华南师范大学：《教学媒体理论与实践》课程教学资源（文献资料）Using Active Learning in the Classroom

Chapter 8-Using Active Learning in the Classroom Active learning shifts the focus from the teacher and deliv- course content on ass ssments.The spoils have tended ery of course content to the student and active engagement to go to students with good short-term memories and with the material Through active learning techniques and reading skills. modeling by the teacher,students shed the traditional role as passive receptors and learn and practice how to apprehend Among the student population,there have always been knowledge and skills and use them meaningfully. those who have the wherewithal to make connections among course concepts,generate and ask themselves meaningful 。Vhat is“active learning"? questions and then search for answers,and interact with Integrating Active Learning into the Classroom readings through annotations(i.e.,dialoguing with the texts through notes in the margins rather than the copious high- A Sampling of Active Learning Techniques lighting that leaves most textbooks filled with more secondary Additional Active Learning Activities colors than black on white). Resources for Active Learning However,the majority of students need to be provided with active learning opportunities to approach this ideal;and ever those who are self-directed will learn more and be able to What is"active learning"? apply their learing more adeptly when based on active learning. Active learning involves providing opportunities for stu- dents to meaningfully talk and listen,write,read,and reflect Active learning shifts the focus of instruction from what on the content.ideas.issues.and concerns of an academic should you,the instructor,teach or deliver to students to subject.(Meyers &Jones,1993,p.6) what do you want students to be able to do with course mate Research and anecdotal evidence overwhelmingly support rial.Similarly,students must enter class prepared to use the claim that students learn best when they engage with assigned readings and reviewed material from past classes, course material and actively participate in their learning. etc.Not only are students expected to be up-to-date on course Yet the traditional teaching model has positioned students material,but to have assimilated the material so they can use as passive which teachers deposit concepts and build on it.When students recognize that your course in- volves active learning.they will also recognize that they must and information.The model has emphasized the delivery of course material and rewarded students adept at reflecting the be active if they are to succeed in the course. nstruction at FSU Han

Page 75 Instruction at FSU Handbook 2010 course content on assessments. The spoils have tended to go to students with good short-term memories and reading skills. Among the student population, there have always been those who have the wherewithal to make connections among course concepts, generate and ask themselves meaningful questions and then search for answers, and interact with readings through annotations (i.e., dialoguing with the texts through notes in the margins rather than the copious high￾lighting that leaves most textbooks filled with more secondary colors than black on white). However, the majority of students need to be provided with active learning opportunities to approach this ideal; and even those who are self-directed will learn more and be able to apply their learning more adeptly when course activities are based on active learning. Active learning shifts the focus of instruction from what should you, the instructor, teach or deliver to students to what do you want students to be able to do with course mate￾rial. Similarly, students must enter class prepared to use assigned readings and reviewed material from past classes, etc. Not only are students expected to be up-to-date on course material, but to have assimilated the material so they can use and build on it. When students recognize that your course in￾volves active learning, they will also recognize that they must be active if they are to succeed in the course. Active learning shifts the focus from the teacher and deliv￾ery of course content to the student and active engagement with the material. Through active learning techniques and modeling by the teacher, students shed the traditional role as passive receptors and learn and practice how to apprehend knowledge and skills and use them meaningfully. • What is “active learning”? • Integrating Active Learning into the Classroom • A Sampling of Active Learning Techniques • Additional Active Learning Activities • Resources for Active Learning What is “active learning”? Active learning involves providing opportunities for stu￾dents to meaningfully talk and listen, write, read, and reflect on the content, ideas, issues, and concerns of an academic subject. (Meyers & Jones, 1993, p. 6) Research and anecdotal evidence overwhelmingly support the claim that students learn best when they engage with course material and actively participate in their learning. Yet the traditional teaching model has positioned students as passive receptors into which teachers deposit concepts and information. The model has emphasized the delivery of course material and rewarded students adept at reflecting the Chapter 8 - Using Active Learning in the Classroom

Active learning techniques are not educational magic bul- students that best reflect both your own teaching style and lets.Ofcourse some of your students maynot be willingto the material,types of thinking.and approaches to the subject abandon their passive roles.But between those who are self necessary to comprehend and apply the topic.Doing so will motivated and those who choose to sink,there is most likely a make you an"active teacher,"and you will cross beyond the large middle group who,with some facilitating from you,will essential,but incomplete,role of content expert.Content ex- be active learers and markedly improve their performance pertise and active teaching will provide students the opportu and long-term command of the material. nity to become engaged learners and dynamic thinkers. The obstacle to integrating active learning techniques into your class is contained within Confucius's aphorism: Active Learning Techniques Support I hear and Iforget.Isee and I remember.Ido and the University's Instructional Goals Iunderstand. When students learn actively,they retain more content for a longer time and are able to apply that material in a broader Unfortunately,in most physical and virtual classrooms,we range of contexts. are limited to the very senses Confucius claims to be inef- fective pathways for understanding.When used in isolation, Many faculty members assume that their role is to teach hearing or seeing (or reading)does not make for the kind of Instead.think:My role is to help students learn. learning we aspire to create in the classroom.We have all been students listening to lectures and filled with trepidation New research shows that faculty who are facilitators,col- that we would be responsible for information that,even as we laborators,leaders,and organizers are having great success heard it,was slipping through our grasp.We have watched in helping students prepare for lifelong learning and making them more capable to work in fields where they must acquire slides or videos and wondered how we could integrate the images into our knowledge banks to be accessible for use in new skills and knowledge regularly some future exam. This chapter presents active learing techniques that can help mitigate the limitations of most classroom situations.Still, grasping the principles of active learning will do far more for your teaching than simply using these activities as if they are templates to be filled in with your respective content.Rather use active learning principles to develop activities for your age 76 Instruction at FSU Handbook 2010

Page 76 Instruction at FSU Handbook 2010 students that best reflect both your own teaching style and the material, types of thinking, and approaches to the subject necessary to comprehend and apply the topic. Doing so will make you an “active teacher,” and you will cross beyond the essential, but incomplete, role of content expert. Content ex￾pertise and active teaching will provide students the opportu￾nity to become engaged learners and dynamic thinkers. Active Learning Techniques Support the University’s Instructional Goals When students learn actively, they retain more content for a longer time and are able to apply that material in a broader range of contexts. Many faculty members assume that their role is to teach. Instead, think: My role is to help students learn. New research shows that faculty who are facilitators, col￾laborators, leaders, and organizers are having great success in helping students prepare for lifelong learning and making them more capable to work in fields where they must acquire new skills and knowledge regularly. Active learning techniques are not educational magic bul￾lets. Of course some of your students may not be willing to abandon their passive roles. But between those who are self￾motivated and those who choose to sink, there is most likely a large middle group who, with some facilitating from you, will be active learners and markedly improve their performance and long-term command of the material. The obstacle to integrating active learning techniques into your class is contained within Confucius’s aphorism: I hear and I forget. I see and I remember. I do and I understand. Unfortunately, in most physical and virtual classrooms, we are limited to the very senses Confucius claims to be inef￾fective pathways for understanding. When used in isolation, hearing or seeing (or reading) does not make for the kind of learning we aspire to create in the classroom. We have all been students listening to lectures and filled with trepidation that we would be responsible for information that, even as we heard it, was slipping through our grasp. We have watched slides or videos and wondered how we could integrate the images into our knowledge banks to be accessible for use in some future exam. This chapter presents active learning techniques that can help mitigate the limitations of most classroom situations. Still, grasping the principles of active learning will do far more for your teaching than simply using these activities as if they are templates to be filled in with your respective content. Rather, use active learning principles to develop activities for your

Integrating Active Learning have them submit a pageor two of theirown active reading. into the Classroom at first,and comment on it,showing them where one more vertical step in their thinking about the text,or how using the Active learning can be applied to most commonly used text to reflect on the larger subiect of the course can broaden course activities,depending on whether they involve the and sharpen their thinking and learning. student or they position the student as a receptacle passively receiving content. Make your examples sufficient and competent,but do not make them so superior to your students'efforts that they Even lecturing,which may seem to be inherently passive, demoralize the very audience you are trying to inspire.Cross can be an active learning experience if the following outs in the marginsor,in something like a journal exercise. are integrated: questions that reveal your own uncertainty on an issue or Students are provided with a set of questions as well as about a concept can help students see that knowledge isofter constructed rather than iust hooked swiftly in a process avail- instructions to look for answers within the lecture. able only to the chosen. During pauses in the lecture students are asked tojot down questions.The following class may then begin with Similarly,you may periodically stop discussions and of- these questions,which can function as connectors from fer suggestions for how students may have modified their the previous class to the present class. comments to engage and build on what another student or Students are periodically asked throughout the lecture to students have said (or,if online,posted).You can model ways (silently)make connections between the current material students can cooperatively build validity and move vertically and course materials covered previously. in their discussions rather than simply free associating and moving horizontally away from the focus of discussion. Additional Methods for Cultivating As you may have inferred from the discussion above,facilitat Active Learning in the Class ing active learning may require that you put yourself at risk In addition to using active learning techniques in your class -you model learning:you give up the unilateral flow of the (such as the ones described in this chapter) traditional teaching format;you uncover the topic at hand and permit students the inevitable chance of asking about model the principles.For example,your students may have some corner of it with which you may not be totally at ease o passively read throughout their lives,soa simple direction about which you may need to say:"I'm not sure,but I'll to annotate and interact with text may not lead your students refine my own thoughts and present them first thing next to actively read.Show them your own examples of active reading,using a page from their own assigned reading.Then class"(or on the discussion board,ifyou are teaching via a coursewebsite). nstruction at FSU Hand

Page 77 Instruction at FSU Handbook 2010 have them submit a page or two of their own active reading, at first, and comment on it, showing them where one more vertical step in their thinking about the text, or how using the text to reflect on the larger subject of the course can broaden and sharpen their thinking and learning. Make your examples sufficient and competent, but do not make them so superior to your students’ efforts that they demoralize the very audience you are trying to inspire. Cross￾outs in the margins or, in something like a journal exercise, questions that reveal your own uncertainty on an issue or about a concept can help students see that knowledge is often constructed rather than just hooked swiftly in a process avail￾able only to the chosen. Similarly, you may periodically stop discussions and of￾fer suggestions for how students may have modified their comments to engage and build on what another student or students have said (or, if online, posted). You can model ways students can cooperatively build validity and move vertically in their discussions rather than simply free associating and moving horizontally away from the focus of discussion. As you may have inferred from the discussion above, facilitat￾ing active learning may require that you put yourself at risk – you model learning; you give up the unilateral flow of the traditional teaching format; you uncover the topic at hand and permit students the inevitable chance of asking about some corner of it with which you may not be totally at ease or about which you may need to say: “I’m not sure, but I’ll refine my own thoughts and present them first thing next class” (or on the discussion board, if you are teaching via a course website). Integrating Active Learning into the Classroom Active learning can be applied to most commonly used course activities, depending on whether they involve the student or they position the student as a receptacle passively receiving content. Even lecturing, which may seem to be inherently passive, can be an active learning experience if the following are integrated: • Students are provided with a set of questions as well as instructions to look for answers within the lecture. • During pauses in the lecture students are asked to jot down questions. The following class may then begin with these questions, which can function as connectors from the previous class to the present class. • Students are periodically asked throughout the lecture to (silently) make connections between the current material and course materials covered previously. Additional Methods for Cultivating Active Learning in the Class In addition to using active learning techniques in your class (such as the ones described in this chapter), you can also model the principles. For example, your students may have passively read throughout their lives, so a simple direction to annotate and interact with text may not lead your students to actively read. Show them your own examples of active reading, using a page from their own assigned reading. Then

For your risk,what do you get in return? Are some teaching contexts not conducive to using active learning techniques? Students who may get excited about the subject You may reasonably think that if you teach large lecture Students who may learn not only information about sections that actively involving your students in the learning the subiect but also how to think about the subiect (And imagine how valuable that skill is in disciplines process is not feasible.It may be a bit more difficult to conceptualize how you can make it work but most active where paradigms and ideas are quickly changing learning techniques,with some modifications,can be applied and increasing.) in large classes. Students who may believe that you are passionate about learning the subject and who catch your enthusiasm The guiding principle can be applied to any learning situa- tion.You cannot force students in a lecture hall toengage And even if you do not know that you have touched more actively with the material,but you can give them the oppor- than a few students,you will know that you provided oppor- tunity.For example,a handout with basic questions not only tunity for students to make better use of their ability to learn. prepares students for your presentation,but also provides the student,under your direction,a chance to summarize the Initial Preparation Time material as answers to the questions. It is reasonable to think that integrating active learning If you teach a survey course that requires covering a broad techniques into your teaching is going to take more tim expanse of material,you may think that using active learning to prepare.However,once active learning is incorporated techniques will not permit you to cover the course material into your class,you can use and refine the techniques relatively easilv. Many professors have an overwhelming need to"cover all the material."This approach may not be an efficient strategy And because your students will be making course material Consider these statistics reported by Mevers and part of their long-term memory and will be able to apply essential course concepts and theories,less course time will Jones(1993). be needed for reviewing material and answering questions Students are not attentive to what is being said ina lec- on content,and more time can be used for higher-level ture0%of the time. thinkingactivities. Students retain 70%of the information in the first ten minutes of a lecture but only 20%in the last ten minutes age 78 Instruction at FSU Handbook 2010

Page 78 Instruction at FSU Handbook 2010 For your risk, what do you get in return? • Students who may get excited about the subject • Students who may learn not only information about the subject but also how to think about the subject (And imagine how valuable that skill is in disciplines where paradigms and ideas are quickly changing and increasing.) • Students who may believe that you are passionate about learning the subject and who catch your enthusiasm And even if you do not know that you have touched more than a few students, you will know that you provided oppor￾tunity for students to make better use of their ability to learn. Initial Preparation Time It is reasonable to think that integrating active learning techniques into your teaching is going to take more time to prepare. However, once active learning is incorporated into your class, you can use and refine the techniques relatively easily. And because your students will be making course material part of their long-term memory and will be able to apply essential course concepts and theories, less course time will be needed for reviewing material and answering questions on content, and more time can be used for higher-level thinking activities. Are some teaching contexts not conducive to using active learning techniques? You may reasonably think that if you teach large lecture sections that actively involving your students in the learning process is not feasible. It may be a bit more difficult to conceptualize how you can make it work but most active learning techniques, with some modifications, can be applied in large classes. The guiding principle can be applied to any learning situa￾tion. You cannot force students in a lecture hall to engage actively with the material, but you can give them the oppor￾tunity. For example, a handout with basic questions not only prepares students for your presentation, but also provides the student, under your direction, a chance to summarize the material as answers to the questions. If you teach a survey course that requires covering a broad expanse of material, you may think that using active learning techniques will not permit you to cover the course material. Many professors have an overwhelming need to “cover all the material.” This approach may not be an efficient strategy. Consider these statistics reported by Meyers and Jones (1993). • Students are not attentive to what is being said in a lec￾ture 40% of the time. • Students retain 70% of the information in the first ten minutes of a lecture but only 20% in the last ten minutes

Four months after taking an introductory psychology Active Listening course,students know only8%more than students who had never taken the course The Intention The implication of such research is that you need to evaluate Active listening gives students a chance to practice restating and perhaps discuss with others in your department depth in their own words what they have heard.As students form vs.breadth of coverage.You may want to ask a professor who and restate concepts in their own words,they both gain a teaches the next course in your curriculum what is neces- deeper understanding of the material and recognize where sary for students to know when they begin that course.You their grasp of the material is insufficient. might just find that it is much more concentrated on analysis and use of content than recall of the content. The Activity Paraphrasing spoken statements A Sampling of Active .Students pair up.You do not have to classify students as Learning Techniques those who understand and those who do not-simply ask students to pair. All active learning techniques are intended to help learners make relevant connections among course materials;trans- .One student explains a concept,principleor method forming course materials from opaque language or ideas into to another. something learners can integrate into their own long-term The listener paraphrases what the teller has said and memory and knowledge bank.The activities that follow are seeks clarification if necessary.The listener may use such intended to help learners achieve these objectives.Instruc- phrases as"What I hear you saying is..."and"You're tors may.however.find that some just do not fit their stvle saying..."The listener seeks mainly to reflect the teller's of teaching or that others would work well in their classroon statements back to the teller accurately and does not try or online environment with modifications.Other instructors to analyze,judge,or lead the direction of discussion. may find that many activities they have done or currently do in class need only be infused with active learning principles to become active learing techniques. nstruction at FSU Hand

Page 79 Instruction at FSU Handbook 2010 • Four months after taking an introductory psychology course, students know only 8% more than students who had never taken the course. The implication of such research is that you need to evaluate and perhaps discuss with others in your department depth vs. breadth of coverage. You may want to ask a professor who teaches the next course in your curriculum what is neces￾sary for students to know when they begin that course. You might just find that it is much more concentrated on analysis and use of content than recall of the content. A Sampling of Active Learning Techniques All active learning techniques are intended to help learners make relevant connections among course materials; trans￾forming course materials from opaque language or ideas into something learners can integrate into their own long-term memory and knowledge bank. The activities that follow are intended to help learners achieve these objectives. Instruc￾tors may, however, find that some just do not fit their style of teaching or that others would work well in their classroom or online environment with modifications. Other instructors may find that many activities they have done or currently do in class need only be infused with active learning principles to become active learning techniques. Active Listening The Intention Active listening gives students a chance to practice restating in their own words what they have heard. As students form and restate concepts in their own words, they both gain a deeper understanding of the material and recognize where their grasp of the material is insufficient. The Activity Paraphrasing spoken statements • Students pair up. You do not have to classify students as those who understand and those who do not - simply ask students to pair. • One student explains a concept, principle or method to another. • The listener paraphrases what the teller has said and seeks clarification if necessary. The listener may use such phrases as “What I hear you saying is…” and “You’re saying…” The listener seeks mainly to reflect the teller’s statements back to the teller accurately and does not try to analyze, judge, or lead the direction of discussion

Active Writing ently,than when they think they should model the opaque, stilted prose they associate with academic style and language TheIntention Note:Even when provided explicit instructions for a writ- Some commonly used short writing assignments ask ing assignment,many students may not understand what is students to reiterate what the instructor has said in class or what an authoritative document,such as a textbook or required of them.A good way to inform students of what you expect is to create and model(briefly)their writing assign- article.has stated. ments by offering an example that reflects the limits within Many of the following suggestions build on those short writ- which the students will write. ing assignments by asking students to think in writing about For example,if they will be able to produce only a first draft those facts.concepts.and issues delivered by content experts then a model should not be perfect or the result of many As students"think in writing"they clarify the material for drafts,and should contain the same kinds of flaws that would themselves and see what they understand and what they need appear in a typical example. help in making sense ofit. Through writing,students order and organize the material so they can comprehend both the larger picture and the sup The Activities:For Individuals porting details-building a ladder of abstraction that helps Submitting questions them see the relation among topics and subtopics Ask students to write down and submit any questions Students can use writing to explore a topic or class material, they have at the end of each class. using the pen as a flashlight that provides them the opportu The answers to these questions become the beginningo nity and the confidence to think beyond the statements the next class. and thoughts of others and to forge connections among isolated concepts. This technique can be used to gauge student learning,as well as to motivate students to listen.It also providesa In their work Promoting Active Learning,Meyers and Jones way to review course material before moving forward (1993)suggest that when students are directed to write for specific"rhetorical contexts"-a specific audience,situation and purpose-they are more apt to write clearly and coher- Page 80 Instruction at FSU Handbook 2010

Page 80 Instruction at FSU Handbook 2010 Active Writing The Intention Some commonly used short writing assignments ask students to reiterate what the instructor has said in class or what an authoritative document, such as a textbook or article, has stated. Many of the following suggestions build on those short writ￾ing assignments by asking students to think in writing about those facts, concepts, and issues delivered by content experts. As students “think in writing” they clarify the material for themselves and see what they understand and what they need help in making sense of it. Through writing, students order and organize the material so they can comprehend both the larger picture and the sup￾porting details - building a ladder of abstraction that helps them see the relation among topics and subtopics. Students can use writing to explore a topic or class material, using the pen as a flashlight that provides them the opportu￾nity and the confidence to think beyond the statements and thoughts of others and to forge connections among isolated concepts. In their work Promoting Active Learning, Meyers and Jones (1993) suggest that when students are directed to write for specific “rhetorical contexts” - a specific audience, situation, and purpose - they are more apt to write clearly and coher￾ently, than when they think they should model the opaque, stilted prose they associate with academic style and language. Note: Even when provided explicit instructions for a writ￾ing assignment, many students may not understand what is required of them. A good way to inform students of what you expect is to create and model (briefly) their writing assign￾ments by offering an example that reflects the limits within which the students will write. For example, if they will be able to produce only a first draft, then a model should not be perfect or the result of many drafts, and should contain the same kinds of flaws that would appear in a typical example. The Activities: For Individuals Submitting questions • Ask students to write down and submit any questions they have at the end of each class. • The answers to these questions become the beginning of the next class. • This technique can be used to gauge student learning, as well as to motivate students to listen. It also provides a way to review course material before moving forward

Writing a summary of summaries Editing the work of others Students write a 2-3-page summary of an assigned read- Have students write short papers,exchange them,and ing and exchange summaries. edit each other's work. Each student then writes a 1-paragraph summary of the .Guided is the key for successful reviews.Students will other person's2-3-page summary. need specific instructions on how toedit the writing of .The resulting summary ofa summary can be presented others,so provide them with a writing review rubric that organizes criteria for grading. Writing to determine comprehension Model"constructive"criticism.Many students do not know how to explain their responses in helpful ways. .Stop in mid lecture and ask students to writea short list Guided peer review of written work can be extremely helpful of everything they know about the topic or a sub-topic It emphasizes that students should always take the editing .Ask a few students to share the results of their"brain process seriously,and it gives them an idea of the process dumps.This technique can help students remain at- that the professor uses to assess student writing. tentive and provide feedback to you about the students' knowledge or misunderstandings (This process could be done several times before the final paper is due.) The Activities:For Groups Note taking and revision ·Have a“Notes Completion"session. Ask students to exchange notes and fill in any gaps they identify. .This technique helps them generate complete notes as they review the course material. nstruction at FSU Handb

Page 81 Instruction at FSU Handbook 2010 Writing a summary of summaries • Students write a 2-3-page summary of an assigned read￾ing and exchange summaries. • Each student then writes a 1-paragraph summary of the other person’s 2-3-page summary. • The resulting summary of a summary can be presented to the class. Writing to determine comprehension • Stop in mid lecture and ask students to write a short list of everything they know about the topic or a sub-topic. • Ask a few students to share the results of their “brain dumps.” This technique can help students remain at￾tentive and provide feedback to you about the students’ knowledge or misunderstandings. The Activities: For Groups Note taking and revision • Have a “Notes Completion” session. • Ask students to exchange notes and fill in any gaps they identify. • This technique helps them generate complete notes as they review the course material. Editing the work of others • Have students write short papers, exchange them, and edit each other’s work. • Guided is the key for successful reviews. Students will need specific instructions on how to edit the writing of others, so provide them with a writing review rubric that organizes criteria for grading. • Model “constructive” criticism. Many students do not know how to explain their responses in helpful ways. Guided peer review of written work can be extremely helpful. It emphasizes that students should always take the editing process seriously, and it gives them an idea of the process that the professor uses to assess student writing. (This process could be done several times before the final paper is due.)

Visual-based Active Learning Note:Most visual media is temporal and,unless digitized,it will be especially difficult for you to locate isolated segments TheIntention Visual media,such as films,videotapes,demonstrations The Activities and even TV,have the advantage of being easy to deliver in Films most classroom oronlineenvironments and are inherently interesting to the current generation of students.In addition. .Films,as well as other visual media,can bestopped and because many visual media are temporal and active,rather important segments viewed,discussed,criticized,or than static,they can be used to show change and dynamic reflected upon. qualities,which can be especially useful in teaching the sci Students can be given questions to answer as they watch ences or even dance. .Groups can be established to discover or examine But the same qualities that make visual media eye-catching specific points. may also mitigate its educational value.Although students .One of the most interestinguses ofthis media technolog may watch with apparent interest with is to allow students to film their own projects.Some have out your guidance,they likely will become passive receptors their own cameras;others can check out cameras from ofvisual data. media centers or departments.The best of these films Whatever media you use,you should guide students in might be used in future classes. attending to certain aspects of the presentation through Overhead projectors or presentation software questions either delivered before the presentation begins or .Intersperse,among the slides,questions or activities for by periodically stopping the presentation to ask questions o the students have students draw connections.You may even want to de- scribe to students how they should watch or attend to a visual Another way to get students active is to give them the presentation.(Viewers do not naturally examine the more overhead transparency and pen and allow them to do subtle movementsor sounds in a frame.)Unless a visual problem solving as individualsor groups. medium is used to trigger learning,regardless of its quality or Just one reminder.Donot put your notes on presenta- instructional merit,it will most likely not be integrated into tion software,project it in your class,and then read it to students'long-term memory or deliver concepts or informa- the class! tion students can apply. Page 82 Instruction at FSU Handbook 2010

Page 82 Instruction at FSU Handbook 2010 Visual-based Active Learning The Intention Visual media, such as films, videotapes, demonstrations, and even TV, have the advantage of being easy to deliver in most classroom or online environments and are inherently interesting to the current generation of students. In addition, because many visual media are temporal and active, rather than static, they can be used to show change and dynamic qualities, which can be especially useful in teaching the sci￾ences or even dance. But the same qualities that make visual media eye-catching may also mitigate its educational value. Although students may watch images on a screen with apparent interest, with￾out your guidance, they likely will become passive receptors of visual data. Whatever media you use, you should guide students in attending to certain aspects of the presentation through questions either delivered before the presentation begins or by periodically stopping the presentation to ask questions or have students draw connections. You may even want to de￾scribe to students how they should watch or attend to a visual presentation. (Viewers do not naturally examine the more subtle movements or sounds in a frame.) Unless a visual medium is used to trigger learning, regardless of its quality or instructional merit, it will most likely not be integrated into students’ long-term memory or deliver concepts or informa￾tion students can apply. Note: Most visual media is temporal and, unless digitized, it will be especially difficult for you to locate isolated segments The Activities Films • Films, as well as other visual media, can be stopped and important segments viewed, discussed, criticized, or reflected upon. • Students can be given questions to answer as they watch. • Groups can be established to discover or examine specific points. • One of the most interesting uses of this media technology is to allow students to film their own projects. Some have their own cameras; others can check out cameras from media centers or departments. The best of these films might be used in future classes. Overhead projectors or presentation software • Intersperse, among the slides, questions or activities for the students. • Another way to get students active is to give them the overhead transparency and pen and allow them to do problem solving as individuals or groups. • Just one reminder. Do not put your notes on presenta￾tion software, project it in your class, and then read it to the class!

Demonstrations Collaborative Learning .During interactive demonstrations,ask students ques- The Intention tions such as:"What will happen if. Recent research suggests that individuals in small groups Brainstorming learn better than they do on their own or in isolation.In light of the research on active learning,this is not surprising,asa The Intention small group initiates collaborative learning and its resulting activities:students generate questions,discuss and arrive at Brainstorming,in which students are encouraged to generate as many ideas on the topic as possible without judgment or conclusions,turn thought into written or oral language,etc. critique when they are made.can be used in many learning Any size class can benefit from collaborative learning.With contexts,whether solving a problem,generating questions some modifications,groups can be successful even in very to ask about a visual presentation,or summarizing the kev large lecture classrooms points of a lecture.The operant word in the definition of brainstorming is generating.Students can use this session Some things to think about before you use as an opportunity to make conections,free associate,and collaborative learning: recognize that they have been engaging with the topic in ways they may not have been aware Some teachers have reported that starting groups at the beginning of the semester is difficult.Some time is needed for students to get to know one another.Howev. er,getting students in groups,especially in large classes The Activity is a way to help them get socialized. Group brainstorm There are physical limitations to grouping-plan for them.In a class with the chairs permanently at- .Begin by asking a question or suggesting a topic and tached to the floor,group size might have to be limited. defining the range of acceptable ideas Desks,chairs,and tables that can be moved will need Have someone make a list of the ideas on the board to be moved.When students get in the habit of working or overhead. in groups,they will do the rearranging.Try to arrange chairs so that:you can walk around toeach group:yo These ideas can be the stimulus for a discussion to follow can speak to the class as a whole when you need to;all topics for projects,topics with which students need assis students can see projectionsor demonstrations while tance,or even important points that might be included on an they are in their groups. assessment later. ge 8 nstruction at FSU Hand

Page 83 Instruction at FSU Handbook 2010 Demonstrations • During interactive demonstrations, ask students ques￾tions such as: “What will happen if…?” Brainstorming The Intention Brainstorming, in which students are encouraged to generate as many ideas on the topic as possible without judgment or critique when they are made, can be used in many learning contexts, whether solving a problem, generating questions to ask about a visual presentation, or summarizing the key points of a lecture. The operant word in the definition of brainstorming is generating. Students can use this session as an opportunity to make connections, free associate, and recognize that they have been engaging with the topic in ways they may not have been aware. The Activity Group brainstorm • Begin by asking a question or suggesting a topic and defining the range of acceptable ideas. • Have someone make a list of the ideas on the board or overhead. These ideas can be the stimulus for a discussion to follow, topics for projects, topics with which students need assis￾tance, or even important points that might be included on an assessment later. Collaborative Learning The Intention Recent research suggests that individuals in small groups learn better than they do on their own or in isolation. In light of the research on active learning, this is not surprising, as a small group initiates collaborative learning and its resulting activities: students generate questions, discuss and arrive at conclusions, turn thought into written or oral language, etc. Any size class can benefit from collaborative learning. With some modifications, groups can be successful even in very large lecture classrooms. Some things to think about before you use collaborative learning: • Some teachers have reported that starting groups at the beginning of the semester is difficult. Some time is needed for students to get to know one another. Howev￾er, getting students in groups, especially in large classes, is a way to help them get socialized. • There are physical limitations to grouping - plan for them. In a class with the chairs permanently at￾tached to the floor, group size might have to be limited. Desks, chairs, and tables that can be moved will need to be moved. When students get in the habit of working in groups, they will do the rearranging. Try to arrange chairs so that: you can walk around to each group; you can speak to the class as a whole when you need to; all students can see projections or demonstrations while they are in their groups

Researchers say that effective groups have three or four projects,design enough tasks for every member.Deter- members but there are other situations in which two mine if you or the group will distribute the workload and students are effective.some faculty members give each be clear about evaluation criteria.will each student in student a role in the group;others let students choose the group receive the same grade? the role that best fits them.Teachers sometime assign groups;others let natural groups form.Some keep the The Activities groups the same all semester;others rotate members. Group problem solving Assessment of group work can be the most difficult as Stop the lecture to ask groups to solve a problem,doan pect.Some students will reject being assessed as a group. activity,find the important points,or the most confusing Sometimes the group will contain a mix of laggards and point,create an outline,create atest question gung-ho students.This is where clear instructions and are important.Com Think-pair-share mon methods of grading collaborative work move along a continuum from giving the group a grade as a whole This activity starts with each student working individu to giving each student a grade depending upon the part ally on a problem for a short time;then students pair up he or she played in the group.Another idea is to let the to compare,synthesie,and finish the assignment.Later groups do internal assessments of its members.Also,if a they report to the whole class.This can be expanded to presentation to theclass is involved other students could create a pyramid when those two students now work with two more,and then report to the class. evaluate it. Explain the nature and value of putting students into Debates groups.What will they be able to accomplish in a group Ask debaters(who might be a team)to debate issues more effectively than they could do alone?Be sure the based on verifiable evidence,to clearly state points,to group activity contributes toward meeting a desired logically organize issues,and to be persuasive. learning outcome. Those not participating in the debate are the judges .Giveclear directions to the groups before they physically They should have or establish criteria upon which to move.Let them know what they should do in groups and base their decision. what their product will be.To promote positive inter- dependence and individual accountability,outline the Non-participants should also record at least one point that the debaters on each side should have made degree of collaboration you expect,and for longer-term but did not. age 84 Instruction at FSU Handbook 2010

Page 84 Instruction at FSU Handbook 2010 • Researchers say that effective groups have three or four members but there are other situations in which two students are effective. Some faculty members give each student a role in the group; others let students choose the role that best fits them. Teachers sometime assign groups; others let natural groups form. Some keep the groups the same all semester; others rotate members. • Assessment of group work can be the most difficult as￾pect. Some students will reject being assessed as a group. Sometimes the group will contain a mix of laggards and gung-ho students. This is where clear instructions and precise elaborations on grading are important. Com￾mon methods of grading collaborative work move along a continuum from giving the group a grade as a whole to giving each student a grade depending upon the part he or she played in the group. Another idea is to let the groups do internal assessments of its members. Also, if a presentation to the class is involved other students could evaluate it. • Explain the nature and value of putting students into groups. What will they be able to accomplish in a group more effectively than they could do alone? Be sure the group activity contributes toward meeting a desired learning outcome. • Give clear directions to the groups before they physically move. Let them know what they should do in groups and what their product will be. To promote positive inter￾dependence and individual accountability, outline the degree of collaboration you expect, and for longer-term projects, design enough tasks for every member. Deter￾mine if you or the group will distribute the workload and be clear about evaluation criteria. Will each student in the group receive the same grade? The Activities Group problem solving • Stop the lecture to ask groups to solve a problem, do an activity, find the important points, or the most confusing point, create an outline, create a test question. Think-pair-share • This activity starts with each student working individu￾ally on a problem for a short time; then students pair up to compare, synthesize, and finish the assignment. Later they report to the whole class. This can be expanded to create a pyramid when those two students now work with two more, and then report to the class. Debates • Ask debaters (who might be a team) to debate issues based on verifiable evidence, to clearly state points, to logically organize issues, and to be persuasive. • Those not participating in the debate are the judges. They should have or establish criteria upon which to base their decision. • Non-participants should also record at least one point that the debaters on each side should have made but did not