Agenda: Active Learning Workshop

Agenda: Active Learning Workshop 10 minutes -- from 2:30 - 2:40

[Slide 1] ● Thank everyone for coming today

● Not everything that you see today will be right for every teaching context (I’m “teaching” a class of 24 today), but we’d love to meet with you to talk about how you could modify what you see here for larger classes, for your specific content needs, classroom management issues, etc.

● All of today’s activities will all involve students talking to each other: but that’s not necessarily ALWAYS what “active learning” involves. Important to vary your strategies: don’t use the same thing every day.

● Please contact us to set up individual consultations or troubleshoot / brainstorm via e-mail.

● Mention the active learning “cook book” TK

[Slide 2] ● We’ll look at three tasks types that encourage the kind of peer instruction that Mazur advocated in his video. ● 3-Step Interview; Vocabulary Sort; Jigsaw Reading: these each involve talking and group work, though not all Active Learning does!

[Slide 3] ● Before we begin, please discuss / summarize with the people at your table that points that Mazur made in the video + your most important takeaways ● Feedback. ------25 minutes -- from 2:40 - 3:05ish

[Slide 4] ● You’ll see an envelope on your desk that says “3-Step Interview” on it. ● In a moment, please take one card from the envelope and pass it on. ● Read your card, and think about how you would answer these questions. [Slide 5] 2-3 minutes to read

[Slide 6] 5 minutes ● If your card says “Student A” on the top find someone at your table who card says “Student B.” Sit near to them. ● Student A should ask Student B the questions on their card (questions that B hasn’t seen yet). You don’t need to write the whole answer, but try to remember what B says, because it will come in handy later.

[Slide 7] 5 minutes ● Student B should ask Student A the questions on their card now. Try to remember B’s responses.

[Slide 8] 3 minutes ● Now, As should introduce Bs to the table and report back on what they said. Only As should talk (unless they forget something or Bs have something else to add). [Slide 9] 3 minutes ● Now, Bs should do the same thing: introduce the As to the table, and report back on what they said. Only Bs should talk (unless they forget something or Bs have something else to add).

[Slide 10] Remaining time (a few minutes) ● Suggestions for using the 3-step interview: questions that are generated in class annotations; questions that are generated in notecard attendance; questions that students in previous classes or other sections have asked ● Try to pick out of a couple of questions or particularly interesting points that groups have made while you monitor instead of asking for a comprehensive WCFB. ------25 minutes - from 3:00 - 3:25

[Slide 11] ● This activity is called a structured vocabulary sort. ● You can use it to check your students’ knowledge about content that has already been introduced or use it to see what they already know and what needs to be clarified.

[Slide 12] ● On the back of your question card, or on a scrap piece of paper, please copy the grid on the screen. [Slide 13] ● On this slide, you can see some words that were used in Eric Mazur’s video or as a part of the pre-workshop readings. Please put the words in the box that makes the most sense FOR YOU. ● If you have a word in the “definitely!” category, you should be able to give an example of it. ● Don’t ask anyone for help just yet.

[Slide 14] ● Compare your answers with your neighbor. Do you have any words in the “I have no clue!” or the “maybe” category that your neighbor has in the “maybe” or “definitely” category? What can you teach your neighbor? What can you learn?

**As everyone is talking, pull up the screen and project the chart on the white board. Ask an individual person to put ONE WORD in any of the three columns and then pass the marker to someone else at another table.

● As a whole table, compare the words in your charts to the words on the board. What words in the “No clue!” or the “Maybe?” category are in your “Definitely!” box on the board? Can you explain these to your table?

[Slide 15] ● A study in Advances in Physiology Education found that 6.5% of correct students changed their answer to the wrong answer, but 56.8% of wrong students changed their answer to the right one. [Slide 16] ● A few of you mentioned this activity in the pre-reading. This can be adapted for a lot of different kinds of contexts. ● I’ve used this to teach a text when I was fairly certain students hadn’t read it (or hadn’t read it closely) because of annotations

[Slide 17] ● Please take the envelope marked “Jigsaw” from the middle of the table. These are some tips on how to implement active learning. ● Take out one strip and pass it on. Read and memorize the strip as best you can.

Place the stacks of cards in the middle of the table

[Slide 18] ● Please choose a card from the middle of the table (anyone can read it). Does the tip on your sheet help to solve this problem? If it does, please read your tip out loud and explain how so. ● Repeat until you don’t have any more tips in the middle to share!

[Slide 19] ADDITIONAL RESOURCES Please visit these links for more information. We’d love to consult with you 1:1 to discuss your particular needs and goals for your own classroom, so please reach out! We’re here all summer. We’ll also be sending out a resource to our Active Learning “recipe” book, which will be available soon.