Unit V Active Learning Methods - Dr.C.Thanavathi

Dr.C.Thanavathi
Assistant Professor of History,
V.O.C. College of Education,
Thoothukudi – 628 008.
Tamil Nadu.
9629256771
thanavathivoc@rediffmail.com
thanavathic@thanavathi-edu.in
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Dr.C.Thanavathi 10/30/2020
1

SYLLABUS
ADVANCED TECHNIQUES OF INSTRUCTION
2

OBJECTIVES
At the end of this unit the students shall be able to:
• state the meaning of active learning
• explain the need for active learning
• describe the different types of active learning methods
• provide hands on experience on active learning through group tasks
• Become a more independent an self directed learner
• Become a team player
• Have a creative mind-set.
• Stay calm and rational during academic stress.
• Enhance language, sharing and presentation skills.
• Understand the importance of arguments and ideas
3

PLEASE SHARE YOUR VIEWS ON:
•the effective methods that your college
teachers taught you
4

•State some ways you learn best now as a
learner !
5

LEVELS OF TEACHING/LEARNING
• Memory level
• Understanding Level
• Reflective level
6

INTRODUCTION
• Active learning is a process whereby students engage in
activities, such as reading, writing, discussion and problem
solving that promote analysis, synthesis and evaluation of
class content.
• Cooperative learning, problem-based learning case
methods and simulations are some approaches that
promote active learning.
• In this unit provides five active learning methods such as
just-in-time-teachings listening teams, structured sharing,
students as teachers, and team quizzes.
8

ACTIVE LEARNING - MEANING
• Active learning is a student centered approach in which the responsibility for
learning is placed upon the student, often working in collaboration with
classmates.
• In active learning teachers are facilitators rather than one way providers of
information.
• There are two easy ways to promote active learning through the discussion.
• The first method is the mini lecture format in which the instructor talks ten to
twenty minutes about a particular topic and then pauses for students to
consolidate their notes, find gaps, and work with classmates to fill in gaps.
• The second technique is an active listening lecture where students just listen
to a lecture without writing notes and ten to twenty minutes after the student
works with a classmate or small group to recall, clarify, and elaborate on the
content.
9

WHY ACTIVE LEARNING
11

ACTIVE LEARNING - DEFINITION
• "Learning is not a spectator sport. Students do not learn much just by
sitting in class listening to teachers, memorizing prepackaged
assignments, and spitting out answers. They must talk about what they
are learning, write about it, relate it to past experiences, apply it to
their daily lives. They must make what they learn part of themselves."
• Arthur W. Chickering and Zelda F. Gamson (1987)
13

NATURE OF ACTIVE LEARNING
Barnes (1989) suggested principles of active learning:
• Purposive: the relevance of the task with the students' concerns.
• Reflective: students' reflection on the meaning of what is learnt.
• Negotiated: negotiation of goals and methods of learning between students and
teachers.
• Critical: students appreciate different ways and means of learning the content.
• Complex: students compare learning tasks with complexities existing in real life and
making reflective analysis.
• Situation-driven: the need of the situation is considered in order to establish learning
tasks.
• Engaged: real life tasks are reflected in the activities conducted for learning.
14

CHARACTERISTICS OF LEARNING ENVIRONMENT
• Aligned with constructivist strategies and evolved from traditional philosophies.
• Promoting research based learning through investigation and contains authentic
scholarly content.
• Encouraging leadership skills of the students through self-development activities.
• Creating atmosphere suitable for collaborative learning for building knowledgeable
learning communities.
• Cultivating a dynamic environment through interdisciplinary learning and
generating high-profile activities for better learning experience.
• Integration of prior knowledge with new ones to incur rich structure of knowledge
among the students.
• Task based performance enhancement by giving the student's a realistic practical
sense of the subject matter learnt in the classroom.
15

IN ACTIVE LEARNING SETTINGS . . .
• Each student is individually accountable for his or her
achievements.
• Students work in small, teacher-assigned groups.
• Teachers provide activity structures that encourage
productive learning behaviors.
• Groups have common goals toward which to work.
• Students are rewarded for group success.
17

ACTIVE LEARNING CLASSROOM REQUIRES…
• Instructor creates carefully designed activities that require students to
talk, write, reflect and express their thinking.
• Classroom, movable chairs, tables that individually seat up to five
persons, if possible
• Computers for computer-based exercises
• Well-planned activities, designed to meet the needs of the audience
in the amount of time allocated
• Knowledge of techniques and how to utilize them
• Students equipped with writing instruments and paper who are
motivated
• to follow directions and work in groups
• Students go beyond listening, copying of notes, execution of
prescribed procedures.
18

ACTIVE LEARNING METHODS
1. Just-in-time teaching
2. Listening teams
3. Structured sharing
4. Students as the teacher
5. Team quizzes
19

1. JUST-IN-TIME TEACHING (JITT)
• Developed in 1990’s for physics instructors at university level
• It promotes active student engagement and increased
learning
• JITT is a flexible teaching
• based on the interaction between web based study
assignments and an active learner classroom
• the heart of JITT is the ‘feedback loop’
10/30/2020Dr.C.Thanavathi
20

JUST-IN –TIME DESIGNED TO ACCOMPLISH
• aimed out many of the challenges facing students and
instructors today’s classroom.
• to manage than lecture oriented approaches.
21

GOAL IN JUST-IN-TIME TEACHING
• To maximize the efficacy of the classroom session, where
human instructors are present.
• To structure the out-of –class time for maximum learning
benefit.
• To create and sustain team spirit, students and instructors
work as a team towards the same objective to help all
students pass the course with the maximum amount of
retainable knowledge.
22

METHODOLOGY
• To accomplish, JITT on pre class assignments completed by students 1-24 hours
before class meetings as “warm up exercises”.
• These assignments are usually completed online, either through course website or
through learning management systems.
• The pre class assignments provide a strong incentive for students to complete the
assigned reading or other predatory work before class.
• This allows the faculty member to review the student’s answers before class.
• In most course faculty members use this review to make adjustments to planned
classroom activities.
• Faculty using just in time teaching often use quotes from students responses to the
pre-class assignments as talking points.
• During the class period this emphasis on student work as the starting point or a
touchstone during class helps to make the class more student-centered and
promotes interactive learning.
23

METHODS DESCRIBE SINGLE CLASS MEETING
• Students reading or preparatory work.
• Students complete pre-class assignments.
• Faculty member reviews pre-class assignment and consider changes
to classroom emphasis.
• Faculty member selects quotes for pre-class assignments.
• During class faculty member uses quotes from student work to lead
discussion.
• During class student engage in discussion of the material with the
faculty member.
• Faculty member creates or adjust next pre-class assignment to best
meet students needs.
24

THE ACTIVE LEARNER CLASSROOM
• The JITT classroom session is intimately linked to the electronic preparatory
assignments the students complete outside of class.
• Exactly how the classroom time is spent depends on a variety of issues such as class
size, classroom facilities and student and instructor personalities.
• Mini-lectures are often interspersed with demo classroom discussion, worksheet
exercises and even have on mini-labs.
• Regardless, the common key is that the classroom component, whether interactive
lecture or student activities, is informed by an analysis of various student responses.
• The give and take in the classroom suggest future warm up questions that will reflect
the mood and the level of expertise in the class at hand.
• In this way the feedback loop is closed with the students having played a major part
in the endeavor.
• JITT to improve student learning in our own classrooms and have been encouraged
by the results, both attitudinal and cognitive.
25

THE JITT FEEDBACK LOOP
The web component: JITT web pages fall into three major
categories.
• Student assignments in preparation for the classroom
activity, warm ups and puzzles.
• Enrichment pages short essays of practical, everyday
application of the course subject matter. These essays have
proven themselves to be important motivating factor in
introductory service courses.
• Stand alone instructional material such as simulation
programs and spread sheet exercises.
26

SUBJECT MASTERY
• Students feedback to improve the class
• considers the success and failures of each class
• Warm up exercises are delivered via the www and online two hours
before the lecture sessions.
• This is effect is achieved warm up due well before class, faculty
reviewed the students answers and make just in time adjustments to
their intended presentation.
• Warm up can be particularly powerful when introducing students to
complex new ideas.
• The questions can prompt students to touch on many important
aspects of new concept method.
• New idea but different students will pick on different aspects.
27

DESIGNING FOLLOW–UP CLASSROOM ACTIVITIES
• Students have completed the required reading, reflected
on it and answered questions about it, our options for what
to do during class exponentially.
• The language used in class to present and discuss the
content comes directly from the student responses.
• Each class session is unique because the students in each
class are unique.
28

JITT WITH OTHER PEDAGOGIES
• One of the greatest strengths of just-in-time teaching
is its flexibility as a teaching tool.
• JITT exercise can easily combine with a variety of
innovative, student-centered, teaching practices
and other pedagogies.
29

CLASSROOM EXPERIMENTS
• JITT exercises can be used to generate predictions
ahead of the actual in-class experiments.
30

SKILLS
• JITT also helps students to develop and practice writing skills and to
deal with ill defined problems.
• In order to excel students must learn both to write clearly and
concisely.
• They are encouraged to highlight essentials and make note of
potential complication that are not considered future, but which
could be expended upon.
• Just-in-time teaching is a highly flexible that can be adapted to
different class schedules and levels, different subject areas and the
personal preferences of different instructors.
• By enhancing and relying on this feedback, instructors and their
students can achieve many benefits.
31

2. LISTENING TEAMS
• Listening teams keep students focused during lecture modules or video
presentation.
• They also provide opportunities for questioning and group discussion of key course
concepts. The set up of listening teams.
• Create groups of four students. Each student will take on one of the roles. Then mix
up roles within classes or between classes to keep students engaged.
Student 1. Example givers (Facilitator or Tutors): gives examples or application of key
concept.
Student 2. Questioner (Inquisitive Students) asks to clarifying questions about the
material.
Student 3. Devil’s advocate (Critical Thinker): Identifies to area of disagreement
within the content and explain why.
Student 4. Team player (positive behaviour) points out two areas of agreement with
lecture content and explain why.
32

Once we have the teams set up. Give them their assignment:
• While listening to the lecture or video think of examples.
Questions and areas of disagreement and agreement.
• After the presentation, meet as a group for 5-10 minutes to
share ideas and finalize our contributions.
• Groups will share examples and ask clarifying questions of
the professor or other groups to solidify their understanding
of the key concepts.
33

CHARACTERISTIC OF LISTENING TEAMS
• Have a clear sense of purpose
• Communicate openly and honestly
• Research decisions by consensus
• Think creatively
• Remain focused
• Resolve conflict effectively
34

IMPORTANCE OF LISTENING TEAMS
• Listening teams are the important part of effective
communication. Their importance in the work and physical
ability. Listening teams are a great way to engage
participants while presenting a lecture format.
35

Team Role Assignment
1 Questioners After the lectures create two questions regarding the content look for
issues that were left untouched during the lectures.
2 Agrees After the lecture target the two most vital or important points present in
the group.
3 Nay- sayer After the lecture. Comment on which points thus disagreed with or would
like to challenge.
4 Example
giver
After the lecture, give three example or applications of the material
presented
36
Divide the participants into four team and give them these assignments.

• Present the lecture. After is over give teams a few
minute to complete this assignment.
• Call on each team to question to agree and so
forth. If one have a large participant group to may
choose to assign task to multiple groups.
37

3. STRUCTURE SHARING
• Structure sharing concerns a way to represent derived clauses in a resolution
theorem prove.
• A derived clause is obtained from two parent clauses by substituting certain terms
for variables, deleting certain elements of the parents and unioning together the
results.
• It is a technique that helps students review the content of the class or presentation
from different points of view, and at the same help to assess whether the students
are learning the intended information and discover what questions they may still
have.
• Any member of students can participate but best size is between 20 to 30.
• Each student will need three 3” x 5” cards, and one will need about 10 more for our
own ideas.
• A structure sharing activity takes about 15 to 20 minutes. One can easily expand or
contract the activity to fill available time.
38

Before class, identify a superlative one would like focus on.
During the activity, the students will respond with their ideas
about the superlative to choose.
• What are the most important points from the day’s lesson
and/or reading?
• What are the most useful ideas?
• Which are the most relevant to our times?
39

Here are a few more ideas for superlatives:-
• Most confusing
• Most amusing
• Most controversial
• Most usual
• Most difficulty
• Most credible
• Most surprising
• Most trivial
40

• At the beginning of class, pass out three blank 3”x5” cards
to each student tell them that by the end of class today
they are to write down the three most ---- (fill in the blank
with what one have classroom on each card.
Variations:-
• If the room has desk or counter top-shape, spread the cards
after called them end of the first card period the beginning
the next.
41

4. STUDENTS AS THE TEACHER
• In this type of active learning experience the student
prepares an actual lesson on a given topic.
• The student’s lesson can range from 10 minutes in a small
group to 30-minutes activity presented in a whole class.
• Don’t confuse with a simple student presentation the
students must give an actual lesson that included lesson
objectives or evaluation.
• Their “class” is encouraged to ask questions and discuss
points that the students presents.
42

The online twist:-
• This is also an activity that online environment.
Key to success in an online environment:-
• Create a basic lesson outline for students to follow.
• Explain basic teaching skills to the students.
• Define how will evaluate the student’s performance on this task, Eg.
• To evaluate based on the adherence to their lesson outline.
• To use their peers understanding of the topic and evaluate their
performance.
43

• Have clear cut topics for the students to teach.
• Give examples of reliable resources for students to prepare a lesson.
• Allow the student’s creativity to take over.
• Assign pairs of students to team teach.
• Here the students teach their topic to a group of their peers outside of
class.
• Require students to turn in their lesson outline.
• Provide teacher evaluation sheets for the student to give to their
peers.
• Have students submit completed evaluation sheets with lesson outline.
44

Evaluation sheets can include the following;
• Likert scales asking the peers to rate
student’s ability to cover topic
student’s preparation
Student’s presentation method.
Effectiveness of student’s evaluation methods.
• Short questions regarding
Strong points of the lesson
Points that needed improvement
Specific aspect that they learned from the lesson.
45

• Having the student become the teacher is in excellent way
for students to become active in their own education.
• By preparing their own lesson, students are required to have
a solid understanding of their topic and develop deeper
insights and they will gain ownership of their selected topic.
• This approach will allow for better classroom interaction
then traditional methods of teaching.
46

5. TEAM QUIZZES
•Using team quizzes to help students review is a
highly interactive exam-preparation strategy
that requires careful but well rewarded-
preparation from both the teacher and the
students.
47

Here’s how it works during a class session.
• The class is divided into three teams.
• Team A creates a short-answer quiz.
• Team A quizzes Team B.
• If Team B misses a question. Team C gets a chance to
answer the question.
• The next question goes to Team C and missed Question
goes to Team B.
48

INSTRUCTIONS FOR TEACHERS
• Here’s where the preparation comes in.
• Create a comprehensive outline of material covered in class or assignments.
• Give each student a copy of the outline.
• At the start of class, give a detailed explanation of the “Team Quizzes” procedure.
• Divide the students into three groups.
• Assign one team the responsibility of creating a specific number of questions guided
by the outline and derived from the course materials.
• Assign the remaining two teams the responsibility of collectively studying the outline
and materials.
• Allocate an appropriate amount of time for group study or question synthesis.
• The class physically divided into three groups, stage a contest wherein the first group
presents the questions they have created to the other two groups.
• Select questions from among the students are included in the actual test. This
intrinsically rewards attendance, class participation and attentiveness.
49

ADVANTAGES OF ACTIVE
LEARNING
• Increase the students learning interest.
• Motivation. Involvement.
• Allow students to express ideas/opinion.
• Practice their skills Improve group work dynamic.
• Recognize a variety of learning style.
• Encourage the students own style learning.
50

CONCLUSION
• To have active learning experience, use of
technology tools and multimedia helps enhance the
atmosphere of the classroom.
• Each student actively engages in the learning
process. Using movies and games the teacher can
make the experience more effective.
51

Unit V Active Learning Methods - Dr.C.Thanavathi

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