Presentation 4

Workshop on

Enhancing Teaching Effectiveness: Active Learning Hue, June 11–12, 2007 Danang, June 14-15, 2007

Presenter: Assistant:

Prof. Tung Bui - University of Hawai’i at Manoa Ky Nguyen - University of Hawai’i at Manoa

What we will cover this morning… Active learning & instruction Inquiry-based learning & instruction Experiential learning & instruction Project-based learning & instruction

Case-based learning & instruction Problem-based learning & instruction New teaching methods: How new are they? 2

Active learning & instruction

“I hear and I forget. I see and I remember. I do and I understand.” (Confucius’s aphorism)

3

Active learning & instruction  Active learning is a type of instruction to involve pupils during the learning process  Active learning is an umbrella term that refers to several models of instruction  Active learning = learning by doing  Teachers facilitate rather than dictate the students’ learning  Students are now co-creators of knowledge instead of just receiving knowledge

4

Active learning & instruction Active learning is based on two basic assumptions (Meyers and Jones, 1993): (1) learning is by nature an active endeavor (2) different people learn in different ways

The term "cooperative learning" covers the subset of active learning activities

5

A Model of Active Learning

6

Components of active learning

Active learning = Experience and/or Dialogue Dialogue with Self:  when a learner thinks reflectively about a topic

Dialogue with Others:  interaction in and outside of classroom

Observing:  when a learner watches or listens to someone else “doing" something related to what they are learning

Doing:  any learning activity where the learner actually does something 7

Why active learning?

8 Adapted from Edgar Dale's Cone of Experience

Why active learning?

Adapted from TedNellen & Lori Mayo (2000)

9

Why active learning?

Research has shown that:  students learn more material, retain the information longer, and enjoy the class more  students learn in the classroom with the help of the instructor and other students, rather than on their own  students are involved in higher-order thinking (analysis, synthesis, evaluation)  active learning can be used with all levels of students from first year through graduate students  it promotes interest and learning in a mass class  experience is always necessary for intellectual development... the subject must be active (Jean Piaget) 10

1-minute paper

Based on what we’ve discussed so far, what is active learning? Share your paper with a partner and comment on each other’s definition.

11

Techniques of active learning instruction

The "One Minute Paper“  Ask students to take out a blank sheet of paper, then pose a question  Give them about one minute to respond  Instant feedback

Topics for the “One Minute Paper”  Review questions  Muddiest (or Clearest) Point  Affective Response, asking students to report their reactions to some facet of the course material 12

Techniques of active learning instruction  Daily Journal  More in-depth discussion of or reaction to course material  You might have students find and discuss reports of scientific studies in popular media on topics relevant to course material

 Reading Quiz  One way to coerce students to read assigned material  Can be used as an effective measure of student comprehension of the readings  Gives students guidance as to what to look for when reading assigned text

13

Techniques of active learning instruction  Qs & As: The “Socratic Method”  Ask individual students questions until the desired answer is received

 Criticism: • it singles out/embarrasses students • it favors only a small segment of the class

 Ways to avoid the pitfalls • Wait time • Student Summary of Another Student's Answer • The Fish Bowl: – Students are asked to write down 1 question, then deposit it in a fish bowl – The instructor then draws several questions out of the bowl and answers them for the class or asks the class to answer them

• Quiz/Test Questions: Students create quizzes and tests

14

Techniques of active learning instruction

Critical Thinking Motivators  The Pre-Theoretic Intuitions Quiz • Getting students to both identify and to assess their own views • May be used to assess student knowledge of the subject matter in a pre/post-lecture comparison

 Puzzles/Paradoxes • One useful means of ferreting out students' intuitions on a given topic • Have them struggle towards a solution • Increase the likelihood that they will be able to critically assess theories when they are presented later

 Brainstorming • Students are encouraged to generate as many ideas on the topic as possible without judgment or critique 15

Techniques of active learning instruction

Share/Pair  Students have the opportunity to state their own views, to hear from others, to hone their argumentative skills, and so forth  pairs make it hard for students to avoid participating

 Discussion • Can be combined with other techniques such as Qs & As • This works best when students are given explicit directions

 Note Comparison/Sharing • Especially useful in introductory courses or in courses designed for non-majors

 Evaluation of Another Student's Work • Each student takes their partner's work and gives critical feedback, assesses the arguments, corrects mistakes in problem-solving or grammar, and so forth 16

Techniques of active learning instruction

Cooperative Learning Exercises  Many heads are better than one or two  Cooperative groups encourage discussion of problem solving techniques • • • • • •

Cooperative Groups in Class Concept Mapping Jigsaw Group Projects Role Playing Panel Discussions Debates 17

Think – Pair - Share

Which of the above techniques of active learning instruction do you think is the most helpful in the class(es) you’re teaching? Justify your answer?

18

Some active learning instruction models

Inquiry-based instruction

Case-based instruction Project-based instruction

active learning

Experiential instruction

Problem-based instruction

19

Inquiry-based instruction (IBI)  A student-centered, open-ended, hands-on, and teacherguided instructional approach that engages students in investigating real world questions  A teaching technique in which teachers create situations where students ask questions and solve problems  It provides a vehicle for extending and applying the learning of students in a way that connects with their interests  Inquiry-based instruction places students at the helm of the learning process and teachers in the role of learning facilitator, coach, and modeler

20

The Benefits of Inquiry-Based Instruction

IBI teaches problem-solving, critical thinking skills, and disciplinary content IBI promotes the transfer of concepts to new problem questions IBI teaches students how to learn and builds self-directed learning skills IBI develops student ownership of their inquiry and enhances student interest in the subject matter

21

Key Components of IBI Process  Activating prior knowledge  Providing background information  Defining desired outcomes  Modeling design product outcomes (technology, art); Providing frameworks  Establishing a general topic for inquiry  Student teams conduct background research and define focused problem questions within broader inquiry or topic

22

Key Components of IBI Process

Establishing and communicating inquiry presentation framework Referring students back to expected outcomes Support technology (where applicable) Student presentations Incorporating ongoing, meaningful peer and teacher assessment Reflecting on what worked and what didn't, and try it again 23

Discovery learning & instruction (DLI)  Archimedes and his famous “Eureka!”

24

Discovery learning & instruction (DLI)  A type of Inquiry-based instruction from the 1960s  A personal, internal, constructivist learning environment  There is an intimate and necessary relation between the processes of actual experience and education (John Dewey, 1938)  The learner draws on his own experience and prior knowledge to discover the truths that are to be learned

25 Bruner, J. S. (1961)

Why discovery learning?  To cause all students to think and work more creatively  To help students take an active role in structuring their learning environment, asking questions, and finding answers  To encourage students to develop problem-solving strategies for confronting the unknown or unfamiliar  To develop confidence in students’ ability to handle problems

 People understand and remember concepts better when they have discovered them on their own 26

Experiential Learning & Instruction (ELI)

“The things we have to learn before we do them, we learn by doing them.” - Aristotle -

New Century College (GMU) Connecting the Classroom to the World

1. Experiential learning by yourself 2. Experiential education 27

What is Experiential Learning? “Experiential learning takes place when a person involved in an activity looks back and evaluates it, determines what was useful or important to remember, and uses this information to perform another activity.” - John Dewey -

28

Experiential Learning & Instruction (ELI)  Experiential learning is the process by which a learner creates meaning from direct experience  Experiential learning occurs when carefully chosen experiences are supported by reflection, critical analysis and synthesis  Learners are engaged intellectually, emotionally, socially, soulfully and/or physically  Relationships are developed and nurtured: learner to self, learner to others and learner to the world at large  The educator and learner may experience success, failure, adventure, risk-taking and uncertainty, because the outcomes of experience cannot totally be predicted 29

30

Experiential Learning Model

31

Characteristics of Experiential Learning  Experiential learning uses various tools like games, simulations, role plays, stories in classrooms  Knowledge is no longer just some letters on a page. It becomes active, transacted within life or life-like situations  Students become knowledge creators (for themselves) as well as knowledge gatherers  Because action precedes attempts to synthesize knowledge, teachers cannot plan a set curriculum

32

Teacher’s role in Experiential Learning  setting suitable experiences, posing problems, setting boundaries, supporting learners, insuring physical and emotional safety, and facilitating the learning process  recognizing and encouraging spontaneous opportunities for learning  first immersing students in action and then asking them to reflect on the experience  teachers become active learners, experimenting together with their students  optimizing the chances for their students to more easily enter their chosen professions

33

Trivia At universities like Stanford, the University of California Berkeley, and the University of Hawaii at Manoa, students are often the initiators of courses and demand more role in changing the curriculum and making it truly responsive to their needs

34

Group discussion

Do you think Inquiry-Based Instruction, Discovery Instruction, and Experiential Instruction can be applied successfully in the class(es) you are teaching? Why/Why not?

35

Problem-based Learning & Instruction (PBL)  "How can I get my students to think?" is a question asked by many faculty, regardless of their disciplines. Problem-based learning (PBL) is an instructional method that challenges students to "learn to learn," working cooperatively in groups to seek solutions to real world problems. These problems are used to engage students' curiosity and initiate learning the subject matter. PBL prepares students to think critically and analytically, and to find and use appropriate learning resources.” Barbara Duch -Teaching Consultant, Center for Teaching and Effectiveness, University of Delaware 36

Another definition of PBL

“The learning that results from the process of working towards the understanding of a resolution of a problem. The problem is encountered first in the learning process” (Barrows and Tamblyn 1980)

37

History of PBL  PBL started with medical education in North America and has spread across the globe and across most disciplines  In 1969, H. Barrows led McMaster University in Canada to introduce problem-based learning in medical education  Harvard School of Medicine converted completely to a problem-based learning curriculum in the late 80s  At the University of Delaware problem-based learning has been introduced in a number of undergraduate courses across the curriculum. (See also http://www.udel.edu/pbl/ ) 38

Characteristics of PBL  A learner-centered approach that empowers learners to conduct research, integrate theory and practice, and apply knowledge and skills to develop a viable solution to a defined problem  The problem simulations used in PBL must be illstructured and allow for free inquiry  Learning should be integrated from a wide range of disciplines or subjects  Collaboration is essential  Self and peer assessment should be carried out at the completion of each problem

39

Characteristics of PBL  The activities carried out in PBL must be those valued in the real world  The PBL tutorial is the pivotal discursive site for students working through problems  In a PBL course, students and the instructor become colearners, coplanners, coproducers, and coevaluators as they design, implement, and continually refine their curricula

40

PBL Instruction Procedure 1. First, students are presented with a problem 2. Students discuss the problem in a small group 3. Students engage in independent study on their learning issues 4. They come back to the PBL tutorial(s) sharing information, peer teaching and working together on the problem 5. They present and discuss their solution(s) to the problem 6. They review what they have learnt from working on the problem. All who participated in the process engage in self, peer and tutor review of the PBL process and each person’s contribution to that process. 41

What is the instructor’s role in PBL?  The instructor guides, probes, and supports students’ initiatives  The instructor does not lecture, or provide easy solutions  The instructor must be active and directive about the learning process  to assure that the group stays on target  to make reasonable choices on what issues are key to study

42

What make good problems?

Problems can be presented to students in a variety of formats including:         

Scenarios Puzzles Diagrams Dialogues Quotations Cartoons Posters video-clips Etc. 43

Why use problem-based learning?  Developing students’ thinking skills  Facilitating students’ learning how to learn  Encouraging students to integrate knowledge from different subjects, disciplines and sources  Linking theory and practice

 Developing students’ key skills relevant to employment =>> Producing graduates that can hit the floor running at work after graduation 44

Why use problem-based learning?  A meta-analysis of 20 years of PBL evaluation studies conducted by Albanese and Mitchell (1993) and Vernon and Blake (1993) concluded that  a problem-based approach to instruction was equal to traditional approaches in terms of conventional tests of knowledge  students who studied using PBL exhibited better clinical problem-solving skills

45

By using PBL, students learn to

find and use appropriate learning resources be versatile communicators about complex subjects build teams that can work effectively towards common goals

46

Case-based Learning & Instruction (CBI)  Cases are like stories or story lines that students read or explore interactively. They can direct students toward a conclusion, or provide the resources and context to discuss and debate issues dynamically  Case-based learning was employed in law schools as early as the late 1800’s. It has also been popular in business schools since the early 1900’s

47

How are cases presented?  The student is presented a story or narrative about an event that has or has supposedly happened (a case)  The case is read or “played” by students, leading them to a “correct” response or to understand effects of their decisions

48

Characteristics of CBI  Cases are best used to teach people about realistic decision-making situations  Case-based instruction has long been the norm in business, medicine, and law education  A means of teaching reasoning skills that link theory to practice  Much of case-based learning involves learners striving to resolve questions that have no single right answer  Cases allow students to benefit from “lessons learned” by other persons

49

Design Decisions in CBI

Select a topic  Didactic design: • what are the learning goals for the case: knowledge acquisition, authentic experiences, professional abilities?

 Task design: • what situations will the learner encounter: routine and well-structured or ill-defined requiring reasoning or creativity?

 Curricular design: • are cases the only teaching method for a course, or only a supplement? 50

Writing the Case in CBI  Collect and reduce data, selecting only the necessary processes and data to accurately represent the case  Split the data into pieces, require the learner to look in more than one place for important information  Data may be redundant and contradictory

51 (Jarz et al., 1997)

Delivering the Case in CBI  In a system architecture, the student responds to the case  Debriefing the case:  in a classroom, follow-up questions are used to guide the student to consider, ponder, and understand important concepts

 Teachers should consider more than “content” of case: the discussion process is also important  Teachers should prepare an outline of concepts, subconcepts, to be elicited or discussed through the case  A list of leading questions may also be helpful

52

Case-Based Teaching Strategies  Formats for Cases  “Finished” cases based on facts  “Unfinished” open-ended cases  Fictional cases  Original documents  Managing a Case Assignment  Design discussions for small groups  Structure the discussion  Debrief the discussion to compare group responses  Allow groups to work without instructor interference 53

Case-Based Teaching Strategies  Designing Case Study Questions  What is the situation?  What issues are at stake?  What questions do you have—what information do you still need?  What problem(s) need to be solved?  What are all the possible options? What are the pros/cons of each option?  What are the underlying assumptions for [X, Y, Z, etc.] in the case—where do you see them?  What criteria should you use when choosing an option? What does that mean about your assumptions?

54

Case-Based Teaching Strategies  Managing Discussion and Debate Effectively  Delay the problem-solving part  Shift points of view  Ask for benefits/disadvantages of a position  Shift to another context  Follow-up questions  Point out and acknowledge differences in discussion

55

Advantages of CBI  CBI showcases expert practices, and helps students focus on real professional issues  CBI generalizes content understanding into a wider framework  CBI lends itself naturally to effective discourse, communication, and debate among students  Real world or authentic contexts expose students to viewpoints from multiple sources  Students are more engaged, interested, and involved in the class  High rate of retention and application of knowledge 56

5-minute discussion  In groups of 3, write an outline of your ideas on a blank sheet of paper; it may be projected onto the screen when you present your discussion ideas: Questions

1. How popular are PBL and CBL in Vietnam? 2. How can we integrate PBL and CBL into current teaching practices at Vietnam’s colleges and universities? 57

Project-based Learning & Instruction  An approach to learning focusing on developing a product or creation  In project-based learning, students work in teams to explore real-world problems and create presentations to share what they have learned  Project-based learning asks a question or poses a problem that each student can answer  Project-based learning teaches students 21st century skills as well as content

58

Project-based Learning & Instruction  emphasizes learning activities that are long-term, interdisciplinary, student-centered, and integrated with real world issues and practices  provides opportunities for students to pursue their own interests and questions and make decisions about how they will find answers and solve problems  establishes connections to life outside the classroom, addressing real world concerns, and developing real world skills  Teachers may fill the varied roles of coach, facilitator, and co-learner

59

Components of project-based learning  Curricular content  Student direction  Collaboration among students

 Real world connection  Extended time frame  Multimedia (where applicable) 60

5 principles in designing a project

61

Project-Based Instruction Strategies  Start With the Essential Question  To pose a problem or a situation that the students can tackle knowing that there is no ONE answer or solution

 Design a Plan for the Project  Involve the students in the planning process

 Create a Schedule  Be flexible, but help the students realize that they need to finalize their thoughts, findings, and evaluations

 Monitor the Students and the Progress of the Project  Teach the students how to work collaboratively

 Assess the Outcome  To provide diagnostic feedback and revise your instruction

 Evaluate the Experience 62

Assessment in Project-Based Learning

 helps students answer the questions "Am I getting it?" and "How am I doing?“  can help make content connections clear  engages students directly in the evaluation of their own work  helps teachers plan their next steps  helps students plan their projects  should reflect student learning over time  Assessment standards should be well known to the students 63

Benefits of Project-Based Learning    

Deeper knowledge of subject matter Increased self-direction and motivation Environment for the application of basic skills Enhanced quality of learning and higher-level cognitive development through students' engagement with problems  Development of habits of mind associated with lifelong learning, civic responsibility, and personal success  Project-based learning helps students develop skills for living in a knowledge-based, highly technological society  Project-based learning accommodates students with varying learning styles and differences 64

Wait a minute… Don’t equate Project-based learning with Inquiry-based or Problem-based learning!

IBL

active learning approach focusing on questioning, critical thinking, and problem-solving

PBL

focusing on the process of solving a problem and acquiring knowledge

PjBL

focusing on developing a product or creation 65

Application Project

In groups of 4 or 5, design a projectbased assignment for your students on a topic of your own choosing. Write an outline of the assignment on a blank sheet of paper; you’ll be asked to share it with your fellow participants.

66

Innovative Teaching Methods: Are they Really New?

Teaching methods: Diversity in Unity Most “new” teaching methods are based on Constructivism Most are student-centered and hinge around active learning Most have been around for a long time already

67

Before lunch break…

Do you have any questions or ideas that you want to share with us?

68

Models of Active Learning & Instruction Inquiry-based Learning

1

Case-based Learning

Project-based Learning

5

2

Active Learning

4

3

Experiential Learning

Problem-based Learning 69