Arguments for compliments.Deciders' Question to Pro: Big Classes
What is the potential impact of active learning on large classes (500 students, for example)?
Do some classes not lend themselves well to active learning?
Pro Response: Peer Learning & Active Learning in Large Classes
There are instances of active learning in large freshman classes (700–800 students).
The method involves:
- Asking a question
- Having students click on the answers
- Talking to their neighbours
- Voting on the answers
According to research, peer-to-peer communication helps students learn material more effectively than expert instruction.
Deciders' Remark/Question to Con: Education as a Right
Con's claim that intelligent students "get it" is noted.
Enquires whether all students, regardless of their starting skill level, do not have the right to an education. Why not include a child who isn't "smart enough"?
Con Response: Legacy & Conventional Methods
The traditional method is the best education, according to this argument.
It is possible for active learning to take place outside of the classroom.
The current approach is effective and has a legacy; it has been used for more than 300 years at Harvard and more than 100 years at MIT.
Every system has issues; the lecture has a few small inefficiencies, but it is reliable and functional.
Follow-up to Con: Assessing Professor Performance
How is a professor's performance evaluated if they only teach theory and intelligent students understand it?
How do student assessments of the quality of education get taken into account?
Con Response: Graduate Success & Assessment via Assessments
Students are compelled to read through homework, tests, and exams; the professor does not need to be very involved. They return with new knowledge.
A significant portion of MIT graduates succeed (found jobs, launch businesses). This indicates that the system is operational.
Tests and lecture delivery are evaluated. The system has been excellent and ought to stay that way.
Deciders' Question to Pro: Measuring the Implementation of Active Learning
How can the amount of active learning required in classrooms be measured?
How can one make sure the right amount is used, particularly for instructors who might only use a few techniques?
Pro Response: Research, Standards, and Oversight
To determine what proportion of time should be devoted to active learning activities (e.g., 30% or 70%), consult the research again.
A standard based on efficacy must be established.
The department's oversight is crucial.
Leadership in the department ought to watch classes.
Training for professors must be prolonged, involve observation and feedback, and go beyond a brief seminar.
Deciders Discuss & Declare Their Choice
Due to time constraints, the exercise was cut short.
The panel found the benefits of active learning to be persuasive.
The current proposal should be rejected because of its aggressive timeframe (disruptive), high estimated cost, and lack of a proven way to measure success at scale.
Before choosing to make a larger investment, allocate funds to a pilot program to gauge its success.
Examination of the Exercise
The purpose of the exercise was discussed (took about 45 minutes).
Encourages participants to consider if the time is worth it.
This discussion probably takes place in departments, particularly when it comes to student outcomes.
Gives one the chance to reflect carefully on the topic.
Encourages critical thinking even when it goes against one's personal beliefs.
Exhibits active learning in action.
It is beneficial for students to adopt arbitrary stances and make arguments in order to gain knowledge that they would not otherwise acquire.
By avoiding putting like-minded people together, it prevents the reinforcement of preexisting beliefs.
When there are two distinct points of view, this method works well.
More interesting than merely using lectures and slides to outline advantages and disadvantages.
Having to develop arguments forced me to think more deeply about concepts.
Evidence in Favour of Active Learning
The article by Scott Freeman (in the reading list) is cited. A meta-analysis of 225 studies revealed that classes that used active learning had a 12% lower failure rate.
This finding is so important that it would be necessary to halt a clinical drug trial and administer the medication to all participants.
Using active learning, it compares seasoned lecturers to new instructors; the results seem to be definitive. It also recognizes that there are implementation problems and snags.
Additionally, there is a significant change in letter grades (more students go from C to B, B to A). This is important as well.
Active Learning as Formative Evaluation & Feedback
Active learning strategies can serve as formative assessments of students' comprehension. These are exercises that assess students' learning as well.
- For instance, the debate exercise demonstrated comprehension of the texts.
- Informs both the learner (where they stand) and the teacher (what students know, misconceptions).
- Students receive instant feedback on their comprehension through clicker questions or by taking part in activities like the lightning round.
The Viewpoint of Students Regarding Group Feedback
According to readings, students are inspired to step up when they witness their peers succeeding when they are having difficulty. Seeing instantaneous peer understanding is a powerful motivator, as opposed to receiving a poor grade.
The Advantages of Formative Assessment
- The student receives "news you can use"—actionable information.
- If students follow the advice, they won't be penalized for making mistakes. This is a major advantage.
A Range of Active Learning Methods
There are numerous methods (nearly 200 are listed on the University of South Florida website). The instructor intends to show a number of methods ("fuagra method" - cramming them in).
- Examples include a writing prompt or minute paper at the beginning of class to help students stay focused.
- Active learning: students solving a problem or thinking/writing on their own can occur in large classes (for example, "Stop and think, answer this question" in a 3000-person class).
- Interactive learning: typically entails students conversing with one another. The majority of general categories are dynamic and participatory.
The following techniques were mentioned or planned: Clickers/Plickers, Think-pair-share, Jigsaw, Diffusion demo using students, Mud cards, Image/Graph annotation with pointer passing, and Lightning round.
Gradually introduce active learning using brief strategies that don't necessitate significant disruptions.
Beach Ball Method
Technique demonstration: toss a beach ball, and the person who catches it shares an active learning experience. It relieves the instructor of the duty of calling on the class.
Beach Ball: Student Experiences Shared
Technology Enabled Active Learning (TEAL) class experience. Three-person groups work on problems for two hours, present their work on the board, and then the teacher reveals the solutions.
Problem: Usually, just one person wrote everything. Students' opinions are divided, whether they like it or not.
Research indicates that even if students dislike active learning, they learn and retain more of it.
Cultural Aspects of Adoption of Active Learning
Cultural factors may influence student buy-in. It's more accepted if everyone does it and it's expected. An incubation period may be necessary for change.
In Denmark, for instance, new faculty members must complete a year-long teaching course. Even at a reputable research university, this is the standard.
Difficulties with Tenure & Faculty
It's challenging to persuade professors with over 25 years of experience to embrace new methods. Systemic change is necessary.
Requirements for the tenure system must be modified to encourage the adoption of active learning. It is problematic to expect non-tenured faculty to do this work without altering tenure requirements.
The Genre of Lab Courses
Students participated in lab courses that included practical lab work and brief lectures, such as mouse embryology. The instructor affirms that lab courses can be classified as a separate genre.
Movement to combine instruction with hands-on activities (e.g., WPI studio labs, TEAL). An argument for active learning is made by the fact that excellent lab courses are amazing and teach a lot.
Asking Questions & Waiting Time
"What questions do you have?" is a more hospitable question than "Is anyone lost?" The significance of waiting after posing a query.
- Give pupils 30 seconds to reflect and come up with a response.
- The 30 seconds must be timed by the instructors; otherwise, they will underestimate it.
- To give everyone, not just the fastest student, time, it is possible to declare, "I'm not taking answers for 30 seconds.
Clickers/Plickers Method
Clickers are used to get feedback. However, dedicated clickers could be expensive for departments or students. An alternative is to use the library's clickers. Smartphones and laptops are necessary for online formats such as Socrative and Poll Everywhere (possible bias). Plickers use cards that are scanned by smartphones; students don't have to pay. Additionally, hand signals or index cards can be used, though they are challenging in large classes.
Advantages of Clickers
One advantage is that clickers and online resources offer a histogram for instant feedback on misconceptions and understandings shared by the entire class.
Plickers Demo
- Shows how to scan Plickers cards.
- The histogram result is displayed.
- It enables the teacher to see how the class has distributed the answers and spot any misunderstandings.
- For instance, a non-trivial number selected the wrong response, suggesting a miscommunication.
- Links to articles by Freeman and Hake that provide evidence in favor of active learning.
- It's important to note that active learning does not necessarily require group projects; it can also involve individual writing or thought processes.
- It is possible to uncover misconceptions.
- Effective questions use focused distractions, or incorrect responses intended to highlight particular misconceptions.
Clicker Question/Conceptual Question Demo
A conceptual query concerning the sound pitch produced by tapping thick versus thin blocks. The initial distribution of votes across the various options was surprisingly uniform. This emphasizes how the instructor can learn from the distribution of responses. Carefully selecting distractions is essential; incorrect responses ought to disclose something about the comprehension or misunderstanding of the students.
Clicker Adoption Procedure
When adopting clickers, instructors usually follow these three steps:
- Straightforward fact-based inquiries.
- More difficult conceptual queries. Peer discussion is useful.
- Redesign the lecture to be entirely question-based, with navigation based on student responses.
It is advised to begin with step 2, rather than step 3. Unless you're checking reading completion in a large class, Step 1 (fact questions) might be a waste of time. Make an effort to ask insightful questions; perhaps ask fewer. Questions serve as a gauge and an educational exercise.
Backchannel Check-in
One participant used the backchannel, which was checked.
Lightning Round Technique
Getting ready for the workout. Pupils rise and line up in two rows, facing one another. In response to a query (e.g., temperature change based on NASA data), every pair has a brief two-minute discussion during which one person answers the question and explains why, and the other person answers, asks questions, and shares their ideas. Pairs switch places after two minutes. The objective is rapid idea sharing; it will be noisy.
Debriefing on Lightning Round
- Students converse with one another, which makes the method effective.
- It is easier for students to learn from one another.
- Effective because, although they begin with their own opinions, students engage with others and look for better ideas.
- Assists in determining whether their original decision was correct.
- Benefit: It is difficult for someone to avoid taking part in a pair. Not as intimidating as addressing the entire class.
- Requires a post-event debrief. Find the answers, clear up misunderstandings, and disclose the right response.
- Students are exposed to a variety of arguments and explanations.
- 0.04 degrees Celsius (B) is an example response.
- When given several compelling, opposing arguments, it could be perplexing.
- Confusion is acceptable for a while, according to the instructor. By analyzing explanations and determining why inaccurate ones are incorrect, debriefing helps to clear up confusion. This is a crucial educational exercise.
- It works best for concepts that students may find challenging or for answers that are ambiguous rather than for precise facts.
Think-Pair-Share Method (In conjunction with Clickers)
Incorporating a clicker question into Think-Pair-Share. A conceptual query regarding the sound pitch produced by tapping thick versus thin blocks once more. First, each student casts their own vote. The initial distribution is not disclosed by the instructor. Students then debate why they selected their response in small groups of three to four people. To learn about students' mental models and ways of thinking, the instructor walks around and listens in without confronting them, giving the instructor useful information.
Following discussion, students have the opportunity to vote again, able to track change by saving successive histograms. Following discussion, the distribution in the demo stayed the same. Considering other data, this was surprising. One possible next step would be to ask students to present arguments for various responses. The instructor is now aware of the various approaches students are taking to the issue. To keep the audience interested, the instructor holds off on providing the right response.
Follow-up Questions for Think-Pair-Share
To find out who changed their response, ask for a show of hands.
Enquire about the answer's level of confidence. Even when there is a high percentage of right answers, low confidence indicates that further discussion is required.
Examination of the Block Tapping Question
The thicker block should have a higher pitch.
Common misunderstandings include:
- Cello/violin analogy
- Mansion doors
The pertinent physics includes:
- Standing waves
- Free vibration vs. fixed endpoints (like xylophones)
In analogy, a stiff diving board has a shorter wavelength (higher note), while a thin diving board has a longer wavelength (low note).
Cavities (door, cello) use various models of standing waves.
The technique is great for addressing flawed models and learning about students' misconceptions.
Assignment After Class
Consider the active learning strategies you want to use.
Adjust them and foresee problems.
The University of South Florida's list of techniques and reference slides with links are included.
Follow-up on Mud Cards
After class, offer to comment on the mud cards.
