Active Learning
The effective teaching and learning of mathematics occurs through
the alignment of evidence-based active learning teaching practices (ALPs)
within the classroom with supports available outside the classroom, and an
institutional climate that promotes increased mathematical understanding. ALPs
come in many forms at K-16 levels and may go by other names such as cooperative
learning, group think, etc. This broad range of active learning techniques are
available for use in a wide variety of class sizes, each of them helping
students to understand the material more deeply while not requiring more class
time to implement. Most importantly,
there is an increase in retention of information and deep understanding when
ALPs are utilized.
The information contained on this page is meant for the novice
active learning user, hoping to give you a glimpse at how you can begin to
incorporate active learning in your own classroom. The list of resources is in
no way comprehensive; I have personally found these resources to be useful. If
you would like to see something added, please don’t hesitate to send me a link.
(dlgochenaur@ship.edu)
Here are the PowerPoint presentations for two of my recent
presentations on active learning:
1) Panel Session at
the MAA Joint Meetings in Atlanta, GA: Panel
#6 - Roadblocks
for Implementing Active Learning Strategies in Calculus Courses
Faculty
members who would like to begin implementing active learning strategies in
their Calculus course(s) may become
overwhelmed by apparent roadblocks, often quitting before going very far. Panelists will discuss roadblocks they have encountered through
their own journey towards
integrating active learning in calculus
courses, as well as successful models for implementation. Ample time will be
given for questions from the audience. [Link to Panel PPt]
2) Workshop at the
MAA Joint Meetings in Atlanta, GA: Implementing and Orchestrating Active
Learning Strategies in Calculus
In this workshop, participants will engage in
pedagogical discussions focused on developing practical strategies for
incorporating active learning strategies (e.g. student presentation,
inquiry-based learning activities, writing to learn, etc.) into their Calculus
courses. The emphasis will be on using existing curricular materials (e.g.
activities from Active Calculus (Boelking, Austin, Schlicker,
2015), classroom voting questions, concept tests, etc.) to support active
learning. Active learning strategies are those that engage students in
activities that promote analysis, synthesis and evaluation of course content.
This workshop, intended for the novice user, will include small group
discussions and interactive discussions with the organizers centered upon
helping participants move beyond the initial difficulties tied to first time
implementation of active learning strategies. [Link to Workshop PPt]
What the research
says
There is a growing body of research supporting active learning in
STEM fields; I believe that the most compelling evidence is given by Freeman et. al. (2014). This analysis found
that “active learning leads to increases in exam performance that would raise
average grades by half a letter….” and that “failure rates under traditional
lecturing increases by 55% over the rates observed under active learning.”
Setting the Stage
for Success
There are a number of elements to contemplate as you consider
incorporating active learning in your classroom – department culture and/or
perspective, socio-cultural norms, and general classroom culture in your
classroom. From the department or institutional perspective, are there
institutional incentives on teaching excellence? What are the expectations? Is
there a teaching and learning center on your campus? Look in your department,
and beyond, to find colleagues to support your work. It is hard to take the
first steps if you are unsure of how these pedagogical techniques are viewed in
the world in which your work.
As you know, students always come to our classrooms with preconceived
ideas and expectations. I have started beginning every semester with a
discussion in each class about mindset and student expectations as well as
professor expectations. There are several great resources for thinking about
Mindset; my favorites are Dweck (2006) and Good
(2016). I then talk about the Study Cycle around Week 3 of each class, after
the first exam. See the LSU web site for interesting information about the
Study Cycle (http://students.lsu.edu/academicsuccess/faculty/performance/studycycle).
I have found that each of these conversations help to build a positive
environment within the classroom, one of mutual respect and growth.
Above all, remember that YOU
get to set the tone for the class and the culture of cooperation that you are
hoping that they develop. Be transparent about why you are using active
learning; this will help to overcome student resistance. Give students a
heads-up in the prior class about what you will be doing next time; many
students do not like to be surprised, especially introverted or ELL students.
Prior notification will give them time to mentally prepare themselves for
class. Throughout their time with you, classroom participation norms will need
to be reinforced by reminding students of your expectations for the way that
they interact with each other and with the content. Soliciting feedback about
specific activities throughout the semester is a great way for you to give students
the opportunity to vent their concerns; it is important, though, to respond to
that feedback with planned changes based upon student comments. You do not need
to respond to every comment; but, it is important to make a plan moving the
class forward and describing to students how you will address their needs. You
will be amazed at how small changes in a class based upon student feedback can
make the difference in compliance when you are transparent about working to
meet student needs. This is especially helpful when asking students to work on
active learning activities that lie outside of students’ comfort zone.
Being
Materialistic!
When
thinking about utilizing active learning practices, you do need to think about
the structural set up on the class session from a materials standpoint – what
do you give to students to get started on an activity in order to promote
productive active learning? As much as possible, you want to use mathematically
rich tasks in your class, especially if you are using groups. To deal with the
variety of ability levels in your class, prepare enough problems or tasks so
that no one will finish but everyone will get through (what you believe are)
the most important pieces in the allotted time.
Making it Your
Own
No one strategy is going to work the same for everyone. Learning
to adapt strategies to your own personal style and student audience is the key
to integrating active learning in the classroom. Of course, that is easier said
than done! I recommend you first work through the mindset and community
building ideas talked about in the sections above; it will give you a strong
foundation. The next step is thinking about risk-taking.
The issue for many faculty comes when you
realize that research shows that having students sitting quietly waiting for
you to fill their heads with wisdom is no necessarily the best way for students
to learn. Their first thought is, now what!?!? The answer is active learning
strategies. Part of moving towards active learning is also moving away from
lecturing by taking more risks as an instructor. Risks occur when you step into
areas in which you are somewhat unsure, using techniques that you’ve never
before tried. How do you develop a sense of risk-taking? How do you manage that
sense of loss-of-control when there is so much talking and action occurring in
the classroom that it seems you have lost all control? How do you manage the
ebb and flow of a classroom that is seemingly out of control? And, is being
less in control not necessarily a bad thing?
So, faculty need to learn how to release control of the classroom,
gradually picking and choosing active learning strategies that will fit into
their own teacher toolbox. This process will take time. Think of it as playing
the long-game in teaching; doing small new things one at a time and continuing
to grow semester by semester. The most difficult piece of this process is
managing your own expectations and concerns. You do not have to get it
completely right when trying something new! Try it. Get feedback. Figure out
what you need to change. And, then, try it again. The key is to have an
iterative process for change. Be strategic and collect activities that work for
you.
Some Resources
A partial list of active learning strategies that are available to
classroom teachers are shown in the table; those shown here were chosen only to
illustrate the variety of student groupings and communication means that are
possible.
SELECTED ACTIVE
LEARNING Practices – Research Results |
|
Minute
papers – a one minute response to a prompt |
· Increases recall of statistics knowledge
(Das, 2010) · Increase conceptual understanding (Mansson, 2013; Nilson, 2010;
Millis, 2012) · Gives students the opportunity to make
connections between key ideas and allowed them to apply that knowledge to
other scenarios, prompting students to ask questions and improved student
writing. Anderson and Burns (2013) and Stead (2005) |
Small-group discussions – discussion
of problem solving or content questions to encourage peer interaction |
· Challenge students’ understanding of the
material and helps them to better learn the material, and retain it longer,
by requiring them to interact with both classmates and the material.
(Ambrose, 2010; Cavanagh, 2011; Hamann, Pollock,
Wilson, 2012; Millis, 2012; Prince, 2004) |
Group learning – groups of students
are given problems to solve |
· Improves conceptual understanding, creates
more complex critical-thinking skills - varying group sizes is impactful
(Cooper, MacGregor, Smith, Robinson, 2000) |
Exploratory writing assignments –
response to a writing prompt |
· Increases students’ conceptual understanding
of key concepts and building on existing knowledge, when those assignments
are aligned with learning outcomes. (Lumpkin, 2015) · Transforms the way students study and makes
active critical thinking about subject matter part of each day’s homework.
Bean (2011) |
More Sample
Active Learning Activities
Exit Tickets: Exit
tickets are your opportunity to gather feedback from your students to either
gauge their understanding of the day’s material or to determine how well
students liked a particular class activity. Either way, being transparent about
why you are requesting (and using!) feedback will help you to gain student
buy-in. Remember to refer to student feedback during the next class so that
students know you are listening. If you would like more information on
different kinds of prompts to use for Exit Tickets (prompts that 1: provide
formative assessment data, 2: stimulate student self-analysis, 3: focus on
instructional strategies, and 3: are open communications to the teacher), see
Marzano (2012). To get some informal (anonymous) feedback at the end of each
class on the first day I asked students to give me three adjectives to describe
me as a professor; in other words, what was their first impression of me? I
then copied their responses into the WordSalad app
and created a word cloud, making the most frequently used words larger. It gave
me a wonderful picture of how my students viewed me after one class meeting! I
repeated the activity at the end of the semester and was pleasantly surprised
that many of the same adjectives were used.
Socrative:
This is a (free) online polling web site. I
use it because it is super easy to use and has an app for both teacher and
student use. Quizzes can be created to be anonymous (for general feedback, Exit
tickets, etc.) or students can be required to type in their ‘ID’, whatever you
want that to be. Sadly, there is a limit on class size, so I had to pay the fee
($30) to get the Pro version in order to use it in my larger classes. A
colleague and I have been sharing tips on using the program and have shared some
feedback with the author’s in hopes of getting some refinements to the data in
MS Excel format (currently NOT alphabetical and absentees are omitted instead
of getting zeros).
Board work in groups: Building learning communities within each of my
classes is an important personal goal, driving me to be innovative in my
approach. Students come to my classes typically either having had a bad
experience with math or hating math; I am very open about my desire to do
everything within my power to help them not only pass my course while not
insisting that they come to love the subject, but also for them to reach their
own potential. In every one of my classes I separate students into groups
during the first weeks of the semester, having students introduce themselves
during the first few sessions so that they can learn a little bit more about
each other. One activity that I use to bolster community spirit, while also
increasing students’ engagement with the content for high-impact practice is to
use what I call Pink Sheets, 2’x2’ Sticky Notes on the classroom walls.
Students are randomly placed into groups for this activity and each group is
given a problem to complete together while standing at the Pink Sheets. Once
they are done their individual problem they are then required to go to another
groups’ Pink Sheet to double check the work and give assistance. There has been
an overwhelmingly positive response from students for this activity, even in my
55 seat classes. Recently, one student said, wow, Dr. G, I never thought that standing up and doing math would help
me figure out what’s going on… Can we do Pink Sheets again? Overall, I have
found that the learning communities that have been created within the classroom
have extended to groups meeting outside of the classroom, a great extension of
our work together. I have also found that getting
students out of their seats is an opportunity to rejuvenate a class session.
Having students present solutions alone can sometimes be very stressful for
them; Pink Sheets are just one way to help address that issue.
References:
Ambrose,
S.A. (2010). How learning works: Seven
research-based principles for smart teaching. San Francisco, CA: Jossey Bass.
Anderson,
D., S. Burns. (March 2013). One-minute paper:
Student perception of learning gains. College Student Journal, 47(1): 219.
Bean, J.C.
(2011). Engaging ideas: The professor’s
guide to integrating writing, critical thinking, and active learning in the
classroom (2nd ed).
San Francisco, CA: Jossey Bass.
Cavanagh,
M. (2011). Students’ experiences of active engagement
through learning activities in lectures. Active Learning in Higher Education 12(1): 23-33.
Conference
Board of the Mathematical Sciences (CBMS).
(7/15/2016). Active
Learning in Post-Secondary Mathematics Education. Retrieved online on 1/3/2017 from http://www.cbmsweb.org/Statements/Active_Learning_Statement.pdf
Cooper, J.L., J. MacGregor, K.A. Smith, P.
Robinson. (2000). Implementing
small-group instruction: Insights from successful practitioners. New
Directions for Teaching and Learning, 81(1): 63-76.
Das, A.
(2010). Econometric
assessment of ‘one minute’ paper as a pedagogic tool. International Education Studies, 3(1):
17-22.
Dweck,
Carol. (2006). Mindset: The new
psychology of success. New York: Random House Publishers.
Freeman, et. al. (2014). Active learning increases student
performance in science, engineering, and mathematics. Proceedings of the
National Academy of Sciences of the United States of America, 222:23. Retrieved
online on 1/3/2017 from http://www.pnas.org/content/111/23/8410.full
Good, C.
(2016). 7 Things Growth Mindset is Not. The 180 Blog. Retrieved
online on 1/3/2017 from http://www.turnaroundusa.org/7-things-growth-mindset-is-not/
Hamann,
K., P.H. Pollock, B.M. Wilson. (2012). Assessing
student perceptions of the benefits of discussions in small-group, large-class,
and online learning contexts. College Teaching, 60: 65-75.
Lumpkin,
A., R.M. Achen, R.K. Dodd. (2012). Student perceptions of active learning.
College Student Journal, 1: 121-133.
Mansson,
D.H. (2013). Assessing
student learning in intercultural communication: Implementation of three
classroom assessment techniques. College Student Journal, 47:
343-351.
Marzano,
R.J. (2012). Art and science of teaching
/ The many uses of exit slips. Educational
leadership, 70(2): 80-81. Retrieved online on 1/3/2017 from http://www.ascd.org/publications/educational-leadership/oct12/vol70/num02/The-Many-Uses-of-Exit-Slips.aspx
Millis,
B.J. (2012). IDEA Paper No. 53: Active
learning strategies in face-to-face courses. Manhattan, KS: The Idea
Center. Retrieved online on 1/3/2017 from https://eric.ed.gov/?q=active+learning+&ft=on&id=ED565290
Nilson, L.B. (2010). Teaching at its best: A research-based resource for college instructors.
San Francisco, CA: Jossey Bass.
Prince, M. (2004). Does
active learning work? A review of the research. Journal of Engineering Education,
93(3): 223-231. Retrieved online on 1/3/2017 from http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/Prince_AL.pdf
Smith, C.V., and L. Cardaciotto. (2011). Is active learning like broccoli? Student perceptions of active learning in large lecture classes. Journal of the Scholarship of Teaching and Learning, 11(1): 53-61. Retrieved online on 1/3/2017 from http://files.eric.ed.gov/fulltext/EJ915923.pdf
Stead,
D.R. (2005). A review of the one-minute paper.
Active Learning in Higher Education, 6(2): 113-131. Retrieved online on
1/3/2017 from https://www.york.ac.uk/media/staffhome/learningandteaching/one%20minute%20paper,%20read,%202005.pdf
Yeager,
D.S., and C.S. Dweck.
(2012). Mindsets that Promote Resilience:
When Students Believe that Personal Characteristics
can be Developed. Educational Psychologist, 47(4): 203-314. Retrieved
online on 1/3/2017 from http://web.uri.edu/newstudent/files/Yeager-Dweck-Mindsets-that-promote-resilience.pdf