Think outside the lecture: heads on hands on active learning in the classroom
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1. The document discusses active learning techniques for use inside the classroom, including examples of hands-on activities, evidence of their effectiveness, and challenges to consider. 2. Specific techniques mentioned include pre-class assignments, in-class concept tests using tools like Socrative, and flipped classrooms, with references provided for further resources. 3. Research evidence is presented showing significant learning gains compared to traditional lectures, especially for STEM fields, though workloads and resistance to change must also be taken into account when implementing active learning.
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Think outside the lecture: heads on hands on active learning in the classroom
- 2. active learning inside the classroom Heads-on, hands-on Simon Bates simon.bates@ubc.ca @simonpbates bit.ly/batestalks
- 4. On any web-enabled device ! ! ! ! ! ! ! ! ! m.socrative.com ! room number ubc1
- 7. Context - flipped classrooms CC BY-NC 2.0 https://flic.kr/p/f3ynHx Derek Bruff: Class time reconsidered http://prezi.com/donq036eunko/class-time-reconsidered/ https://www.brookes.ac.uk/services/ocsld/resources/20reasons.html
- 8. Weekly rhythm for our 1A class Poh, M.Z., Swenson, N.C., Picard, R.W., "A Wearable Sensor for Unobtrusive, Long-‐term Assessment of Electrodermal AcEvity," IEEE TransacEons on Biomedical Engineering, vol.57, no.5, pp.1243-‐1252, May 2010. doi: 10.1109/TBME.2009.2038487
- 9. Weekly rhythm for our 1A class
- 11. Learning gains on PI
- 12. 1. Pre class material © Jorge Royan / http://www.royan.com.ar / CC-BY-SA-3.0, via Wikimedia Commons
- 13. Learning gains on PI
- 14. 1 2 3 A ball initially at rest is thrown upwards, comes back down & is caught ! Which of the following is a plausible graph of the acceleration of the ball with time?
- 15. Reproduced from Eric Mazur (search “Confessions of a converted lecturer” on YouTube)
- 17. http://www.pedagogyunbound.com/tips-index/2014/3/12/prepare-for-class-with-an-annotated-set-list
- 21. R R Hake American Journal of Physics: Volume 66, Issue 1, Pages 64-74 http://dx.doi.org/10.1119/1.18809
- 22. Freeman et al PNAS www.pnas.org/cgi/doi/10.1073/pnas.1319030111 Wieman commentary PNAS http://www.pnas.org/cgi/doi/10.1073/pnas.1407304111 “This meta-analysis makes a powerful case that any college or university that is teaching its STEM courses by traditional lectures is providing an inferior education to its students”
- 24. 1. Real (and perceived) workloads 2. Dealing with resistance 3. Suitability of teaching spaces 4. About ‘covering content’ 5. Loss of (total) control ! … and the upsides too.
- 26. www.cwsei.ubc.ca
- 29. “At first, it was very difficult to adjust to Dr. Bates’ teaching style after having a <<>> prof that taught through taking notes together. ! After a few weeks, however, I came to understood that this approach was extremely effective. In contrast to my other conventional stern and dull lectures, physics class was a very lively, interactive and inspiring environment; a class that I looked most forward to. ! Dr. Bates lead an interactive environment in which students were stimulated to think amongst themselves and learn from each other.”