Redesigning the Lecture: Merging Active Learning with Electronic Response Systems

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(No Transcript)
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Redesigning the Lecture Merging Active Learning
with Electronic Response Systems

• James D. Myers Erin A. Campbell-Stone
• Department of Geology and Geophysics
• University of Wyoming

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Typical Large Introductory Class

• series of lectures during which instructor talks,
  students listen (hopefully)
• large, auditorium classrooms
• zero to minimal feedback during class
• summative assessments only

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Lecture Advantages/Usefulness

• communicate lecturers enthusiasm and interest
• cover large amount of information
• deliverable to large audiences (low cost/pupil)
• little risk or demand on students
• effective for listeners
• summarize information from multiple sources

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Lecture - Disadvantages

• no feedback on student learning
• passive environment without intellectual
  engagement
• single learning pace and understanding level
• one learning style - auditory
• requires charismatic speaker
• cannot teach higher levels of thinking
• not suited for complex, abstract material

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Lecture Use It Correctly

• Use it to
• present lots of background information
  efficiently
• Impart unique or new information
• teach knowledge level
• convey interest and enthusiasm
• Dont use it to
• teach skills or higher levels of learning
• present complex material
• modify attitudes

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Lecture How to Modify It

• change from passive to active learning
  environment
• increase student-instructor and student-student
  interaction during lecture
• provide formative assessment soon and often
• engage everyone in the class not just the
  responders

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Active Learning What? Why?

• What is it?
• activities that actively engage students in the
  learning process
• Why use it?
• more likely to internalize, understand and
  remember material (Bonwell Sutherland, 1996)
• learn best when intellectually engaged

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Active Learning Techniques

• interactive lectures (Frederick, 1987)
• small work groups (Frederick, 1987 Bekken, 1995)
• problem solving/critical thinking exercises
  (Frederick, 1987 Dupre and Evans, 2000)
• whole class debate (Frederick, 1987)
• simulations (Frederick, 1987)
• role playing (Frederick, 1987)
• concepTest (Mazur, 1997)
• image analysis (Reynolds and Peacock, 1998)
• think-pair-share (Macdonald and Korinek, 1995)
• Venn diagrams (McConnell, 2001)

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Active Learning ConcepTest

• form of peer instruction
• exposes difficulties in understanding
• involves students in learning
• focuses attention on concepts
• forces students to think about arguments
• enables students and instructor to access
  understanding

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Active Learning ConcepTest Procedure

• students given multiple choice question
• 1-2 minutes to formulate answer
• answer question
• spend two or three minutes discussing answers in
  groups
• attempt to reach group consensus
• reaffirm/change answer

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Active Learning ConcepTest Example

• This cross section through the crust shows a
  series of sedimentary units and igneous bodies.
  Assuming the sedimentary layers are not
  overturned, which is the oldest unit shown?
• A
• B
• C
• D
• F

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Active Learning Image Analysis

• procedure
• show a photograph, video, panorama
• pose question
• students answer question in 2-10 minutes
  depending upon difficulty
• work alone
• entire class derives answer
• characteristics
• introductory
• short (10-15 minutes)
• not graded
• guide how to proceed with lecture

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Active Learning Image Analysis Observation

• The texture of this igneous rock is
• porphyritic
• glassy
• vesicular
• aphanitic
• Based on the texture of this rock, it is
• intrusive
• extrusive

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Active Learning Image Analysis Prediction

• Given the porosity and permeability of this
  aquifer, the cone-of-depression around this well
  will be
• deep and narrow
• shallow and wide
• deep and wide
• shallow and narrow

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Active Learning Think-Pair-Share

• procedure
• present problem
• students discuss problem for 10-15 minutes
• answer questions
• purpose
• introduction
• summary

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Lecture Sessions - Types

• expository typical lecture
• enhanced mini-lectures separated by active
  learning tasks
• focused active learning class session focused on
  single concept/technique

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Lecture Sessions - Expository

• Instructor talks, students listen
• passive environment
• benefits
• low risk for students
• provides breather
• easy fall back position

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Lecture Sessions - Expository

• introduce ourselves
• describe regional, national or international
  geologic events
• discuss local, state or national policy issues
  related to geology
• cover information/topic not in textbook
• tie current events to subject

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Lecture Sessions Enhanced Purpose

• series of mini-lectures
• refocus attention
• activities occupy only 5-10 minutes
• combine formative assessment and/or active
  learning exercises
• done individually or in pairs/groups
• type of activity varied

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Lecture Sessions Enhanced Timeline
Minutes Activity
15 Mini-lecture on permeability and porosity
10 ConcepTest dealing with cone-of-depression
15 Mini-lecture on types of aquifers
10 Think-pair-share dealing with groundwater recharge
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Lecture Sessions - Focused

• focused on a single concept/technique
• employs multiple active learning tasks
• think-pair-share always important
• a worksheet is completed individually and turned
  in
• occupies entire class period
• maximum of one focused lecture per subject topic

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Lecture Sessions Focused Functions

• summation used to wrap up a topic, e.g.
  structural geology
• extension introduces concept not previously
  covered in reading, lab or lecture
• application applies previously learned
  principles/concepts to new situation

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Active Learning Level of Success

• student involvement grew during semester
• improved performance on exams for students
  attending lecture

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Active Learning Enhancing with CRS

• better in class feedback on student learning
• ability to chunk lectures more effectively
• reduction of administrative tasks and paper
  collection
• permanent quantitative record of student
  performance
• more focused assessment of effectiveness

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CRS Lectures Expository Example

• uses CRS for
• opinion surveys
• knowledge assessment
• benefits
• no right/wrong answer
• provides attendance data
• refocuses students without risk on their part

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CRS Lectures Enhanced Example

• mini-lectures separated by active learning tasks
• tasks use CRS
• topic groundwater
• timeline
• Mini-lecture The Water Table
• Quick-Thinks (CRS)
• Mini-lecture Aquifers and Aquicludes
• ConcepTest Artesian Wells (CRS)

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CRS Lectures Focused Example

• topic structural geology
• function summation
• timeline
• introduction
• terminology review (CRS)
• vertical motion problem
• map details quiz (CRS)
• map exercise
• core-information exercise
• wrap-up (CRS)

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Summary

• active learning makes lecture time more effective
• engages students brain
• keeps them focused on task
• breaks monotony
• students need to adjust lecture behavior
• electronic response systems improve the delivery
  and effectiveness of active learning
• CRS benefits
• ensures all students participate
• provides quantitative formative summative
  assessment
• reduces administrative overhead