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Teaching Improvement Program

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(teams of two) 'Choose some activity you know well, and draw a flowsheet for it. ... Solvents, chemical names. Balanced reactions. Problem set-up skills ... – PowerPoint PPT presentation

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Title: Teaching Improvement Program


1
Teaching Improvement Program
Active Learning Wake up and Learn!
2
Introduction
  • Facilitators
  • Jeff Greeley, Graduate Student, ChE
  • Michael Morrow, Faculty Associate, ECE
  • Thatcher Root, Associate Professor, ChE

Workshop Goal Learn some practical techniques for
implementing active learning in your class, and
understand the strengths and weaknesses of active
learning so you can use it effectively and
prudently.
3
Workshop Overview
  • What is active learning, and why should I care?
  • Techniques for implementing active learning
  • The pros and cons of active learning
  • Examples of active learning
  • Wrap-up
  • This workshop should mirror good active learning
    practice, so expect us to mix it up with various
    modes of teaching and learning!

4
Workshop Objectives
  • List two active learning models.
  • Define active learning.
  • Develop an active learning exercise for a given
    topic in your course using one of the models
    given.
  • Compare and contrast active learning with passive
    learning.
  • Design an original active learning exercise
    model.
  • Evaluate the suitability of an active learning
    exercise for a given course situation.

5
What is Active Learning?
  • In your groups, create a list of what you think
    the distinguishing characteristics of active
    learning should be.
  • Be prepared to share your responses with the
    group.
  • You have 3 minutes.
  • Times up! Lets see what youve got

6
Active Learning Characteristics
  • Student involvement in and responsibility for
    learning
  • Group activities
  • Interaction in class
  • Between teacher and students
  • Between students
  • Diverse modes of teaching and learning
  • Dynamic environment

7
What is Active Learning?
  • A vehicle to more fully engage students in the
    learning process.
  • A set of techniques to encourage students to take
    more ownership of the course.
  • A way to promote deeper understanding and achieve
    better retention.
  • A break from lecturing.

8
Techniques for Implementing Active Learning
9
Individual/Group Exercise Learning Activities
  • What could you have students do in class to help
    them learn the material?
  • 1 min - Individually create a list of 3 to 5
    possible answers.
  • 2 min Form pairs, then create a single list of
    your best 2 to 3 answers.
  • Step 3 Share your answers with the group at
    large.

10
Some Learning Activities
  • In-Class Teams
  • Problem solving
  • Brainstorming
  • Question generation
  • What if?
  • Recall/Summarize

11
Some Learning Activities
  • Think-pair-share
  • Try-talk-try again
  • One-minute paper
  • Cooperative note-taking pairs
  • Question-and-answer pairs

12
Practical Issues WhenImplementing Learning
Activities
  • Form groups where they sit
  • Assign roles (i.e. recorder, checker) as needed
  • Explain the task
  • Good to have a visual copy for reference
  • Call on groups/individuals at random
  • It is very important to do something with the
    work the students just did otherwise they may
    quickly decide its pointless!
  • Be creative
  • Avoid too much of any one technique!

13
Group Exercise Active Learning Design
  • Design a classroom learning activity that you
    believe would be effective in helping teach a
    specific topic
  • Driver education
  • Projectile motion
  • Any other reasonable course topic
  • Then,
  • Estimate the amount of class time that you would
    use.
  • List any issues you might have to consider in
    actually implementing it.
  • Group exercise

14
Group Exercise Active Learning Design
  • Design a classroom learning activity that you
    believe would be effective in helping teach a
    specific topic
  • Driver education
  • Projectile motion
  • Any other reasonable course topic
  • Then,
  • Estimate the amount of class time that you would
    use.
  • List any issues you might have to consider in
    actually implementing it.
  • Group exercise you have 5 minutes

15
Group Exercise Active Learning Design
  • Design a classroom learning activity that you
    believe would be effective in helping teach a
    specific topic
  • Driver education
  • Projectile motion
  • Any other reasonable course topic
  • Then,
  • Estimate the amount of class time that you would
    use.
  • List any issues you might have to consider in
    actually implementing it.
  • Group exercise lets share!

16
So, whats going to happen if I actually do this?
  • If you introduce active learning exercises into
    your class, what might you expect to happen?
    (Good, bad, and/or really bad.)
  • Be prepared to share your responses with the
    group.
  • Group exercise 5 minutes
  • Times up! Lets make a consolidated list

17
Pros
  • Increased student engagement and understanding
  • Better attention (breaks between lecture
    segments)
  • More student ownership of learning process
  • Greater enjoyment of course material
  • Greater retention

18
Cons
  • Time and topic coverage
  • Preparation
  • Student participation
  • Lack of individual accountability
  • Misconception generation
  • Outside perceptions

19
Examples of Active Learning
  • Thatcher Root
  • Associate Professor, Chemical Engineering

20
Active Learning ExamplesProf. Thatcher Root, ChE
  • ChE 250 Introduction to Process Synthesis
  • Audience sophomores just starting ChE
  • Dealing with many types of uncertainty
  • Choice of major
  • Comfort at university
  • Learning and classroom styles

21
First-Day Exercise
  • Form a group with 2 neighbors, and make a list
    of ways Chemical Engineers
  • Helped you get ready this morning
  • Help hospitals treat patients
  • Keep you warm (cool)
  • Help you get to school
  • Contributed to the last Packers game

22
Items Accomplished (1)
  • Meet classmates
  • Personalize class
  • Appreciate range of ChE impact
  • See unappreciated ChE activities
  • Establish connections with outside life, prior
    knowledge

23
Flowsheet Exercise(teams of two)
  • Choose some activity you know well, and draw a
    flowsheet for it. Include all major process
    steps, inputs, and outputs. Options include a
    car wash, baking cookies, making popcorn,
    macaronicheese, or any other favorite activity.

24
Items Accomplished (2)
  • Flowsheet experience inside expertise
  • Connecting with classmates
  • Appreciation of inputs/outputs
  • Understanding levels of treatment
  • Batch/continuous analogy

25
Reaction In-Class Exercise
  • The multiple chlorination of benzene is used to
    make chlorobenzenes for paint solvents and other
    uses. The two reactants are loaded in an
    autoclave in a 31 ratio and heated for the
    desired reaction time. Afterwards, the gases are
    vented to a scrubber and the 10 lb-mole of liquid
    products are analyzed to find the product
    composition (given). How much lime must be used
    to neutralize the product HCl?

26
Items Accomplished (3)
  • Industrial chemistry
  • Solvents, chemical names
  • Balanced reactions
  • Problem set-up skills
  • Identify unknown or vague specifications
    (reactant ratio, lb-mole, autoclave, )
  • Identify real question asked
  • Teamwork, different learning styles, blocks

27
Class Discussion Participation
  • Items accomplished
  • Class alertness
  • Anticipation, calibration
  • Techniques
  • Volunteers
  • Calling by name
  • Random selection - deck of cards
  • Row-by-row
  • ??

28
Workshop Wrap-up
  • Is active learning good?
  • Is passive learning bad?
  • Any questions / discussion?

29
Thats all, folks!
  • Thanks for your participation, and good luck in
    your courses this semester.
  • Please remember to fill out your survey form, and
    be sure that you signed in so that you get credit
    for attendance.

30
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