Active Learning Strategies Seattle University FacultyStaff 主动学习的策略西雅图大学acultystaff

1、season your lecturesseason your lectureswith active learningwith active learningmichael j. quinn1 june 2007structure of this lecturestructure of this lecturencritiquing lecturingndefining active learningnimplementing active learninglistening teamslistening teamsuestionersgreersay-sayersxample-givers

2、ihow come the more i talk the how come the more i talk the less my students learn?less my students learn?advantages of lecturingadvantages of lecturingnspark interestnprovide unavailable informationnconvey large amounts of informationnreach large audiencesnmodel ways of thinkingnmaintain controlnpro

3、tect studentsnhelp auditory learnerssource: sutherland and bonwelldisadvantages of lecturingdisadvantages of lecturingnpassive studentsninadequate feedbacknflagging attentionnpoor retentionnburden on lecturernnon-auditory learnerssource: sutherland and bonwellstudents tune outstudents tune outsource

4、: pollioas lecture continues, as lecture continues, retention of new material retention of new material declines.declines.source: johnson, johnson, and smithretention of new materialretention of new materialsource: mckeachielectures assume homogeneitylectures assume homogeneitylistening teamslisteni

5、ng teamsuestionersgreersay-sayersxample-giverssource: silbermaniiactive learningactive learningto the rescue!to the rescue!fundamentalsfundamentals1.learning is an active process.2.different people learn in different ways.3.we often dont know what we think until we try to say it or write it.4.just b

6、ecause youve said it doesnt mean theyve learned it.genuine learninggenuine learningreceptiontestrecapexplainengage more parts of brainengage more parts of brainntalking and listeningnreadingnwritingnreflecting“when learning is active, “when learning is active, students do most of the work” students

7、do most of the work” silberman.silberman.counter the objectionscounter the objectionsn“thats not how i learned the material.”n“active learning is great for children, but college students dont need it.”n“its too slow pacediiifit active learning to your fit active learning to your needs and personal s

8、tyle.needs and personal style.ask students to.ask students to.nrestate informationngive examplesnrecognize instancesnmake connectionsnapply conceptsnpredict consequencesnstate conversein-class writing assignmentsin-class writing assignmentsnbe specific source: fulwilerlearning partnerslearning partn

9、ersncompare class notesndiscuss an examplensolve a problemncritique each others writingnquestion partner about readingnrecap lecturendevelop questions for teacherntest each othermore examplesmore examplesnpop quiz (manual or electronic)nresponse cards (anonymous)nwhipsngames (family feud or jeopardy

10、)ncomplete outline of lectureuse in moderation!use in moderation!three different ways i can add three different ways i can add active learning to my lectures active learning to my lectures are are _. .referencesreferences1.fulwiler, t. . boynton/cook. 1987.2.holt, j. . pitman. 1967.3.johnson, d. w., johnson, r. t., and smith, k. a. . interaction book company. 1991.4.mckeachie, w. . d. c. heath. 1986.5.meyers, c., and jones, t. b. . jossey-bass. 1993.6.pollio, h. r. “what students think about and do in college lecture clas