Dissertation Poster

An Examination of Selected Active Learning Strategies to Enhance Teaching in Construction Studies: Taboo, Two Stars and a Wish, and Classroom Shuffle B.Sc. in Education (Design Graphics and Construction) Abstract Active learning strategies are teaching and learning strategies that promote student-centred learning active learning in the classroom. These strategies are identified with facilitatory teaching methods that engage students in the learning process, and they can easily and effectively be incorporated into existing courses without the need for a dramatic overhauling of the course in question (University of Michigan, 2016). The benefits of active learning, across the disciplines, are strongly supported by the literature. Technical education, being practical in nature, has traditionally employed active learning strategies to great effect.

Active learning is “generally defined as any instructional method that engages students in the learning process. In short, active learning requires students to do meaningful learning activities and think about what they are doing” (Prince, 2004, p. 93). The benefits of active learning have been supported time and again in the literature, such as it being seen as a fun way to learn: Bruff states that the primary goal of class is student learning, and a little fun can help students maintain attention and engagement with course activities and topics (Bruff, 2009, p. 37). The relationship between active learning and discovery learning is established in the literature. The Cambridge International Education Teaching and Learning Team describes active learning as a process that has student learning at its centre. Active learning focuses on how the student learns, not just on what they learn. Students are encouraged to ‘think hard’ independently, rather than passively receive information from the teacher (Cambridge International Education Teaching and Learning Team, 2010).

Aims and Objectives

Findings

The main aim of this paper is to examine selected active learning strategies to enhance teaching in Construction Studies (CS) namely: Taboo, Two Stars and a Wish and Classroom Shuffle. The former two strategies are well established in the literature and the latter is an original contribution by the author. The objectives of this dissertation include:

 The first finding is that active learning includes many forms of strategies from Dewey’s experiential learning to Richard Felder and the learning styles theory.  The second finding is that, according to the Chief Examiner’s Report 2013, Active Learning has contributed to improved results in the Leaving Certificate Exam, the Chief examiners report 2013 recommends that the incorporation of more active learning can improve results. The whole school inspection reports backs up this view.  The third finding, in relation to the three active learning strategies examined in this study, is that each strategy can be easily applied to the Construction Studies curriculum and classroom and can effectively aid learning.

 To clarify what is meant by the term ‘active learning’ with reference to selected educational theory and literature in the field.  To examine the chief examiners’ whole school report 2013 and subject inspection reports in CS, with regard to active teaching and learning strategies.  To critically evaluate three active learning strategies, namely Taboo, Two Stars and a Wish and Classroom Shuffle and to develop teacher guidelines on their effective use in the CS classroom.

Introduction

The research methodology used in this dissertation is literature analysis research.

Figure 1. Dale’s Cone of Learning.

Conclusions The conclusions are that:

Figure 3. Lewin’s Experiential Learning Methods.

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 Active learning is rooted in literature and theorists’ beliefs such as discovery learning, multiple intelligences theory and the cone of learning.

 According to the chief examiners report 2013 active learning strategies was not mentioned as being incorporated in lessons.

This study recommends follow-on primary research on these three active learning strategies in a case study Construction Studies classroom.

Acknowledgements I would like to extend my gratitude to Dr. Pauline Logue Collins for her support and guidance throughout this research. I would also like to acknowledge the lecturing staff of G.M.I.T Letterfrack for their contribution to this research. I would lastly like to thank the library staff at G.M.I.T Dublin Road and Cluain Mhuire for their assistance during this research.

 In relation to the three active learning strategies is that each strategy can be easily applied to the CS classroom and effectively aids with the learning environment and is proven to result in better performances and knowledge gained over the traditional style of teaching. This study recommends a follow-on primary research on the three active learning strategies examined in this literature study. Figure 2. Dewey’s Experiential Learning Methods.

Figure 4. Gardner’s Theory of Multiple Intelligences.

Contact

References

Fiach Mac Conmara [email protected] http://fiachmacconmara.weebly.com/ 087 2836885

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Michigan, U. o. (2016, May 6). Introduction to Active Learning. Retrieved from Center for Research on Learning and Teaching: http://www.crlt.umich.edu/active_learning_introduction Prince, M. (2004). Does Active learning work? A review of the research. New York: Journal of engineering education. Bruff, D. (2009). Teaching with Classroom Response Systems: Creating Active Learning Environmnets. San Francisco: Jossey-Bass. Team, C. I. (2010, April 14). Getting started with Active Learning. Retrieved from Cambridge Assessment International Education: https://www.cambridge-community.org.uk/professionaldevelopment/gswal/index.html