Active Learning 101 Why and How to Get Started Michael S. Kirkpatrick

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Active Learning 101 Why and How to Get Started

Michael S. Kirkpatrick CFI New Faculty Orientation August 20, 2018

Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation “Learning is…”

Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation Learning is…

Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation Learning is… Abilities Knowledge

CHANGE Attitudes

Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation Learning is… Abilities Knowledge

Retrieval Application CHANGE Attitudes

AREA OF INQUIRY Factual knowledge

Context

Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation Learning is… Abilities Knowledge

Retrieval Application CHANGE Attitudes

AREA OF INQUIRY Factual Feedback knowledge METACOGNITION Context

Progress Practice

Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation A short quiz

True or False: 1. Good learning makes us feel confident and clear. 2. Learning can occur without intentional effort. 3. You have to be interested and motivated to learn. 4. Intelligent people learn more easily. 5. Adapting instruction based on learning styles has no effect on learning. 6. Rereading textbooks efficiently reinforces concepts and leads to greater mastery.

M. Pasupathi, How We Learn. The Great Courses. Chantilly, VA, USA: The Teaching Company, 2012. P. Brown, H. Roediger, and M. McDaniel, Make It Stick : The Science of Successful Learning. Cambridge, MA, USA: Harvard University Press, 2014.

Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation A short quiz

True or False: ✕1. Good learning makes us feel confident and clear. 2. Learning can occur without intentional effort. 3. You have to be interested and motivated to learn. 4. Intelligent people learn more easily. 5. Adapting instruction based on learning styles has no effect on learning. 6. Rereading textbooks efficiently reinforces concepts and leads to greater mastery.

Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation A short quiz

True or False: ✕1. Good learning makes us feel confident and clear. ✓2. Learning can occur without intentional effort. 3. You have to be interested and motivated to learn. 4. Intelligent people learn more easily. 5. Adapting instruction based on learning styles has no effect on learning. 6. Rereading textbooks efficiently reinforces concepts and leads to greater mastery.

Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation A short quiz

True or False: ✕1. Good learning makes us feel confident and clear. ✓2. Learning can occur without intentional effort. ✕3. You have to be interested and motivated to learn. 4. Intelligent people learn more easily. 5. Adapting instruction based on learning styles has no effect on learning. 6. Rereading textbooks efficiently reinforces concepts and leads to greater mastery.

Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation A short quiz

True or False: ✕1. Good learning makes us feel confident and clear. ✓2. Learning can occur without intentional effort. ✕3. You have to be interested and motivated to learn. ✕4. Intelligent people learn more easily. 5. Adapting instruction based on learning styles has no effect on learning. 6. Rereading textbooks efficiently reinforces concepts and leads to greater mastery.

Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation A short quiz

True or False: ✕1. Good learning makes us feel confident and clear. ✓2. Learning can occur without intentional effort. ✕3. You have to be interested and motivated to learn. ✕4. Intelligent people learn more easily. ✓5. Adapting instruction based on learning styles has no effect on learning. 6. Rereading textbooks efficiently reinforces concepts and leads to greater mastery.

Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation A short quiz

True or False: ✕1. Good learning makes us feel confident and clear. ✓2. Learning can occur without intentional effort. ✕3. You have to be interested and motivated to learn. ✕4. Intelligent people learn more easily. ✓5. Adapting instruction based on learning styles has no effect on learning. ✕6. Rereading textbooks efficiently reinforces concepts and leads to greater mastery.

Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation “Adopting instructional practices that engage students in the learning process is the defining feature of active learning.” –Michael Prince

Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation ALL “Adopting instructional practices that engage students in the learning process is the defining feature of active learning.” –Michael Prince

Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation Why active learning?

Pre- vs. post- in physics • Body Level One • Body Level Two • Mechanics Diagnostic • Body Level Three • Force Concept Inventory • Body Level Four • Multiple institutions • Body Level Five • 62 courses (14 trad.) • 6542 students (2084)

R.R. Hake, "Interactive-engagement vs traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses," Am. J. Phys. 66, 64- 74 (1998). http://www.physics.indiana.edu/~sdi/ajpv3i.pdf

Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation Why active learning?

Closing the gender gap • Pre-test scores different • Gap persisted with lecture • IE+ post-test equal • Requires more than just T: traditional lectures IE: interactive lectures interactive lecture IE+: interactive assignments, lectures, tutorials

E. Mazur, “The scientific approach to teaching: Research as a basis for course design,” keynote/plenary talk at the International Computing Education Research Conference (ICER), 2011. http://mazur.harvard.edu/search-talks.php?function=display&rowid=1712

Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation Why active learning?

Metaanalysis SEE COMMENTARY • 158 studies (exams/CIs) • 0.47 SDs on scores • 6% course grade • 67 studies (failure rate) • 33.8% ⇒ 21.8%

S. Freeman et al., “Active learning increases student performance in science, engineering, and mathematics,” Fig. 1. Changes in failure rate. (A) Data plotted as percent change in failure rateProceedings in the same of the course,National Academy under activeof Sciences learning 111(23), versus 8410- 8415, lecturing. 2014. The mean change (12%) is indicated by the dashed vertical line. (B) Kernel density plots of failurehttp://www.ncbi.nlm.nih.gov/pmc/articles/PMC4060654/pdf/pnas.201319030.pdf rates under active learning and under lecturing. The mean failure rates under each classroom type (21.8% and 33.8%) are shown by dashed vertical lines.Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation

Heterogeneity analyses indicated no statistically significant indicating that active learning has a greater impact on student variation among experiments based on the STEM discipline of mastery of higher- versus lower-level cognitive skills (6–9), and the course in question, with respect to either examination scores the recognition that most conceptinventoriesaredesignedto (Fig. 2A; Q = 910.537, df = 7, P = 0.160) or failure rates (Fig. 2B; diagnose known misconceptions, in contrast to course examinations Q = 11.73, df = 6, P = 0.068). In every discipline with more than that emphasize content mastery or the ability to solve quantitative 10 experiments that met the admission criteria for the meta- problems (10). Most concept inventories also undergo testing for analysis, average effect sizes were statistically significant for validity, reliability, and readability. either examination scores or failure rates or both (Fig. 2, Figs. Heterogeneity analyses indicated significant variation in terms S2 and S3,andTables S1A and S2A). Thus, the data indicate of course size, with active learning having the highest impact that active learning increases student performance across the on courses with 50 or fewer students (Fig. 3B and Table S1C; STEM disciplines. Q = 6.726, df = 2, P = 0.035; Fig. S4). Effect sizes were sta- For the data on examinations and other assessments, a het- tistically significant for all three categories of class size, how- erogeneity analysis indicated that average effect sizes were lower ever, indicating that active learning benefitted students in when the outcome variable was an instructor-written course ex- medium (51–110 students) or large (>110 students) class sizes amination as opposed to performance on a concept inventory as well.

A B Q = = P << When we metaanalyzed the data by course type and course COGNITIVE SCIENCES (Fig. 3 and Table S1 ; 10.731, df 1, 0.001). Al- PSYCHOLOGICAL AND though student achievement was higher under active learning for level, we found no statistically significant difference in active both types of assessments, we hypothesize that the difference in learning’seffectsizewhencomparing(i)coursesformajors gains for examinations versus concept inventories may be due to versus nonmajors (Q = 0.045, df = 1, P = 0.883; Table S1D), or the two types of assessments testing qualitatively different cogni- (ii) introductory versus upper-division courses (Q = 0.046, df = 1, tive skills. This explanation is consistent with previous research P = 0.829; Tables S1E and S2D).

Fig. 2. Effect sizes by discipline. (A)Dataonexaminationscores,conceptinventories,orotherassessments.(B) Data on failure rates. Numbers below data points indicate the number of independent studies; horizontal lines are 95% confidence intervals.

Freeman et al. PNAS | June 10, 2014 | vol. 111 | no. 23 | 8411 Why active learning?

Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation But, um, aren’t you…

Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation Human cognitive architecture

Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation Human cognitive architecture Long-term memory

Amassing Information store

Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation Human cognitive architecture Long-term memory

Amassing Information store

Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation Human cognitive architecture Long-term memory

Amassing Information store

Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation Human cognitive architecture

Amassing Acquiring Information store

Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation Human cognitive architecture

Amassing Acquiring Information Borrowing/ store reorganizing

Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation Human cognitive architecture

Amassing Acquiring Information Borrowing/ store reorganizing

Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation Human cognitive architecture

Amassing Acquiring Information Borrowing/ store reorganizing

Randomness as genesis

Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation Human cognitive architecture

Amassing Acquiring Information Borrowing/ store reorganizing

Randomness as genesis

Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation Human cognitive architecture

Amassing Acquiring Information Borrowing/ store reorganizing

Randomness as genesis

Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation Human cognitive architecture

Amassing Acquiring Information Borrowing/ store reorganizing

Randomness as genesis

Interaction

Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation Human cognitive architecture Working memory

Amassing Acquiring Information Borrowing/ store reorganizing

Randomness as genesis

Interaction

Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation Human cognitive architecture Working memory

Amassing Acquiring Information Borrowing/ store reorganizing

Randomness as genesis

Interaction Narrow limits of change

Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation Human cognitive architecture Working memory

Amassing Acquiring Information Borrowing/ store reorganizing

Randomness as genesis

Interaction Narrow limits of change

Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation Human cognitive architecture Working memory

Amassing Acquiring Information Borrowing/ store reorganizing

Randomness as genesis

Interaction Narrow limits of change

Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation Human cognitive architecture Working memory

Amassing Acquiring Information Borrowing/ store reorganizing

Randomness as genesis

Interaction Narrow limits of change

Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation Human cognitive architecture Working memory

Amassing Acquiring Information Borrowing/ store reorganizing

Randomness as genesis

Interaction Narrow limits of change WM Capacity: 4-7 items (2-3 novel) 20 seconds maximum

Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation Human cognitive architecture

Amassing Acquiring Information Borrowing/ store reorganizing

Randomness as genesis

Interaction Narrow limits of change

Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation Human cognitive architecture Central executive

Amassing Acquiring Auditory Information Borrowing/ store reorganizing loop

Randomness as genesis Visual-spatial sketchpad Interaction Narrow limits of change

Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation Human cognitive architecture

Amassing Acquiring Information Borrowing/ store reorganizing

Randomness as genesis

Interaction Narrow limits of change

Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation Human cognitive architecture

Amassing Acquiring Information Borrowing/ store reorganizing

Randomness as genesis

Interaction Narrow limits of change

Environmental linking

Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation Human cognitive architecture

Amassing Acquiring Information Borrowing/ store reorganizing

Randomness as genesis

Interaction Narrow limits of change

Environmental linking

Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation Human cognitive architecture

Amassing Acquiring Information Borrowing/ store reorganizing

Randomness as genesis

Interaction Narrow limits of change

Environmental linking

Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation Far transfer

90 ft x

90 ft

Apply the Pythagorean theorem to the above triangle to find the value of x.

Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation Far transfer 90 ft 90 ft

90 ft x

90 ft 90 ft 90 ft Apply the Pythagorean theorem to the above In a baseball diamond, the distance between triangle to find the value each base is 90 ft. Which of the following is true about the shortest distance between 1st and of x. 3rd bases (the red line shown above)? 1. It is less than 90 ft. 2. It is between 90 and 120 ft. 3. It is greater than 120 ft. Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation Which of these principles of human cognition best explains why active learning is more effective than traditional lecture? A. Information store B. Borrowing and reorganizing C. Randomness as genesis D. Environmental linking

Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation Two systems of thinking

System 1 - Automatic System 2 - Effortful Quick Lazy controller Effortless Calculations Involuntary Critical thinking Associative

Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation Two systems of thinking

System 1 - Automatic System 2 - Effortful Quick Lazy controller Effortless Calculations Involuntary Critical thinking Associative

Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation Types of knowledge Biologically Biologically Primary Secondary

Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation Retrieval fluency

J.D. Bransford et al., How People Learn: Brain, Mind, Experience, and School. National Academy Press. 2000. https://www.nap.edu/catalog/9853/how-people-learn-brain-mind-experience-and-school-expanded-edition

Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation Retrieval fluency

Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation 34 HOW PEOPLE LEARN, EXPANDED EDITION

RetrievalBOX 2.1 Whatfluency Experts See

Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation

FIGURE 2.1 Chess board positions used in memory experiments. SOURCE: Adapted from Chase and Simon (1973).

In one study, a chess master, a Class A player (good but not a master), and a novice were given 5 seconds to view a chess board position from the middle of a chess game; see Figure 2.1. After 5 seconds the board was covered, and each participant attempted to reconstruct the board position on another board. This procedure was repeated for multiple trials until everyone received a perfect score. On the first trial, the master player correctly placed many more pieces than the Class A player, who in turn placed more than the novice: 16, 8, and 4, respectively. However, these results occurred only when the chess pieces were arranged in configurations that conformed to meaningful games of chess. When chess pieces were randomized and presented for 5 seconds, the recall of the chess master and Class A player were the same as the novice—they placed from 2 to 3 positions correctly. Data over trials for valid and random middle games are shown in Figure 2.2.

34 HOW PEOPLE LEARN, EXPANDED EDITION

BOX 2.1 What Experts See d 25 e Retrieval fluency ll 20 y reca l 15 Master Class A player 10 Beginner 5

eces correct 0 Pi 1234567 Trial

FIGURE 2.2 Recall by chess players by level of expertise.

Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation

FIGURE 2.1 Chess board positions used in memory experiments. SOURCE: Adapted from Chase and Simon (1973).

34 HOW PEOPLE LEARN, EXPANDED EDITION

BOX 2.1 What Experts See 36 HOW PEOPLE LEARN, EXPANDEDd 25 EDITION e Retrieval fluency ll 20 y reca l 15 Master Class A player 10 Beginner 5 Children with chess

eces correct 0 experiences Pi 1234567 36 HOW PEOPLE LEARN, EXPANDED EDITION Adults without chess Trial experiences 10 ) FIGURE 2.2 Recall by chess players by level of expertise. Number ( Children with chess 5 experiences

Adults without chess experiences Items recalled Copyright © National Academy of Sciences. All rights reserved. 10 0 ) Random Chess numbers pieces Number ( J.D. Bransford et al., How People Learn: Brain,FIGURE Mind, 2.3Experience, Recall for numbersand School. and National Academy5 Press. 2000. https://www.nap.edu/catalog/9853/how-people-learn-brain-mind-experience-and-school-expanded-editionchess pieces. SOURCE: Adapted from Chi (1978). Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation Items recalled 0 the expert teachers had very different understandingsRandom of the events theyChess numbers pieces were watching than did the novice teachers; see examples in Box 2.2. The idea that expertsFIGURE recognize 2.3 Recall for features numbers andand patterns that are not noticed by novices is potentiallychess pieces. important SOURCE: Adaptedfor improving instruction. When viewing instructional texts,from Chi slides, (1978). and videotapes, for example, the informa- FIGURE 2.1 Chess board tion noticedpositions by novices used in memory can be quite different from what is noticed by experts (e.g., Sabers et al., 1991; Bransford et al., 1988). One dimension of experiments. SOURCE:the expert teachers had very different understandings of the events they acquiring greater competence appears to be the increased ability to segment Adapted from Chasewere andwatching than did the novice teachers; see examples in Box 2.2. the perceptualSimon field (1973). (learningThe ideahow that to see).experts Research recognize on features expertise and suggestspatterns that are not no- the importance of providingticed by students novices withis potentially learning important experiences for improving that specifi- instruction. When cally enhance their abilitiesviewing to instructional recognize meaningfultexts, slides, andpatterns videotapes, of information for example, the informa- (e.g., Simon, 1980; Bransfordtion noticed et al., by 1989).novices can be quite different from what is noticed by ex- Copyright © National Academy of Sciences. All rights reserved. perts (e.g., Sabers et al., 1991; Bransford et al., 1988). One dimension of acquiring greater competence appears to be the increased ability to segment ORGANIZATIONthe perceptualOF KNOWLEDGE field (learning how to see). Research on expertise suggests the importance of providing students with learning experiences that specifi- We turn now to thecally question enhance oftheir how abilities experts to recognize’ knowledge meaningful is organized patterns of information and how this affects their(e.g., Simon,abilities 1980; to understand Bransford et andal., 1989).represent problems. Their knowledge is not simply a list of facts and formulas that are relevant to their domain; instead, their knowledge is organized around core concepts or “big ideas” that guide ORGANIZATIONtheir thinking about their OF domains. KNOWLEDGE We turn now to the question of how experts’ knowledge is organized and how this affects their abilities to understand and represent problems. Their knowledge is not simply a list of facts and formulas that are relevant to Copyright © National Academy of Sciences. All rights reserved. their domain; instead, their knowledge is organized around core concepts or “big ideas” that guide their thinking about their domains.

Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation Cognitive Load Theory

Low Intrinsic Load

Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation Cognitive Load Theory

High Intrinsic Load

Low Intrinsic Load

Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation Cognitive Load Theory Extraneous Load High Intrinsic Load

Low Intrinsic Load

Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation Cognitive Load Theory Extraneous Load Germane High Load Intrinsic Load

Low Intrinsic Load

Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation Cognitive Load Theory

Goal-free effect

Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation Cognitive Load Theory

Goal-free effect

B E C D Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation Cognitive Load Theory

Goal-free effect Modality effect

Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation Cognitive Load Theory

Goal-free effect Modality effect

Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation Cognitive Load Theory

Goal-free effect Modality effect Worked example effect Variability effect Redundancy effect Expertise reversal effect

Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation Worked example effect

Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation Worked example effect Step 1: Identify the shapes There are two right triangles with sides that are 90 ft 90 ft 90 ft and the red line as hypotenuse.

Step 2: Recall the formula Pythagorean theorem: a2 + b2 = c2

Step 3: Substitute known values 90 ft 90 ft 902 + 902 = c2

Step 4: Solve for c In a baseball diamond, the distance between 2 8100 + 8100 = c each base is 90 ft. Which of the following is true 16,200 = c2 sqrt(16,200) = sqrt(c2) about the shortest distance between 1st and 90 sqrt(2) = c 3rd bases (the red line shown above)? 1. It is less than 90 ft. Step 5: Make a selection Since 1 < sqrt(2) < 2, 90 < c < 180, so the correct 2. It is between 90 and 120 ft. answer is (2) between 90 and 180 ft. 3. It is greater than 120 ft. Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation Variability effect Calculate distance between (1,1) and (4,5)

Step 1: Identify the facts Distance is the length of a hypotenuse, for a triangle with sides as the change in x and the change in y.

Step 2: Recall the formula Pythagorean theorem: a2 + b2 = c2

Step 3: Substitute known values (4-1)2 + (5-1)2 = c2

Step 4: Solve for c 32 + 42 = c2 9 + 16 = c2 25 = c2 5 = c Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation Variability effect Calculate distance between (1,1) and (4,5)

Step 1: Identify the facts Low variability: Distance is the length of a hypotenuse, for a triangle with Find distance between (2,3) and (8,11). sides as the change in x and the change in y.

Step 2: Recall the formula Pythagorean theorem: a2 + b2 = c2

Step 3: Substitute known values (4-1)2 + (5-1)2 = c2

Step 1: Identify the facts Low variability: Distance is the length of a hypotenuse, for a triangle with Find distance between (2,3) and (8,11). sides as the change in x and the change in y.

Step 2: Recall the formula Pythagorean theorem: Medium variability: a2 + b2 = c2 Find distance between (2,1) and (x,13).

Step 3: Substitute known values (4-1)2 + (5-1)2 = c2

Step 1: Identify the facts Low variability: Distance is the length of a hypotenuse, for a triangle with Find distance between (2,3) and (8,11). sides as the change in x and the change in y.

Step 2: Recall the formula Pythagorean theorem: Medium variability: a2 + b2 = c2 Find distance between (2,1) and (x,13).

Step 3: Substitute known values (4-1)2 + (5-1)2 = c2 High variability: Step 4: Solve for c Find (x,y) that has distance of 5 from (3,4). 32 + 42 = c2 9 + 16 = c2 25 = c2 5 = c Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation Redundancy effect

The redundancy effect occurs when information is presented in a way that includes redundant material. One example of this is to present the same idea using both visual and executive modalities, such as reading from a PowerPoint slide that has a lot of text on it. The text itself is processed initially as visual imagery, then as auditory as we “read aloud” to ourselves internally. This induces extraneous cognitive load as our minds have to cross-reference the three forms to make sure they are the same. The effect is made worse when the instructor’s voice is also reading the words. Those words must also be cross-checked for accuracy. In the end, the information is lost before it can be transferred to LTM.

Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation Notice anything?

Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation Redundancy effect

The redundancy effect occurs when information is presented in a way that includes redundant material. One example of this is to present the same idea using both visual and executive modalities, such as reading from a PowerPoint slide that has a lot of text on it. TheDon’t text itself is processed initially as visual imagery, then as auditory as we “read aloud” to ourselves internally. This induces extraneous cognitive load as ourabandon minds have to cross-reference the three forms to make sure they are the same. The effect is made worse when the instructor’s voice is also reading the words. ThoseUDL words must also be cross-checked for accuracy. In the end, the information is lost before it can be transferred to LTM.

Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation Expertise reversal effect

Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation GOOD R I S E

Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation GOOD R etrieval practice I S E

Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation GOOD R etrieval practice I nterleaving S E

Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation GOOD R etrieval practice I nterleaving S pacing E

Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation GOOD R etrieval practice I nterleaving S pacing Elaboration

Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation GOOD R etrieval practice I nterleaving S pacing Elaboration Deliberative effort Pre-learning Growth mindset Metacognition

Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation GOOD BAD R etrieval practice P I nterleaving R S pacing I Elaboration Ma Deliberative effort Pre-learning L Growth mindset Metacognition

Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation GOOD BAD R etrieval practice Passive observation I nterleaving R S pacing I Elaboration Ma Deliberative effort Pre-learning L Growth mindset Metacognition

Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation GOOD BAD R etrieval practice Passive observation I nterleaving R ereading texts S pacing I Elaboration Ma Deliberative effort Pre-learning L Growth mindset Metacognition

Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation GOOD BAD R etrieval practice Passive observation I nterleaving R ereading texts S pacing Intuitive judgments Elaboration Ma Deliberative effort Pre-learning L Growth mindset Metacognition

Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation GOOD BAD R etrieval practice Passive observation I nterleaving R ereading texts S pacing Intuitive judgments Elaboration Massed practice Deliberative effort Pre-learning L Growth mindset Metacognition

Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation GOOD BAD R etrieval practice Passive observation I nterleaving R ereading texts S pacing Intuitive judgments Elaboration Massed practice Deliberative effort Pre-learning Learning styles Growth mindset Metacognition

Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation Assessment jigsaw

When is it good to use? What is the effort and impact? How does it RISE?

Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation Recommended reading

Active Learning 101: Why and How to Get Started JMU Center for Faculty Innovation