McNeese State University Professional Development Opportunity
McNeese State University Professional Development Opportunity Course Design January 10, 2019 What word/phrase comes to mind when I say the word LEARNING?
What word/phrase comes to mind when I say the word ENGAGEMENT? Ice Breaker- 3 minutes Turn to a shoulder partner Introduce yourself Name College Courses you teach including if they are
face-to-face or online Discuss the most AWESOME activities you include in your courses! Passive Learning Student is responsible for absorbing information. Lectures or assigned readings. Promotes defining, describing, listening, and
writing skills. Normally tested through Active Learning Activities and discussions. Constant feedback between the student and the material. More time spent in terms of the big picture and less energy spent in terms of individual concepts. Increases a students ability to draw connections
to the world, especially their own lives. Skills developed through this process are analysis, evaluation, public speaking, and collaboration. Passive Learning- Poll Who benefits more from passive learning? Teacher Student Why?
Passive Learning Benefits Disadvantages Quickly present a variety of information. May appear boring or unrelatable.
Lecture notes can be preplanned and reused. Presents fewer opportunities to assess student comprehension. Professor has more control over course delivery. Provides a concrete and organized presentation of the
material. Student are more likely to shy away from voicing a misunderstanding. Students are less involved in the learning experience. Active Learning- Poll Who benefits more from passive learning? Teacher
Student Why? Active Learning Benefits Disadvantages Increases critical thinking. Require more spontaneous
and flexible plans. Provides frequent feedback on a students comprehension of material. Gives the student a larger role in their learning environment. Promotes student-centered learning and collaboration. Increases student attention.
Stimulates discussions. Limit the amount of material that can be presented at once. Create the potential for distractions if students are not monitored and/or activity is not meaningful. Not naturally a test-prep form of learning.
Provide an opportunity for students to gain exposure to content prior to class. Assign a reading. Watch a video. Listen to a short lecture. Complete a discussion post. Bring a question/concept that needs clarifying. Take notes on a graphic organizer from reading/video/prerecorded short lecture. Your ideas for active learning?
Provide in-class activities that focus on higher level cognitive activities .
Some ideas Within a English writing class- use small and whole group discussions with writing workshop activities and shared writing activities. Within a physics class- sort students into groups for hands-on activities, mixed with lectures to supply critical information. Within a mathematics class- give a set of challenging problems/tasks letting teams of student workout their problems individually and then collectively. Within public health class- set up real-world scenario stations
and have teams of students work through each case study letting them share out their strategies. Provide a mechanism to assess student understanding. Using technology. Observation Notes. Show what you know. One minute paper Quick quiz. Muddiest (or clearest) point.
Moving toward active learning brief, easy supplements for lectures Every 12-15 minutes students can: Discuss and rework notes in pairs. Write everything they can remember. Predict the results of a demonstration with a partner. Answer a higher order thinking questions. Use technology. One minute papersstudents can write what they know, answer a question prompt, write their own
questions about the content Moving toward active learning activities to replace some lecture Sequence strips in partners Concept mapping Mini-maps Student-generated questions Real-world scenarios Using a piece of text Case-based learning.
What will you add to your current course design that incorporates active learning?
ShanafeltTD, West C, Zhao C, et al. Relationship between increased personal well-being and enhanced empathy among internal medicine residents. J Gen Intern Med. 2005;20(7):559-564. Firth-Cozens J, Greenhalgh J. Doctors' perceptions of the links between stress and lowered clinical care.
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