Active Learning Strategies Review and Discussion

Tuesday Tuesday Brief Recap of Monday Road check Stuff posted on Monday program: http://serc.carleton.edu/126719 Tuesday Overview: Review specific active learning strategies Share Work on active learning strategy(s) for lesson(s) in your fall course!

Tuesday: Review active learning strategies Tuesday: Review active learning strategies 8:45-9:15 1. Review the active learning strategies assigned to your group using the links listed here (in workshop program: http://serc.carleton.edu/126719 ) 2. In teams: Review the activity and discuss the merits and challenges of using this in the classes you teach. Be prepared to "sell" this type of activity to the rest of the group, with information such as: brief description of how the activity works, how much class time it might take, how much student interaction is involved, how easy it would be to use in class the types/extent of materials that are required to use this type of activity 3. Individually: Think of the class you're intending to revise and decide how likely is it that you would use this active learning strategies in your class (e.g. never, many times per semester, weekly). 4. If you have time, go to the next activity on the list and repeat steps 1-3.

Tuesday: Review active learning strategies Tuesday: Review active learning strategies Reporting out 9:15- 9:45 Presenting teams: In 1 minute, convince (or sell ) other people in the room to use the teaching strategy you ve reviewed, including testimonials of your own experiences. Non-presenters: Rank each activity as: High, Medium or Low in terms of the ease of: Students ability to participate successfully (e.g. simple tasks (= high ) or very complex (= low )) Instructor preparation required Instructor assessment (easy to understand student learning = high or lots of effort to understand learning = low)

Tuesday: Review active learning strategies Tuesday: Review active learning strategies Reporting out 9:15- 9:45 Presenting teams: In 1 minute, convince (or sell ) other people in the room to use the teaching strategy you ve reviewed, including testimonials of your own experiences. Non-presenters: Rank each activity as: High, Medium or Low in terms of the ease of: Students ability to participate successfully (e.g. simple tasks (= high ) or very complex (= low )) Instructor preparation required Instructor assessment (easy to understand student learning = high or lots of effort to understand learning = low) 3 Hard 3 Hard Graph your responses to see how activities rank for you Ease of student Use Ease to Assess Student 2 Learning 2 Medium Medium Easy Easy 1 1 1 2 3 1 2 3 Low Medium High Low Medium High Instructor Prep Instructor Prep

Tuesday: Review active learning strategies Tuesday: Review active learning strategies 9:45-10:15 Discuss and Decide In groups: Discuss the activities in the sales pitches and consider which activities will work for your courses Individually: Based on conversations & presentations, select 3-5 activities you are likely to use in your fall 2016 course Contract signing after the break! 10:15-10:30 BREAK

Tuesday: Tuesday: Learning Objectives and Active Learning Learning Objectives and Active Learning 10:30-11:00 Please sit with people who teach similar courses (size, topic, etc) Learning Objectives and Active Learning Strategies: 1. Student centered learning objectives Provide students with an introduction to the geology of environmental issues and geologic hazards (Teacher-focused) Students will summarize volcano monitoring data to evaluate the associated risk to nearby communities (Student focused) 2. Concrete Objectives that are Measurable Students will understand the importance of the hydrologic cycle (Avoid verbs such as understand, appreciate, value) http://serc.carleton.edu/NAGTWorkshops/coursedesign/tutorial/goals.html#goals

Tuesday: Tuesday: Learning Objectives and Active Learning Learning Objectives and Active Learning 10:30-11:00 Learning Objectives and Active Learning Strategies Good Learning Objectives: http://serc.carleton.edu/NAGTWorkshops/coursedesign/tutorial/goals.html 3. Range of level of thinking skills (e.g. Blooms) Students will identify the thickness of the outer core Knowledge Comprehension Application Analysis Synthesis Evaluation Summarize, Explain, Interpret, Describe, Compare, Paraphrase, Differentiate, Demonstrate, Classify Analyze, Organize, Deduce, Contrast, Compare, Distinguish, Discuss, Plan, Devise List, Name, Identify, Show, Define, Recognize, Recall, State, Visualize Solve, Illustrate, Calculate, Use, Interpret, Relate, Manipulate, Apply, Modify Design, Hypothesize, Support, Schematize, Write, Report, Justify Evaluate, Choose, Estimate, Judge, Defend, Criticize http://teaching.uncc.edu/learning-resources/articles-books/best-practice/goals-objectives/writing-objectives

Tuesday: Tuesday: Learning Objectives and Active Learning Learning Objectives and Active Learning 11:00-11:20 Learning Objectives and Active Learning Strategies Good Learning Objectives: http://serc.carleton.edu/NAGTWorkshops/coursedesign/tutorial/goals.html Check your learning objectives: Is the objective student-focused, rather than teacher-focused? Is the objective concrete with "measurable outcomes (can the activity test whether students have met the objective or not)? Does your learning objective achieve the desired level of Blooms thinking skills (higher order thinking skills) Peer review your groups learning objectives

Tuesday: Tuesday: Learning Objectives and Active Learning Learning Objectives and Active Learning 11:00-11:20 Learning Objectives and Active Learning Strategies Good Learning Objectives: http://serc.carleton.edu/NAGTWorkshops/coursedesign/tutorial/goals.html 11:20-11:30 Daily Road check Day 3 will include logistics/management of active learning in large intro courses. Please respond in the comments section of the Road Check any questions that will help us make Day 3 most useful for you what have we not covered yet? What other things would be useful in day 3?