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![““When learning is active,When learning is active,
students do most of the work”students do most of the work”
[Silberman].[Silberman].](https://image.slidesharecdn.com/activelearningbademi-170522200942/75/ACTIVE-LEARNING-16-2048.jpg)
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ACTIVE LEARNING
- 1. ACTIVE LEARNING FOREFLACTIVE LEARNING FOR EFL STUDENTSSTUDENTS Christine BademiChristine Bademi English Teacher-Master in EducationEnglish Teacher-Master in Education 11stst and 4and 4thth Technical and VocationalTechnical and Vocational Schools and 3Schools and 3rdrd Senior High School ofSenior High School of Kavala, GreeceKavala, Greece
- 2. Tell me, I forget. Showme, I remember. Involve me, I understand.
- 3. Complete this sentence:Completethis sentence: Three things I’d like to know aboutThree things I’d like to know about active learning areactive learning are __________________________________..
- 4. Structure of ThisLectureStructure of This Lecture Critiquing lecturingCritiquing lecturing Defining active learningDefining active learning Implementing active learningImplementing active learning
- 5. II How come themore I talkHow come the more I talk the less my students learn?the less my students learn?
- 6. Advantages of LecturingAdvantagesof Lecturing Spark interestSpark interest Provide unavailable informationProvide unavailable information Convey large amounts of informationConvey large amounts of information Reach large audiencesReach large audiences Model ways of thinkingModel ways of thinking Maintain controlMaintain control Protect studentsProtect students Help auditory learnersHelp auditory learners Source: Sutherland and Bonwell
- 7. Disadvantages of LecturingDisadvantagesof Lecturing Passive studentsPassive students Inadequate feedbackInadequate feedback Flagging attentionFlagging attention Poor retentionPoor retention Burden on lecturerBurden on lecturer Non-auditory learnersNon-auditory learners Source: Sutherland and Bonwell
- 8. Students Tune OutStudentsTune Out Source: Pollio
- 9. As lecture continues,Aslecture continues, retention of new materialretention of new material declines.declines. Source: Johnson, Johnson, and Smith
- 10. Retention of NewMaterialRetention of New Material 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% First 10 Minutes Last 10 Minutes Source: McKeachie
- 11. Lectures Assume HomogeneityLecturesAssume Homogeneity
- 12. IIII Active learningActive learning tothe rescue!to the rescue!
- 13. FundamentalsFundamentals 1.1. Learning isan active process.Learning is an active process. 2.2. Different people learn inDifferent people learn in different ways.different ways. 3.3. We often don’t know what weWe often don’t know what we think until we try to say it orthink until we try to say it or write it.write it. 4.4. Just because you’ve said itJust because you’ve said it doesn’t mean they’ve learned it.doesn’t mean they’ve learned it.
- 14.
- 15. Engage More Partsof BrainEngage More Parts of Brain Talking and listeningTalking and listening ReadingReading WritingWriting ReflectingReflecting
- 16. ““When learning isactive,When learning is active, students do most of the work”students do most of the work” [Silberman].[Silberman].
- 17. Counter the ObjectionsCounterthe Objections ““That’s not how I learned theThat’s not how I learned the material.”material.” ““Active learning is great for children,Active learning is great for children, but college students don’t need it.”but college students don’t need it.” ““It’s too slow pacedIt’s too slow paced— I’ll spend a lot— I’ll spend a lot of time watching instead of talking.of time watching instead of talking.”” ““I won’t be able to cover all theI won’t be able to cover all the material.”material.”
- 18. IIIIII Fit active learningto yourFit active learning to your needs and personal style.needs and personal style.
- 19. Ask Students to...AskStudents to... Restate informationRestate information Give examplesGive examples Recognize instancesRecognize instances Make connectionsMake connections Apply conceptsApply concepts Predict consequencesPredict consequences State converseState converse
- 20. In-class Writing AssignmentsIn-classWriting Assignments Be specificBe specific — ask students to— ask students to analyzeanalyze – compare– compare contrastcontrast – define– define describedescribe – evaluate– evaluate justifyjustify – prove– prove summarizesummarize – synthesize– synthesize Source: Fulwiler
- 21. Learning PartnersLearning Partners Compare class notesCompare class notes Discuss an exampleDiscuss an example Solve a problemSolve a problem Critique each other’s writingCritique each other’s writing Question partner about readingQuestion partner about reading Recap lectureRecap lecture Develop questions for teacherDevelop questions for teacher Test each otherTest each other
- 22. What is ActiveEngagement?What is Active Engagement? Active engagement refers to the jointActive engagement refers to the joint functioning of motivation, conceptualfunctioning of motivation, conceptual knowledge, cognitive strategies, and socialknowledge, cognitive strategies, and social interactions in literacy activities.interactions in literacy activities. (Guthrie & Anderson, 1999)(Guthrie & Anderson, 1999) Active learning involves providingActive learning involves providing opportunities for students to meaningfullyopportunities for students to meaningfully talk and listen, write, read, and reflect ontalk and listen, write, read, and reflect on the content, ideas, issues and concerns ofthe content, ideas, issues and concerns of an academic subject.an academic subject. (Meyers & Jones, 1993)(Meyers & Jones, 1993)
- 23. Characteristics of EffectiveCharacteristicsof Effective ClassroomsClassrooms High levels of:High levels of: student cooperationstudent cooperation Task involvementTask involvement SuccessSuccess
- 24. Characteristics of EffectiveCharacteristicsof Effective TeachersTeachers Awareness of purposeAwareness of purpose Task orientationTask orientation High expectations for studentsHigh expectations for students Enthusiastic, clear, and directEnthusiastic, clear, and direct Lessons consistently well preparedLessons consistently well prepared Students on taskStudents on task Strong classroom management skillsStrong classroom management skills Predictable routinesPredictable routines Systematic curriculum-based assessment toSystematic curriculum-based assessment to monitor student progressmonitor student progress
- 25. Focus on InstructionalFocuson Instructional ObjectivesObjectives 1.1. What should students know and be able to doWhat should students know and be able to do (objective) ?(objective) ? 2. How does this lesson objective fit into the “big2. How does this lesson objective fit into the “big picture” of instruction this year?picture” of instruction this year? 3. How will I, and they, know when they are3. How will I, and they, know when they are successful?successful? 4. What learning experiences will facilitate their4. What learning experiences will facilitate their success?success? 5. What resources will I use?5. What resources will I use? 6. Based on data, how do I refine the learning6. Based on data, how do I refine the learning experiences?experiences?
- 26. Anticipating InstructionalAnticipating Instructional DifficultiesDifficulties PreventionPreventionvs.vs. InterventionIntervention Who may have difficulty with thisWho may have difficulty with this objective?objective? How will I monitor learning?How will I monitor learning? What steps will I take to insure allWhat steps will I take to insure all students learn this objective?students learn this objective?
- 27. Zone of ProximalDevelopment:Zone of Proximal Development: Teacher’s RoleTeacher’s Role The teacher’s role is to assist theThe teacher’s role is to assist the students in moving through thestudents in moving through the zone to become expert users ofzone to become expert users of their new knowledge and skills.their new knowledge and skills.
- 28. Corrective Feedback isCrucialCorrective Feedback is Crucial One of the chief benefits of active engagement is thatOne of the chief benefits of active engagement is that it allows us to give corrective feedback.it allows us to give corrective feedback. Characteristics of effective feedback:Characteristics of effective feedback: Highly specificHighly specific DescriptiveDescriptive TimelyTimely OngoingOngoing Feedback is not praise, blame, approval, orFeedback is not praise, blame, approval, or disapproval. That is what evaluation is – placingdisapproval. That is what evaluation is – placing value.value. Feedback is value neutral.Feedback is value neutral. It describes whatIt describes what you did and did not do in terms of your goal.you did and did not do in terms of your goal. (intent vs. effect)(intent vs. effect)
- 29. Thank YouThank You foryour attentionfor your attention!!