Instructor Mentality
What could an instructor do to start the process of moving from the traditional lecture mode to active learning in his/her course(s)?
I'm not sure if this would work because I have never done it before, but to flip my classroom from traditional to active I would do something like having my students write something outside of class. The students would receive productive feedback through the processing activities that occur during class, which would reduce the need for me to provide extensive written feedback on the their work. English instructors, would this work!? :-)
Janis,
Yes it is very effective to help the student learn to reflect along the way not just on a final exam.
Renee Shaffer
What I have done over the last year is to guide students to YouTubes that lay down the basic concepts we are covering which allows me to spend more in class time in active learning. I have incorporated more case studies, ethical dilemmas, and other types of group work encouraging students to work more cooperatively and collaboratively.
I love this question!!! I have started using YouTubes for students to view prior to the start of class. The YouTubes lay down the basic concepts and offer some background into more controversial issues. I then have more time to craft active learning activities during actual class time.
I think a good place to start is to look for points where breaks could be taken to ask students to reflect on the material, as mentioned in the class "lecture."
I noticed that this course itself uses that principle. The material was broken up periodically with the Knowledge Byte question. That is very helpful. It is an ideal way to start moving to active learning in an on-line class.
Christi,
Let us know if you get feedback from students about your welcome video!
Renee Shaffer
Christi,
I agree with this. Putting aside the idea of right or wrong, students are fa more apt to share and participate.
Renee Shaffer
That's a great approach. That way students get to share their perspective from where they are. I have found that when students understand there is no right or wrong answer they are more prone to open up and share their knowledge from their own perspective. This often helps move discussions forward and introduce new thoughts.
Thanks for sharing.
Dr. Christi Monk, DM
An instructor can incorporate video lectures in to his/her course. The instructor can also look for other modes of technology such as links to other websites to help students understand and apply additional concepts. I learned that virtual debates and jigsaws are two fun ways to move towards an active learning environment. Keep students engaged in various activities will help improve learning. I just recently begin posting a welcome video that I created using Youtube. I plan to record some live lectures as well (keeping them short and brief). I will encourage students to post videos and create live presentations for the class (team exercises) as well.
Dr. Christi Monk, DM
Ronald,
Anything that we can do to get them interested is a positive! What you describe or a type of scavenger hunt seems effective.
Renee Shaffer
My advice would be to incorporate activities that foster discussion and/or collaboration and group (large or small) work. A great starting point is the textbook for the class. I like to start class with a puzzle to students that we try to work together to solve. Usually it gets students interested and involved in the class rather than make them passive listeners.
That's an interesting way to see how they think and how convincing of an argument the student is able to make. For most good questions, I find there are a few ways they could be answered.
Michele,
Great that your students appreciate you!
Renee Shaffer
I have found in teaching my online courses that the best place to do this is not only the discussion forums but also in the assignment feedback. There are many times where I ask more thought-provoking questions to the students but also ask them in their assignment grade feedback. I have students email me their answers to the questions and they appreciate the challenging questions!
Being an online instructor I have found that when I am in the live chat area and lecturing I will talk for a small amount of time and then ask a question to them to get them involved moving from the traditional approach. I have also tried giving them a topic and then bringing the information back to start of the next weeks lecture instead of me just doing the lecture.
Eric,
Often we try to Fill the silence void.
Renee Shaffer
Preaching to the choir Melissa. Often times, less is more. Ask a probing question and then require students to process it/work together/then respond no sooner than 15 minutes after being asked for example.
Build in Socratic methods such as:
1. Questions for clarification: • Why do you say that?
• How does this relate to our discussion?
2. Questions that probe assumptions: • What could we assume instead?
• How can you verify or disapprove that assumption?
3. Questions that probe reasons and evidence: • What would be an example?
• What is....analogous to?
• What do you think causes to happen...? Why:?
4. Questions about Viewpoints and Perspectives: • What would be an alternative?
• What is another way to look at it?
• Would you explain why it is necessary or beneficial, and who benefits?
• Why is the best?
• What are the strengths and weaknesses of...?
• How are...and ...similar?
• What is a counterargument for...?
5. Questions that probe implications and consequences: • What generalizations can you make?
• What are the consequences of that assumption?
• What are you implying?
• How does...affect...?
• How does...tie in with what we learned before?
6. Questions about the question: • What was the point of this question?
• Why do you think I asked this question?
• What does...mean?
• How does...apply to everyday life?
John,
Use real life scenarios that they could see every day. Make it relevant to their lives not abstract ideas.
Renee Shaffer
