ACTIVE LEARNING:Teaching For Ownership

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ACTIVE LEARNINGTeaching For Ownership
Assessment

• Randy Burke Hensley
• University of Hawaii at Manoa
• CBIT2005 Preconference Seminar

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AGENDA

• Information Literacy Standards
• Elearning Issues
• Ownership
• Impediments to Elearning
• Active Learning Model
• Assessment
• Bain/Resources/Follow-up

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DEFINING ACTIVE LEARNING

• Strategies and Techniques for Involving and
  Engaging Students
• Pedagogical Approaches(Repertoire)
• Student Centered Approach to Content
• Process

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INFORMATION LITERACY STANDARDS(INQUIRY)

• DETERMINE WHAT INFORMATION IS NEEDED
• ACCESS THE NEEDED INFORMATION EFFECTIVELY AND
  EFFICIENTLY
• EVALUATE INFORMATION AND ITS SOURCES CRITICALLY
• INCORPORATE SELECTED INFORMATION INTO ONES
  KNOWLEDGE BASE
• USE INFORMATION EFFECTIVELY TO ACCOMPLISH A
  SPECIFIC PURPOSE
• UNDERSTAND THE ECONOMIC, LEGAL, AND SOCIAL ISSUES
  SURROUNDING THE USE OF INFORMATION AND ACCESS AND
  USE INFORMATION ETHICALLY AND LEGALLY

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ELEARNING ISSUES

• LEARNING STYLES
• ENGAGEMENT
• FEEDBACK
• PERSONALITY

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ACTIVITY

• CHOOSE SOME CONTENT TO SUBJECT TO ACTIVE LEARNING
  RE-DESIGN
• CHOOSE ARENA FOR ACTIVE LEARNING TO
  OCCURelearning, classroom
• WRITE IT DOWN AND DISCUSS WITH SOMEONE IN ROOM

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OWNERSHIP(justifying active learning)

• Diane F. Halpern. To the University and Beyond
  Teaching for Long-term Retention and Transfer.
  Change. July/August 2003. Pages 37-41.
• The single most important variable in promoting
  long-term retention and transfer is PRACTICE AND
  RETRIEVAL
• VARYING THE CONDITIONS under which learning takes
  place makes learning harder for learners but
  results are better
• Learning is generally enhanced when learners are
  required to take information that is presented in
  one format and represent it in an ALTERNATIVE
  FORMAT

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HALPERN, continued

• What and how much is learned in any situation
  depends heavily on PRIOR KNOWLEDGE AND EXPERIENCE
• Learning is influenced by both our students and
  our own EPISTEMOLOGIES
• EXPERIENCE ALONE is a poor teacher
• Lectures work well for learning assessed with
  recognition tests but WORK BADLY FOR
  UNDERSTANDING
• THE ACT OF REMEMBERING ITSELF influences what
  learners will and will not remember
• LESS IS MORE, especially when we think about
  long-term retention and transfer
• WHAT LEARNERS DO determines what and how much is
  learned, how well it will be remembered, and the
  conditions under which it will be remembered

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ACTIVITY

• Write down an impediment to active learning on
  the card provided
• Let it go for now

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RANDYS ACTIVE LEARNING MODEL

• EXPERIENCE
• PRACTICE
• APPLICATION
• Talking, Writing, Using, Thinking

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ACTIVITY

• Develop an active learning technique for your
  content and arena
• Discuss in small groups
• Choose one re-design your group likes for sharing
  with larger group
• Larger group identifies alternative approaches

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ASSESSMENT REQUIREMENTSthe word according to
Heide and Henderson, Active Learning in the
Digital Age Classroom

• STUDENTS NEED TO KNOW WHAT IS BEING ASSESSED AND
  WHY IT IS IMPORTANT
• STUDENTS REQUIRE MORE THAN ONE OPORTUNITY TO
  DEMONSTRATE ACHIEVEMENT OF KNOWLEDGE AND SKILLS
• ASSESS BOTH PRODUCT AND PROCESS
• ASSESSMENT IS AN ONGOING PART OF CLASSROOM
  LEARNING EXPERIENCES
• EVALUATION IS THE TEACHERS RESPONSIBILITY

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ASSESSMENT LEVELS

• SELF
• PEER
• TEACHER

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DESIGNING ASSESSMENTthe world according to Deb
Gilchrist

• WHAT DO YOU WANT THE STUDENT TO BE ABLE TO DO?
• WHAT DOES THE STUDENT NEED TO KNOW IN ORDER TO DO
  IT WELL?
• WHAT ACTIVITY WILL FACILITATE THE LEARNING?
• HOW WILL THE STUDENT DEMONSTRATE THE LEARNING?
• HOW WILL YOU KNOW THE STUDENT HAS DONE IT WELL?

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RUBRICS

• DEGREES OF QUALITY excellent, good, fair poor
• DEGREES OF QUANTITY many, some, few, none
• DEGREES OF FREQUENCY always, usually,
  sometimes, never
• DEGREES OF EFFECTIVENESS highly, effective,
  minimally, ineffective
• DEGREES OF UNDERSTANDING thorough, substantial,
  incomplete, misunderstanding

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MY BIG FAT POINT

• ACTIVE LEARNING APPROACHES CAN BE ASSESSMENT
  METHODS
• ACTIVITY describe how you will assess your
  re-design using Gilchrists five questions

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IN SUMMARYK.BAIN What Makes Teachers Great
Chronicle of Higher Education 4/9/04. The
Chronicle review. Vol. 50, Issue 31, Page B7.

• GET STUDENTS ATTENTION AND KEEP IT
• START WITH STUDENTS RATHER THAN THE DISCIPLINE
• SEEK COMMITMENTS(EXPECTATIONS)
• HELP STUDENTS LEARN OUTSIDE OF CLASS
• ENGAGE STUDENTS IN DISCIPLINARY
  THINKING(MODALITIES OF PROBLEM-SOLVING
• CREATE DIVERSE LEARNING EXPERIENCES

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IMPEDIMENTS TO ACTIVE LEARNING CARDS

• IDENTIFYING STRATEGIES

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RESOURCES

• Ken Bain. What the Best College Teachers Do.
  Harvard University Press. 2004
• Ann Heide and Dale Henderson. Active Learning in
  the Digital Age Classroom. Heinemann. 2001
• Maryellen Weimer. Learner-Centered Teaching.
  Jossey-Bass. 2002

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How Will You Change?

• Complete the Handout
• I Will Contact You in Six Months