New Pedagogies/
Active Learning
Presenters: Lori Quigley
Tiffany Powell
Nancy De Korp
May 15, 2012

Ask yourself,
“What learning opportunities can I provide to help my students learn?”
Rather than,
“What will I do or say as the professor to teach my students?”

How do you achieve this?
• Get out of the spotlight
• Become the facilitator of your students’ learning
• Provide learning opportunities where students are actively engaged
Martin-Kniep, G , 2000

Authentic Learning
Provide learning opportunities which are as authentic and personal as possible.
Martin-Kniep, G , 2000

Authentic Learning
Ask yourself,
How can I apply this topic to real life or to have real purpose?

Authentic Learning
In return, students
• take time to complete project
• collaborate
• incorporate different views
• become engaged
• reflect
Educause Learning Initiative Authentic Learning, 2007

Authentic Learning
Example: Policy Making
Have students, in pairs, create a policy incorporating best practices by referring to a guide or website.
vs
Professor lectures the features of best practices for policy and then has students complete a quiz to determine their recall of features.

Active Learning Opportunities

Guiding Questions (GQ)
• [You create to] focus on day’s lesson
• Help students to anticipate lesson’s focus

Guiding Questions
Characteristics of GQ?
• open-ended yet focus inquiry on a specific topic.
• non-judgmental, but answering
GQ requires high-level cognitive work.
• contain emotive force and intellectual bite.
• are succinct but demand a lot.
Traver, R. March, 1998

Guiding Questions
How do you create GQ?
• create as first person “I”
• [perhaps] no definitive answer
• have available as students enter room (list GQ on board or on screen)

Guiding Questions
Other uses of GQ?
 Pre-assessment/post assessment to the lesson
 As focus for student reflection
 Other?

Guiding Questions
Example GQ for this workshop
How do I create a more active and authentic learning environment for my students?
In what way do I convert subject matter on which I lecture to be more studentcentered thereby students learn by doing rather than listening to me?

Case Study
Provide case study without final outcome
• Students must predict authentic outcome with
 supporting data, information, logic, etc.
Carnegie Mellon

Case Study
Provide case study with final outcome
• What if? Students answer through
 exploration, analyzing the issue/situation, reviewing data

Case Study
Provide case study with final outcome
• Students provide another outcome.
• Students make recommendations.

Case Study
Examples:
1.
Hydrofracking: contaminated water sources
2.
Holocaust: Oskar Schindler
For these examples professor could ask for predictions, recommendations, “what if”, rewrite history, etc. Students can work alone or in pairs or in groups.

Media/Music/Video/YouTube
/Movies
Use items to: explore concepts mores values opportunities

Media/Music/Video/YouTube
/Movies
Use items to: debate write analyze develop

Media/Music/Video/YouTube
/Movies
Use items to
• Create
 PSAs
 Brochures
 Lyrics/songs
 Commercials
 Newsletters

Media/Music/Video/YouTube
/Movies
Examples:
1. Compare and Contrast http://prezi.com/drashbckyktl/romeo-and-juliet-balcony-scene-comparecontrast/
2. Debate societal views http://www.youtube.com/watch?v=uelHwf8o7_U&ob=av2e

Cooperative Learning
Working in groups, students collaborate on assignment, project, etc.
 Each student is an essential element to group

Cooperative Learning
Examples
1. Hydrofracking
Students create a campaign to end, to promote, to inform (as they create the campaign, they will review the literature/science about fracking learning along the way!)

Cooperative Learning
Examples:
2. Impact from tobacco use
Students select an aspect of tobacco use (economic, health, families, employment, legal, history, etc.), review literature, create presentation and provide to class.

Think Pair Share (TPS)
A form of cooperative learning
Provides students
 Time to process and think independently
 Opportunity to listen to another view
 A less threatening means for sharing to whole class

Think Pair Share
How do you create TPS?
1. Divide students into groups of 4 with an assigned number.
2. Give students a question or situation.
3. Let them think and compose written thoughts about the question

Think Pair Share
How do you create TPS
(continued)
?
4. Call two numbers: those students work as pair
5. Each shares written thoughts to other.
6. Professor randomly calls on pairs to share responses with class.

Think Pair Share
Example:
1. Finish this question
“Engaging my students will be
____________ because
__________”

Think Pair Share
The following template can be used with your students as a guide for TPS
1. Write 3 answers or ideas to this question.
2. After listening to your partner, write down partner’s 3 ideas.
3.
Circle the one you think captures…
4. Write down 3 ideas from class presentations
2006 PCG’s Center for Resource Management rev. 3/07

Journals
Collection place for a student’s reflections, project entries, illustrations, charts, etc.
 Notebook
 Binder

Journals
Can be
• Electronic
• Hard copy which provides opportunity for more tangible insertions (free hand entries as well as pasting).

Reflections
Opportunity for students to capture thoughts, beliefs, information about a topic you provide

Reflections
Students can reflect on
• Learning
• Event
• Situation
• Experience

Reflections
Can be
• Entered in journal
• Online
• Free form (like diary entry)
• Guided (you provide questions, direction for entry)

Reflections
Can be used to
• Assess each student’s learning (for example have students complete reflective questions on important information they just learned)
• Understand each student’s thought process
(for example ask a provocative question to understand students’ approach)
• Help student make clear statements on situations that matter personally

Reflections
Example
After watching a short video http://www.youtube.com/watch?v=5OBBqe6Wo1c&feature=related
(1.13)
Students respond to a guided reflection

Reflections
Example
Put yourself in Reggie’s shoes:
1.
What made you think you were able to drive after drinking?
2.
Were you truly able to assess your own abilities after drinking?
3.
How would your family react to this situation and to you?
4.
What is your obligation to the victims and families?
5.
What should the community do about drinking and driving?

WebQuests
For another day…
But if you want a head start view the following and then search YouTube for more information.
http://www.youtube.com/watch?v=o4rel5qOPvU&feature=rel ated

Recap
Chinese proverb:
Do not remove a fly from your friend’s forehead with a hatchet.

Recap
Chinese proverb:
Give a [student] a fish and you feed
[that student] for a day. Teach a
[student how] to fish and you feed that [student] for a lifetime.

Anything I can clarify?
Contact information
Nancy De Korp, EdD dekorn@sage.edu
244-2496

Sources Referenced
• Cooperative learning - kennesaw state university . (n.d.). Retrieved from http://edtech.kennesaw.edu/intech/cooperativelearning.htm
• Case studies - enhancing education - carnegie mellon university . (n.d.). Retrieved from http://www.cmu.edu/teaching/designteach/design/instructionalstrategies/casestudies.html
• Martin-Kniep, G. (2004) Becoming a better teacher, Prentice Hall.
• Marzano, R. J., Pickering, D., & Pollock, J. E. (2004). Classroom instruction that works, research-based strategies for increasing student achievement . Prentice Hall.
• Marzano, R. J., Pickering, D., & Heflebower, T. (2011). The highly engaged classroom . Bloomington, IN: Marzano
Research Labatory.
• Traver, R. (March, 1998). What is a good guiding question? Educational Leadership, p. 70-73.