MODULE 4

Learning Experiences using

Active Learning
1st
2nd
3rd
The Backward Design
1st
2nd
3rd
Define
Learning
Objectives
Define
Evidences
of Learning
and
Assessment
tasks
Plan
Learning
Experiences
Learning Objectives
How to create a lesson plan?
How to engage students in a course?
What is the professors role in a learner-centered classroom?
What is the purpose of using Active Learning?
How to apply Active Learning to a course?

From Big Ideas to Lesson Plans
Activities
Assessment
Learning

Goals
Nature

of the

Content
Learning

Experiences
BIG
IDEA
LESSON PLANS
Content Plan
Objectives
What students should be able to
know and do by the end of the
course?
What students should be able to know
and do by the end of the course?
From Big Ideas to Lesson Plans
BIG
IDEA
Nature

of the

Content
How would you
summarize this concept
in one sentence?
Main Idea behind the
concepts and skills you
want to teach
What to teach?
Learning

Goals
Objectives
Content Plan
What students should do
to learn this concept or skill?
From Big Ideas to Lesson Plans
Nature
of the
Content
Learning

experiences
What is the best way
to provide this
experience?
LESSON PLAN
Create a context that will
reproduce / illustrate the nature of
the content
Give students a role (thinking or acting) in this context
See
Perform
Listen
Talk
Analyze
Create
Other

Debrief: students should talk and reflect on the experience
Lesson Plan
Directions on how to help
students to achieve the
desired results
Current
knowledge
and skills
Desired
knowledge and
skills
Lesson Plan
Where to start?
From
To
Who your students are?
What are the course objectives?
What do your students already know?
What is the gap? How to bridge it?
First, learn about your students!
Then, create or adjust lesson plan to fulfill students needs!
What do they Know?
What do they Want to
learn?
What they should
Learn?
Components of a Lesson Plan
Course number and name
Topic & Context
Big Ideas
Learning Objectives
ASSESSMENTS: Performance Tasks
Other formative assessment
activities
OBJECTIVES:
LEARNING ACTIVITIES:
Time Teaching Method
Professor Instructions and
Student Learning Activities
Material and
Resources
The lesson plan will follow the same path from backward design!
Creating Learning Activities
I hear, I forget
I see, I remember
I do, I understand
- Chinese Proverb
From Understanding by Design, Wiggins and McTighe
What students should do to achieve the desired results?
Class activities should engage students!
Principles of LCT
Weimer, 2002
S
h
a
r
e
d

p
o
w
e
r

Less teacher
control
Less content
coverage
M
o
r
e

d
e
v
e
l
o
p
m
e
n
t

a
c
t
i
v
i
t
i
e
s
,

t
e
a
c
h
e
r

a
s

f
a
c
i
l
i
t
a
t
o
r

Less focus on
teacher
S
t
u
d
e
n
t
s

m
o
r
e

r
e
s
p
o
n
s
i
b
l
e

f
o
r

l
e
a
r
n
i
n
g



Less focus on
grades
E
v
a
l
u
a
t
i
o
n

p
r
o
m
o
t
e
s

l
e
a
r
n
i
n
g

LCT strategies provide ways to engage students in active participation
and to build their own understanding
How to engage students?
Teaching approaches that creates learning environments to engage
students to construct understanding based on:
By using LCT!
Create meaning
Real-life situations
Solve problems
Relevant to
students
Apply concepts
Perform authentic
tasks
Knobloch & Ball, n.d.)
What is the professor role in LCT
environment?
Professors should act as facilitators, encouraging students
interaction and discussions
Prepare more class activities -> Students will construct their knowledge
Prepare and give less lecture -> Interact more with students
Create environment for interaction -> Manage class discussions
Professors will:
(http://academic.pgcc.edu/~wpeirce/MCCCTR/weimer.htm)
LCT Approaches
LCT strategies were grouped into three approaches:
Which one should
I use?

It will depend on the
learning experience
needed to achieve
the objective
Active Learning
Students should do more than simply listen to a lecture!
Students should process and use the
information in order to retain it
Active Learning is anything that involves students in doing
things and thinking about the things they are doing
(Bonwell & Eisen, 1991)
Why Active Learning?
The amount of information retained by
students declines substantially after ten
minutes of listening (Thomas, 1972)
Why is it important?
Students need to be physically and mentally involved in
class activities to learn
Multiple Intelligences
Learning requires multi-modal approaches!
Why Active Learning?
Why does it help students to learn?
Students who actively engage with the material are more likely to recall
information (Bruner, 1961)
Provide immediate feedback, raise questions, and make students think,
building understanding
Different people learn in different ways
(Multiple Intelligences)
Active Learning Process
Knowledge Application
Feedback
Questions Understanding
Students
existing
knowledge
A dynamic process!
Professor as facilitator
Multi-
modal
delivery
Active
Learning
Social
Real-time
feedback
Verbal
Visual
Multi-modal delivery engages students in class activities
that use multiple senses
How to use Active Learning?
Kinesthetic
Active Learning: Visual
Show students:
Videos
Demonstrations
Real objects
Graphs / Diagrams / Pictures
Animations / Flashes
Visual Instruction + Analysis
Use technology to present concepts:

Animations / Flashes
Simulation
3D images

Active Learning: Verbal
Story-telling
Involving students
in the story
Teaching with
enthusiasm
Teaching with songs
Use:
Analogies/metaphors
Stories
Real-life examples
Engaging Lectures!
Active Learning: Verbal
Humor
Communicate meaning,
relevance
Students mind

Previous experiences
Connects!
Teaching in chunks
Break lessons down into lessons
segments (~10 min) and
processing time (~2 to 10 min)
Active Learning: Social
In pairs
With all students & professor as facilitator
Think-pair-share
In-class discussions
In-class debates
Peer-to-peer learning! Promotes Students interaction!
In-class small projects
Peer teaching or
Collaborative Learning
Active Learning: Social
In-class small scenarios and
discussion
Brainstorming
Active Learning: Social
Student-led review sessions
Concept mapping
Ask students to create visual
representations of models, ideas and
relationship between concepts + share
+ discussion
Active Learning: Real-time Feedback
In-class writing
One-minute Paper / Essay:
Student will summarize last or current class, and write
questions to be clarified
Students will write down the key idea and what needs
clarification
Stump the professor
Students will write down difficult questions about the content to ask the
professor. The objective is to ask questions that the professor is not able to
answer.
Review Games
Games can include matching, mysteries, and group competitions (jeopardy,
bingo)
Active Learning: Real-time Feedback
Thumbs up / thumbs down / thumbs
sideways or flash cards
Ask students to agree disagree to a
statement, problem solution and discuss their
reasoning
Use clickers to in-class quiz, student
voting, opinion etc.
Active Learning: Real-time Feedback
Debriefing /
reflection
Build Models
Active Learning: Kinesthetic
Learning by doing! Use the body!
Build models
Role-playing
Perform a task
Perform or
review
concepts
How to get started?

What specific activity professor could
create that will provide students the
right learning experience?

What resources should be used?

Nature
of the
Content
Learning
experiences
LESSON
PLAN
Objectives
& Learning
Goals

How would you
summarize this concept in
one sentence?


What students should do to learn this concept or skill?




It may require Active Learning, Inquiry
Learning or Contextual Learning
activities!

What students should
know and be able to do
at the end of the class?

How to get started?
A Nutrition Example
Describe and
explain the
digestion
process
Nature
of the
Content
Learning
experiences
LESSON
PLAN
Objectives
& Learning
Goals
Digestion is a
process; a
sequence of
events
Listen
See
Talk about it
Get involved in
the process
Show pictures or
video while
lecturing
Peer-teaching,
concept mapping
Build a model,
role-play
Review Quiz
Outcomes of each activity
Desired Outcomes / Objectives
Activity
C
r
e
a
t
e

i
n
t
e
r
e
s
t
,

p
r
e
s
e
n
t

i
d
e
a

M
e
m
o
r
i
z
e

/

R
e
c
a
l
l

C
l
a
r
i
f
y

/

i
n
t
e
r
n
a
l
i
z
e


R
e
v
i
e
w

/

R
e
i
n
f
o
r
c
e

G
e
n
e
r
a
t
e

i
d
e
a
s

E
x
p
l
a
i
n

/

c
o
m
m
u
n
i
c
a
t
e

D
r
a
w

c
o
n
c
l
u
s
i
o
n
s

P
r
a
c
t
i
c
e

a
p
p
l
i
c
a
t
i
o
n

G
e
t

o
t
h
e
r

s
t
u
d
e
n
t
'
s


v
i
e
w

B
u
i
l
d

c
o
n
f
i
d
e
n
c
e

D
e
v
e
l
o
p

a

s
k
i
l
l

P
r
o
c
e
s
s

/

d
i
g
e
s
t

t
h
e

i
n
f
o
r
m
a
t
i
o
n

C
o
n
n
e
c
t


/

a
s
s
o
c
i
a
t
e

xx x x x x xx x x Use of visual aids
xx x x x x Story-telling
x x x xx x x xx
Involve students in
the story
xx xx x
Teaching with
enthusiasm
xx x x x Use of songs
1
2
Outcomes of each activity
Desired Outcomes / Objectives
Activity
C
r
e
a
t
e

i
n
t
e
r
e
s
t
,

p
r
e
s
e
n
t

i
d
e
a

M
e
m
o
r
i
z
e

/

R
e
c
a
l
l

C
l
a
r
i
f
y

/

i
n
t
e
r
n
a
l
i
z
e


R
e
v
i
e
w

/

R
e
i
n
f
o
r
c
e

G
e
n
e
r
a
t
e

i
d
e
a
s

E
x
p
l
a
i
n

/

c
o
m
m
u
n
i
c
a
t
e

D
r
a
w

c
o
n
c
l
u
s
i
o
n
s

P
r
a
c
t
i
c
e

a
p
p
l
i
c
a
t
i
o
n

G
e
t

o
t
h
e
r

s
t
u
d
e
n
t
'
s


v
i
e
w

B
u
i
l
d

c
o
n
f
i
d
e
n
c
e

D
e
v
e
l
o
p

a

s
k
i
l
l

P
r
o
c
e
s
s

/

d
i
g
e
s
t


t
h
e

i
n
f
o
r
m
a
t
i
o
n

C
o
n
n
e
c
t


/

a
s
s
o
c
i
a
t
e

x x x x xx xx x
Communicate
meaning, relevance
xx xx x x Teach in chunks
x x x xx x x x x xx In-class discussion
xx x x x x xx xx In-class debates
xx x xx x x Peer teaching
xx x x Use of Humor
1
2
Outcomes of each activity
Desired Outcomes / Objectives
Activity
C
r
e
a
t
e

i
n
t
e
r
e
s
t
,

p
r
e
s
e
n
t

i
d
e
a

M
e
m
o
r
i
z
e

/

R
e
c
a
l
l

C
l
a
r
i
f
y

/

i
n
t
e
r
n
a
l
i
z
e


R
e
v
i
e
w

/

R
e
i
n
f
o
r
c
e

G
e
n
e
r
a
t
e

i
d
e
a
s

E
x
p
l
a
i
n

/

c
o
m
m
u
n
i
c
a
t
e

D
r
a
w

c
o
n
c
l
u
s
i
o
n
s

P
r
a
c
t
i
c
e

a
p
p
l
i
c
a
t
i
o
n

G
e
t

o
t
h
e
r

s
t
u
d
e
n
t
'
s


v
i
e
w

B
u
i
l
d

c
o
n
f
i
d
e
n
c
e

D
e
v
e
l
o
p

a

s
k
i
l
l

P
r
o
c
e
s
s

/

d
i
g
e
s
t

t
h
e

i
n
f
o
r
m
a
t
i
o
n

C
o
n
n
e
c
t


/

a
s
s
o
c
i
a
t
e

x x x xx xx x xx x xx x xx xx
In-class small
projects
x x xx xx xx x xx x x xx
In-class small
scenarios discussion
x xx x xx Brainstorming
x xx xx xx x Concept mapping
xx x xx xx x
Students
presentation
1
2
Outcomes of each activity
Desired Outcomes / Objectives
Activity
C
r
e
a
t
e

i
n
t
e
r
e
s
t
,

p
r
e
s
e
n
t

i
d
e
a

M
e
m
o
r
i
z
e

/

R
e
c
a
l
l

C
l
a
r
i
f
y

/

i
n
t
e
r
n
a
l
i
z
e


R
e
v
i
e
w

/

R
e
i
n
f
o
r
c
e

G
e
n
e
r
a
t
e

i
d
e
a
s

E
x
p
l
a
i
n

/

c
o
m
m
u
n
i
c
a
t
e

D
r
a
w

c
o
n
c
l
u
s
i
o
n
s

P
r
a
c
t
i
c
e

a
p
p
l
i
c
a
t
i
o
n

G
e
t

o
t
h
e
r

s
t
u
d
e
n
t
'
s


v
i
e
w

B
u
i
l
d

c
o
n
f
i
d
e
n
c
e

D
e
v
e
l
o
p

a

s
k
i
l
l

P
r
o
c
e
s
s

/

d
i
g
e
s
t

t
h
e

i
n
f
o
r
m
a
t
i
o
n

C
o
n
n
e
c
t


/

a
s
s
o
c
i
a
t
e

xx x x xx x x x In-class writing
xx x xx x
Stump the
professor
x x xx Thumbs up/down
x xx x x Quizzes
xx xx Review games
1
2
x x x x xx Debrief, reflection
Outcomes of each activity
Desired Outcomes / Objectives
Activity
C
r
e
a
t
e

i
n
t
e
r
e
s
t
,

p
r
e
s
e
n
t

i
d
e
a

M
e
m
o
r
i
z
e

/

R
e
c
a
l
l

C
l
a
r
i
f
y

/

i
n
t
e
r
n
a
l
i
z
e


R
e
v
i
e
w

/

R
e
i
n
f
o
r
c
e

G
e
n
e
r
a
t
e

i
d
e
a
s

E
x
p
l
a
i
n

/

c
o
m
m
u
n
i
c
a
t
e

D
r
a
w

c
o
n
c
l
u
s
i
o
n
s

P
r
a
c
t
i
c
e

a
p
p
l
i
c
a
t
i
o
n

G
e
t

o
t
h
e
r

s
t
u
d
e
n
t
'
s


v
i
e
w

B
u
i
l
d

c
o
n
f
i
d
e
n
c
e

D
e
v
e
l
o
p

a

s
k
i
l
l

P
r
o
c
e
s
s

/

d
i
g
e
s
t

t
h
e

i
n
f
o
r
m
a
t
i
o
n

C
o
n
n
e
c
t


/

a
s
s
o
c
i
a
t
e

x x x x x xx xx xx xx x Perform a task
xx x x x x Role-playing
x x xx xx x xx xx Build models
1
2
Bottom line: different activities will lead to different outcomes!
Depending on the nature of the task, different outcomes can be achieved.
Tailor to students needs,
interests and styles
Evaluate work and their progress
Provide opportunities to students
to Reflect, Rethink and Revise
Equip students with opportunities to
Experience and Explore the big ideas
Hook the students and Hold their
attention
Where is it going? Why?
Is my lesson plan engaging and
effective?
Is it providing students a path to achieve the objectives?

Organize activities for
maximum engagement and
effectiveness
Summary
Activities
Assessment
Learning

Goals
Nature

of the

Content
Learning

Experiences
BIG
IDEA
LESSON PLANS
Objectives
Content Plan
From Big Ideas to Lesson Plans!
Summary
Learn about your students
Plan activities that will bridge the gap






Current
knowledge
and skills
Desired
knowledge and
skills
Lesson Plan
Write your Lesson Plan
Summary
Activities are effective and
engaging?
Which activities?
Summary
Active Learning
Active
Learning
Social
Real-time
assessments
Verbal
Visual
Kinesthetic
Learning Objectives
How to create a lesson plan?
How to engage students in a course?
What is the professors role in a learner-centered classroom?
What is the purpose of using Active Learning?
How to apply Active Learning to a course?

References
Understanding, Unpacking Standards, Big Idea, Essential Questions
Wiggins, Grant and McTighe, Jay. Understanding by Design. 2nd Edition. ASCD, Virginia,
2005.

Multiple Intelligences
http://en.wikipedia.org/wiki/Theory_of_multiple_intelligences
http://www.shapingyouth.org/blog/?p=2071

Active Learning: Creating Excitement in the classroom, by Charles C.
Bonwell, Ph.D.

Center for Teaching, Learning and Technology website, by Kathleen
McKinney (http://www.cat.ilstu.edu/additional/tips/newActive.php)


References
Review and Summary of Learner-Centered Teaching by Maryellen Weimer
(http://academic.pgcc.edu/~wpeirce/MCCCTR/weimer.htm)

Active Learning Strategies:
http://www.phy.ilstu.edu/pte/311content/activelearning/activelearning.html
http://activelearning.uta.edu/FacStaff/ALtechniques.htm
http://www.vcu.edu/cte/resources/active_learning.htm
http://www.thiagi.com/interactive-lectures.html