ICT Role in 21st Century Education & its Challenges.pptx
The what, why and how of evidence-based teaching and active learning
1. The what,
why & how of
evidence-based
teaching & active
learning
SHASTA COLLEGE, AUGUST 2017
2. Overview
• The what – dimensions of active learning
• The why – research evidence for
effectiveness
• The how – implementing it in your classroom
Additional resources collected at the end
3. What is active learning?
• There’s no ‘agreed’ definition
• (Deliberately) broad range of activities
Activities students do in class to construct
meaning and understanding, frequently
requiring higher order thinking
4. What is active learning?
• There’s no ‘agreed’ definition
• (Deliberately) broad range of activities
“Anything…. other than simply watching,
listening and taking notes”
(Brent and Felder 2009)
5. What is active learning?
• There’s no ‘agreed’ definition
• (Deliberately) broad range of activities
“Active engagement through reading, writing,
talking, listening and reflecting”
(Uminnesota Centre for Educational Innovation)
6. CC BY-NC 2.0 https://flic.kr/p/f3ynHx!
Derek Bruff: Class time reconsidered!
http://prezi.com/donq036eunko/class-time-reconsidered/!
https://www.brookes.ac.uk/services/ocsld/resources/20reasons.html!
Context – class time (esp. lectures)
12. A large truck collides head on with a small
compact car.
Which of the following statements is true?
1. The force on the car is greater
2. The force on the truck is greater
3. The force on the car and truck are
equal
4. Can’t specify without knowing mass and
speed of vehicles
13.
14.
15.
16.
17.
18. R R Hake !
American Journal of Physics: Volume 66, Issue 1, Pages 64-74!
http://dx.doi.org/10.1119/1.18809!
20. “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”
Wieman commentary PNAS !
http://www.pnas.org/cgi/doi/10.1073/pnas.1407304111
21. What can it look like?
• Once again, no set recipe
• A broad range of activities, e.g.
– Think-pair-share
– Peer instruction / discussion
– Minute papers
– Visible concerns / feedback
– Many others ….
29. 1. Real (and perceived) workloads
2. Dealing with resistance
3. Suitability of teaching spaces
4. About ‘covering content’
5. Loss of (total) control
Home truths
32. Resources / bibliographyIn the order in which they appear in the slides:
Felder R.M, Brent R. (2009) Active Learning an Introduction ASQ Higher Education Brief 2(4).
Active learning resources from the Centre for Teaching Excellence at Cornell
https://www.cte.cornell.edu/teaching-ideas/engaging-students/active-learning.html
Active learning resources from Vanderbilt (Derek Bruff)
https://cft.vanderbilt.edu/active-learning/
Active learning resources from Centre for Educational Innovation at Minnesorta
https://cei.umn.edu/support-services/tutorials/what-active-learning
Derek Bruff, Class time reconsidered, a talk given at UBC in 2016
http://prezi.com/donq036eunko/class-time-reconsidered/
Mentimeter, interactive smartphone polling
www.mentimeter.com
The Force Concept Inventory, Hestenes, Wells and Swackhamer,
The Physics Teacher, 30, 141 (1992)
Freeman, S., Eddy, S.L., McDonough, M., Smith, M.K., Okoroafor, N., Jordt, H. and Wenderoth, M.P., 2014.
Active learning increases student performance in science, engineering, and mathematics.
Proceedings of the National Academy of Sciences, 111(23), pp.8410-8415.
33. Resources / bibliography
Hake, R.R., 1998. Interactive-engagement versus traditional methods:
A six-thousand-student survey of mechanics test data for introductory physics courses.
American journal of Physics, 66(1), pp.64-74.
Hestenes, D., Wells, M. and Swackhamer, G., 1992. Force concept inventory.
The physics teacher, 30(3), pp.141-158.
Crouch, C.H. and Mazur, E., 2001. Peer instruction: Ten years of experience and results.
American journal of physics, 69(9), pp.970-977.
Andrews, T.M., Leonard, M.J., Colgrove, C.A. and Kalinowski, S.T., 2011.
Active learning not associated with student learning in a random sample of
college biology courses.
CBE-Life Sciences Education, 10(4), pp.394-405.