Active Learning. Active learning is more likely to take place when students are doing something besides listening. Ryan & Martens, 1989

Transcription

1 Active Learning Active learning is more likely to take place when students are doing something besides listening. Ryan & Martens, 1989 Active learning has many definitions. Bonwell and Eison (1991) refer to active learning as instructional activities involving students in doing things and thinking about what they are doing (p. iii). Paulson and Faust (1998) define it as any learning activity engaged in by students in a classroom other than listening passively to an instructor s lecture (cited in Staley, 2003, p. 5). It is a mode of learning in which students engage, think critically, discuss, and problem solve as a natural and expected part of the learning experience (Staley, 2003, p. 5). Chickering and Gamson (1987) note that: learning is not a spectator sport. Students do not learn much by sitting in classes listening.... They must talk about what they are learning, write about it, relate it to past experiences, apply it to their daily lives. They must make what they learn part of themselves. (p. 5) While passive learning methods, epitomized by traditional instructor-dominated lecture formats, continue to pervade postsecondary classrooms, the advantages of more active learning activities have been repeatedly demonstrated in the literature. Research has shown, for example, that students prefer strategies that involve active learning over traditional lectures, that such strategies are comparable to lectures in promoting mastery of content and superior in promoting higher-order thinking skills, and that a significant number of individuals have learning styles best served by teaching methods other than lecturing (Angelo & Cross, 1993; Bain, 2004; Bok, 2006; Bonwell & Eison, 1991; Chickering & Ehrmann, 1996; Chickering & Gamson, 1987; Ericksen, 1984; Fink, 2003; Fox & Hackerman, 2003; King, 1993; Kristensen, 2007; McKeachie & Svinicki, 2006; Royse, 2001; Ryan & Martens, 1989; Staley, 2003). Copyright 2011 by Nelson Education Limited 9

2 Some general principles underlying active learning include: Students engage more when active learning is a part of the learning environment. Students learn more when they are challenged to discuss, reflect, and solve problems. Students benefit from opportunities to try out ideas and content, and from immediate feedback from peers and instructors. Students learn new knowledge more easily when it relates to real life, personal experience, or prior knowledge. Students learn best by performing authentic tasks that build and expand on what they already know. Students learn more when they have some control over what and how they are learning. Prompt feedback is essential to effective learning. Learning styles vary considerably and not all students are well served by traditional lecture formats. The characteristics of active learning experiences may be summarized as follows: Students are involved in more than just listening. Less emphasis is placed on transmitting information and more on developing students skills. Students are involved in higher-order thinking (application, analysis, evaluation, and creation). Students are actively engaged with the content or concepts (e.g., reading, discussing, writing, brainstorming, summarizing, critiquing, and presenting). Greater emphasis is placed on students exploration of their own ideas, attitudes, and values. (adapted from Bonwell & Eison, 1991; Chickering & Gamson, 1987; King, 1993; Kristensen, 2007; McKeachie & Svinicki, 2006; Royse, 2001; Staley, 2003) In other words, active inquiry, not passive absorption, is what engages students. It should pervade the curriculum, (Johnson, Spalding, Paden & Ziffren, 1989, p. 68). As student learning activities involve ever-increasing degrees of active participation, through discussion, practice, and teaching others, rates of knowledge retention rise significantly (Dale, 1946; National Training Laboratories, 2009). Of course, some lecturers are phenomenally engaging, but as a general principle, traditional lecture formats are less supportive of developing higherorder thinking skills than active learning strategies, and many students could benefit from a 10 Copyright 2011 by Nelson Education Limited

3 broader range of instructional strategies. (Further activities to promote active learning are described in more detail in Part II, Constructing Rich Learning Activities, and incorporated into Part IV, Sample Lessons.) In Figure 1, the Learning Pyramid of Student Activities graphically illustrates the improvements in student achievement as teaching/learning activities move away from traditional lecturing, where students are predominantly passive recipients of instructor-dispensed content, through a series of learning activities (such as discussion, presentation, simulation, and authentic practice) that progressively move from passive to more active participation. Figure 1: Learning Pyramid of Student Activities (adapted from Dewey, 1938, Bonwell & Eison, 1991; King, 1993; Kristensen, 2007; McKeachie & Svnicki, 2006; National Training Laboratories, 2009; Royse, 2001; Staley, 2003) Teaching Others Demonstrating Presenting Applying Doing Practising Participating Discussing Watching Listening More Active More Engaging Table 3 summarizes the characteristics of passive learning versus active learning, and indicates the direction of increases in retention, higher-order thinking, participation, and engagement as expectations and activities move from passive to more active learning experiences. Copyright 2011 by Nelson Education Limited 11

4 Table 3: Passive Learning versus Active Learning Passive Learning Active Learning Students are seen as passive recipients of instructor s knowledge. Students memorize and reflect teachertransferred knowledge and positions. Learning activities primarily constitute sitting, listening, and taking notes. Students are seen as active participants in their own learning. Students strive to understand, relate, and apply new learning. Students are empowered to pursue ongoing, self-directed learning. Students are encouraged to discuss, share, collaborate, and do! Increase in retention, higher-order thinking, participation, and engagement In summary, with respect to core principles of engaging teaching, research has demonstrated consistently that student-centred, deep, and active learning activities lead to improvements in student learning in terms of knowledge retention, higher-order thinking skills, participation, and engagement. Table 4 compares old and new paradigms in teaching and learning, and indicates the direction of increased student learning as instructional methods move from teacher-centred, surface, and passive learning activities toward more studentcentred, deep, and active learning experiences. Table 4: Old and New Paradigms in Teaching and Learning Old Paradigms Teacher-Centred Instruction New Paradigms Student-Centred Instruction Surface Learning Deep Learning Passive Learning Active Learning Increase in retention, higher-order thinking, participation, and engagement. 12 Copyright 2011 by Nelson Education Limited

5 Creating Positive Learning Environments The learning process is more effective when the intellectual side is balanced with the emotional, when teachers demonstrate concern about students and their academic progress, when they show empathy and understanding with the non-academic interests and needs of students in short, when they care. Eric Kristensen, 2007 Student-centred, deep, and active learning experiences are best supported in classroom environments where students feel that instructors care about their progress, where a sense of community emerges, and where instructors manifest strong organizational skills. In particular, a wealth of research on student ratings of postsecondary instructors has demonstrated that students consistently rate instructors as more effective when the students perceive that the instructor cares about their progress as an individual student (Badger, 2008; Bain, 2004; Carini, Kuh, & Klein, 2004; Cashin, 1995; Chickering & Gamson, 1987; Fink, 2003; Fisher & Engemann, 2009; King, 1993; Kolitich & Dean, 1999; Kristensen, 2007; Kuh, 2008; Lizzio, Wilson, & Simons, 2002; Marsh & Dunkin, 1992; McKeachie & Svinicki, 2006; O Banion, 1997; Purkey & Siegel, 2003; Scott, 2005; Staley, 2003; Stronge, 2002; Tang, 1997; Theall, 2008; Tinto, 1994; Umbach & Wawrynski, 2005; Young & Shaw, 1999). Instructors can demonstrate this important element of faculty-student rapport by: showing interest in students as individuals learning (or at least attempting to learn) students names projecting warmth, openness, and approachability setting high expectations inviting student participation, sharing of experiences, and opinions encouraging students to ask questions respecting their contributions encouraging and supporting individual risk taking. Copyright 2011 by Nelson Education Limited 13

6 Furthermore, students learning experiences are consistently rated as more enjoyable and profitable when they feel connected to each other and to the faculty member (Royse, 2001, p.6). As in the case of developing more effective faculty student rapport, creating and maintaining this sense of community in the classroom can be achieved through a range of activities. Community building activities include: ensuring a safe, respectful learning environment (physically and emotionally) using ice-breakers to facilitate a collegial atmosphere encouraging the use of students names as often as possible viewing education as a two-way interactive process inviting and responding respectfully to student questions and comments using small-group or paired discussion formats on a regular basis encouraging and empowering students responsibility in their own learning. Additionally, students consistently rate instructors as more effective when they demonstrate clear organizational skills. Some activities that instructors can employ to demonstrate their organizational skills include: providing clear preliminary overviews of courses, content, and lessons communicating clear instructions and setting high expectations demonstrating the relevance of course material using organizational headings, graphic organizers, visual aids, and concept maps using rubrics as objective assessment instruments providing prompt, fair feedback that helps students improve. Instructors who demonstrate caring and build rapport with their students, develop a sense of community in their classrooms, and demonstrate effective organizational skills will be rewarded with students who are more engaged and successful in learning, understanding, relating, and applying the new knowledge presented in their courses. In synthesizing these and other approaches to creating positive learning environments, Chickering and Gamson s (1987) seminal article Seven Principles for Good Practice in Undergraduate Education crystallized a wealth of literature and research on the benefits of positive learning environments. Table 5 summarizes Chickering and Gamson s seven principles, and includes some practical ideas, behaviours, attitudes, and activities for applying these principles in contemporary postsecondary classrooms. 14 Copyright 2011 by Nelson Education Limited

7 Table 5. Seven Principles of Good Practice and Related Activities (adapted from Chickering and Gamson, 1987) Principles of Good Practice Encourage student faculty contact Encourage cooperation among students Encourage active learning Provide prompt feedback Emphasize time on task Communicate high expectations Respect diverse talents and ways of learning Instructor Behaviours Be approachable Demonstrate concern about your students success Attempt to learn students names Be available for meeting outside the classroom Attend student events Engage in informal discussions Give students opportunities to share and respond to each others ideas Invite and encourage participation and sharing Use small-group formats Encourage students to ask questions and share responses during class Sacrifice content delivery for student participation Provide real-life situations and samples Provide authentic problem-solving activities Use role-playing, simulations, and experiments Provide student choice in assignment topics Return student work by the next class (within a week, at maximum) Provide substantial written feedback on their work Use immediate feedback tools (clickers, etc.) Balance constructive criticism with positive reinforcement Start and finish on time (demonstrate essential employability skills) Use feedback tools, pop quizzes at start of class Organize class time into blocks (e.g., lecture, small-group task, general discussion, and assignment presentation) Communicate expectations verbally and in writing at the beginning of a course, and repeat/reinforce periodically Provide examples of exemplary work Suggest and encourage further reading and areas to explore Appeal to a range of learning styles Use a range of teaching methods Invite students sharing of interests and backgrounds Provide choice in readings and assignment topics Accommodate students needs for individual assistance Copyright 2011 by Nelson Education Limited 15