was very difficult to adjust to Dr. Bates’
teaching style after having a <<>> prof that taught
through taking notes together.
After a few weeks, however, I came to understood that
this approach was extremely effective. In contrast to my
other conventional stern and dull lectures, physics class
was a very lively, interactive and inspiring environment; a
class that I looked most forward to.

65. “At first, it was very difficult to adjust to Dr. Bates’
teaching style after having a <<>> prof that taught
through taking notes together.
After a few weeks, however, I came to understood that
this approach was extremely effective. In contrast to my
other conventional stern and dull lectures, physics class
was a very lively, interactive and inspiring environment; a
class that I looked most forward to.

66. “At first, it was very difficult to adjust to Dr. Bates’
teaching style after having a <<>> prof that taught
through taking notes together.
After a few weeks, however, I came to understood that
this approach was extremely effective. In contrast to my
other conventional stern and dull lectures, physics class
was a very lively, interactive and inspiring environment; a
class that I looked most forward to.
Dr. Bates lead an interactive environment in which
students were stimulated to think amongst themselves
and learn from each other.”

68. “An experienced academic in my department at our institution
who recently switched his lecture delivery from traditional didactic
… made an interesting comment about the experience.

69. “An experienced academic in my department at our institution
who recently switched his lecture delivery from traditional didactic
… made an interesting comment about the experience.

70. “An experienced academic in my department at our institution
who recently switched his lecture delivery from traditional didactic
… made an interesting comment about the experience.
What he said to me was that he was really enjoying this phase of
his career because he was talking again to the other academics
around him about his teaching. He and they were swapping notes
and tips on teaching which had not been the case for many years
of didactic delivery.

71. “An experienced academic in my department at our institution
who recently switched his lecture delivery from traditional didactic
… made an interesting comment about the experience.
What he said to me was that he was really enjoying this phase of
his career because he was talking again to the other academics
around him about his teaching. He and they were swapping notes
and tips on teaching which had not been the case for many years
of didactic delivery.

72. “An experienced academic in my department at our institution
who recently switched his lecture delivery from traditional didactic
… made an interesting comment about the experience.
What he said to me was that he was really enjoying this phase of
his career because he was talking again to the other academics
around him about his teaching. He and they were swapping notes
and tips on teaching which had not been the case for many years
of didactic delivery.
This is something to note, as sharing is an important way to refine
what it is we do in HE when we try to effect learning through
improved teaching methods. Didactic delivery, on the other hand,
seems to attenuate this process of reflection/sharing of practice.”

73. “An experienced academic in my department at our institution
who recently switched his lecture delivery from traditional didactic
… made an interesting comment about the experience.
What he said to me was that he was really enjoying this phase of
his career because he was talking again to the other academics
around him about his teaching. He and they were swapping notes
and tips on teaching which had not been the case for many years
of didactic delivery.
This is something to note, as sharing is an important way to refine
what it is we do in HE when we try to effect learning through
improved teaching methods. Didactic delivery, on the other hand,
seems to attenuate this process of reflection/sharing of practice.”
”

75. simon.bates@ubc.ca @simonpbates bit.ly/batestalks