Facilitating Active Learning in Large Classes

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1 Facilitating Active Learning in Large Classes Anita M. Stineman, PhD, RN The University of Iowa College of Nursing February 10, 2007

3 Activity TTYP Turn to Your Partner What are the biggest challenges you face with large classes?

4 Active Learning By the very act of being engaged, students develop habits of the mind and heart that promise to stand them in good stead for a lifetime of continuous learning. National Survey of Student Engagement, 2006

promise to stand them in good stead for a lifetime of

5 Research states.. Students who engage more frequently in educationally effective practices get better grades, are more satisfied, and are more likely to persist. National Survey of Student Engagement, 2006

6 7 Principles of Good Practice 1. Student-Faculty Contact 2. Cooperation Among Students 3. Active Learning 4. Prompt Feedback 5. Time on Task 6. High Expectations 7. Diverse Talents and Ways of Learning Chickering & Gamson, 1987

7 7 Principles of Good Practice

8 7 Principles of Good Practice 1. Student-Faculty Contact 2. Cooperation Among Students 3. Active Learning 4. Prompt Feedback 5. Time on Task 6. High Expectations 7. Diverse Talents & Ways of Learning

9 7 Principles of Good Practice A Whole Brain Grid Activity, Backer & Deck

10 Creating an Engaged Culture First Day Start learning names Ice Breaker Planned Activity Goal of activity Project directions (ppt, overhead) Turn in assignment Limit time

11 At the beginning of class. Use Active Learning to hook to snag the interest level TTYP

12 Reflective Responses Provide students with a question that they must respond to in writing - a one or two paragraph response Bring to next class Advantages Hook for beginning class Everyone has something they can contribute Increase time on task Introduction for class discussion Communication

class Advantages Hook for beginning class Everyone has something they can

13 Reflective Responses 96:157 Leadership and Care Management Content: Decision Making and Evaluation of Outcomes Question: Think of the last time that you had to make a very difficult decision. What steps/process did you use to make that decision? Was there anything you might have done differently to improve the outcome of your decision.

very difficult decision. What steps/process did you use to make that decision?

14 There is not enough class time to do activities. Thinking Thinking Thinking Thinking Thinking Thinking

15 There is not enough class time to do activities. Can we afford to ignore the evidence? Consider these: Develop a course website post powerpoint slides with audio for students to listen to prior to coming to class. Bookend approach

16 96:152 Gerontological Nursing

23 Associational Brainstorming Write thoughts they associate with word, concept, picture Transcribe their responses on board, overhead Discuss in relation to topic Provides sense of prior experience, attitudes and knowledge Frederick, 2002

24 Throughout the class Pause Procedure Stop lecture Students work in pairs Compare and rework notes What remains unclear? Sorcinelli, 2002

25 Case Studies Several weeks ago, Kevin Andrews, a 17-year-old high school gymnast, fell from the parallel bars and fractured his left femur. Kevin has been on bed rest in skeletal traction since the accident. He is depressed and bored with the hospital routine of care. Because of painful muscle spasms, he often refuses to be turned or to move voluntarily. His appetite is poor, and he often refuses his hospital meals. He needs encouragement from the nursing staff to cough and deep breath.

26 96:124 Pharmacotherapeutics in Nursing Memory Matrix Classification Generic Trade Action Side Effects Alpha 1 Blockers Beta 1 Blockers ACE Inhibitors Angiotensin II Blockers Direct Acting Vasodialators Angelo & Cross, 1993 Prazosin Propranolo Captopril Losartan Minoxidil

27 96:135 Complex Concepts of Nursing Regulation of Fluid Balance With permission of B. Rakel

28 Class Modeling acting clip art -Small groups -Each group present at next class meeting -Identify key components that must be included in modeling (hypothalamus, adrenals, pituitary, kidney, pancreas) -Provide with direction sheet Q/A following presentations Students transform what they have learned from reading and listening into DOING.

29 Who Wants to Be a Registered Nurse Divide participants into four to eight groups Provide markers and paper Designate recorder and spokesperson Provide question Teams have 15 seconds to respond Spokesperson shares team response +/- 100 points for correct/incorrect answer LeCroy, 2006

30 ABCD Cards (alias Low-Tech Clickers) Which of the following learning activities would provide the learner with the HIGHEST level of cognitive learning? A. Winning Who Wants to Be a Registered Nurse B. Providing responses for an Associational Brainstorming C. Completing a Memory Matrix D. Developing a nursing diagnosis from Case Study information

31 Closing One-Sentence Summary summarize each step of the nursing process Minute Paper What was the most important thing you learned during this class? / What important question remains unanswered? Test Content Reflect back on the material we discussed today, what content do you think will be covered on the exam?

32 Success in a large class is 10% perspiration and 90% inspiration. (Lynda G. Cleveland)

33 7 Principles of Good Practice A Whole Brain Grid Activity, Backer & Deck

34 One Minute Summary Reflecting back on today s presentation, what is one point that you will integrate into your classroom?

36 References Angelo, T.A. & Cross, K.P. (1993). Classroom assessment techniques: A handbook for college teachers. (2 nd Ed.). San Francisco: Jossey-Bass. Backer, L.& Deck, M. (2003). The presenter s EZ graphics kit. Sterling, VA: Stylus. Chickering, A.W. & Gamson, A.F. (1987). Seven principles for good practice in undergraduate education. Racine, WI:The Johnson Foundation, Inc./Wingspread. Frederick, P.J. (2002). Engaging students actively in large lecture settings. In C.A.Stanley & M.E. Porter (Eds.). Engaging large classes: Strategies and techniques for college faculty. (pp ). Bolton, MA: Anker Publishing. LeCroy, C. (2006). Games as an innovative teaching strategy for overactive bladder and BPH. Urologic Nursing, 26(5), National Survey of Student Engagement. (2006). Engaged learning: Fostering success for all students: Annual report, Bloomington, IN:Indiana University Center for Postsecondary Research. Sorcinelli, M.D. (2002). Promoting civility in large classes. In C.A.Stanley & M.E. Porter (Eds.). Engaging large classes: Strategies and techniques for college faculty. (pp ). Bolton, MA: Anker Publishing.

Ways to Assess Student Learning During Class

Ways to Assess Student Learning During Class It s important to have evidence of student learning during class as well as through assignments, and exams. These short student engagement activities will provide this evidence. Many take 5 minutes or