This short faculty development session covers 3 easy ways in which faculty may use active learning strategies in their lectures. I present some of the evidence base in support of each strategy, and give tips on how to successfully incorporate these strategies into your teaching.
2. What we will discuss:
Definition
Range of applications in higher education
3 specific easy strategies & supporting
evidence:
1. Pausing
2. Asking Questions
3. Cases or Problems
Tips on what to do, what to avoid
Being successful in your teaching
4. What does active learning look like?
Pausing lecture &
students make notes
Pausing lecture –
students discuss
what was presented
Pausing lecture;
polling students;
students discuss
answers; faculty-led
tutorial on correct
answer
Cases or
Worked Problems
Flipped classroom
(lecture)
Team-based
learning
(small groups)
6. #1: Pause
Students use this time to:
Reflect on content
Write or review notes
Check understanding
with peers
1
Talk
(5-8 mins)
Pause
(2-5 mins)
7. #1: Pause - Evidence
Pausing during lecture works (Ruhl et al. 1987; Cain et al, 2009; Gulpinar
& Yegen, 2005; Di Vesta & Smith, 1977; Ruhl & Suritsky, 1995)
Ruhl et al, 1987:
72 students
1
Pause No Pause
Short-term recall 108 correct facts 80 correct facts
Long-term recall 89.4% 80.9%
8. #1: Pause –Why does it work?
Human attention span
Rule of 7
1
9. #1: Tips for Making “Pause”Work
Transition statement
“Take the next __ mins to…”
Set a watch or timer
Stay quiet
Be sensitive – should you wander, or stay put?
Transition statement
1
11. #2: Ask a question
• Use audience
response system
• Question for
discussion with
peers
2
Lecture
(5-8 mins)
Pose question
& pause
Mini-lecture
Focus:
Learners’
conceptualization
12. #2: Questions - Evidence
Asking questions (in person or with clickers) works
(Crouch & Mazur, 2001; Johnson & Mighten, 2005)
Crouch and Mazur, 2001:
Learning gains from 0.49 to 0.74 over eight years
of assessment in introductory physics
2
13. #2: Questions –Why does it work?
Addresses and corrects conceptualization of fundamental
principles
Some extent of collaborative learning
Collaborative learning increases social support
(Prince, 2004)
2
14. Tips for Making QuestionsWork
Clearly worded, developmentally appropriate question
Field test with peers, past/current learners
Clearly give time to think, work, respond
e.g. “Please take 5 mins to…”
Anticipate student responses
Your tip sheet
2
16. #3: Case or Problem
Circulate to
provide help,
answer questions
Lecture
(5-8 mins)
Assign Case or
Problem
Answer &
Debrief
Repeat,
Increase
difficulty
Emphasize the
correct steps and
correct thinking
3
Cover
main
concepts
17. #3: Case or Problem
Hands-on activities work (Van Dijken et al, 2008)
Hake et al, 1998:
Population 2084 students in 14
introductory
physics courses
4458 students in 48
introductory
physics courses
Teaching format Traditional lecture Cases, worked
problems,
immediate
feedback
Avg learning gain
(pre vs post test)
0.23 +/- 0.04 0.48 +/- 0.14
3
18. #3: Why does it work?
Addresses and corrects conceptualization of fundamental
principles
Some extent of collaborative and cooperative learning
Repetition & building upon concepts while role-modeling
Enculturation – thinking, into professional practice
Memory retention
Scaffolding
3
19. #3: Tips for Making Case/ProblemWork
Ensure cases or problems are:
• Related to content
• Developmentally appropriate
• Well written (field test!)
Anticipate student questions or areas of difficulty
Worked answer is clear & available outside of class
Pause to see if learners have questions
3
22. What to avoid
Picking a complex topic or a topic you have not
taught many times previously
Changing too much within a lecture
Changing all your lectures to a new format at once
Teaching without practicing
Teaching without anticipating student questions or
areas of difficulty
23. How to be successful
Pick a topic you have taught many times before
Anticipate student questions, areas of difficulty
Prepare learners for the ‘new’ format
Safety net: answer keys or ‘lists’; timers
Add feedback questions on evaluation so you
know where to improve
Ensure support from administration1
1Bonwell & Eison, 1991
24. Take-home messages
3 specific easy strategies:
1. Pausing
2. Asking Questions
3. Cases or Problems
Prepare, anticipate, practice!
Start small & get feedback