1. The document discusses active learning techniques for use inside the classroom, including examples of hands-on activities, evidence of their effectiveness, and challenges to consider. 2. Specific techniques mentioned include pre-class assignments, in-class concept tests using tools like Socrative, and flipped classrooms, with references provided for further resources. 3. Research evidence is presented showing significant learning gains compared to traditional lectures, especially for STEM fields, though workloads and resistance to change must also be taken into account when implementing active learning.

2. active learning inside the classroom
Heads-on, hands-on
Simon Bates
simon.bates@ubc.ca
@simonpbates
bit.ly/batestalks

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

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

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

6. Acquisition
!
!
Assimilation

7. Context - flipped classrooms
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

8. 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

9. Weekly rhythm for our 1A class

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

11. Learning gains on PI

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

13. Learning gains on PI

14. 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?

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

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

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

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

22. 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”

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

24. 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.

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

26. www.cwsei.ubc.ca

27. http://blog.peerinstruction.net/

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

29. “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.”

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