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2nd Midterm Edu Tech
Study for the test
| Question | Answer |
|---|---|
| What Is Active Learning? | Surprisingly, educators' use of the term "active learning" has relied more on intuitive understanding than a common definition. Consequently, many faculty assert that all learning is inherently active and that students are therefore actively involved |
| Why Is AL Important? | Use of these techniques in the classroom is vital because of their powerful impact upon students' learning. For example, several studies have shown that students prefer strategies promoting active learning to traditional lectures. Other research studies e |
| How Can Active Learning Be Incorporated In the Clamroom? | The modification of traditional lectures (Penner 1984) is one way to incorporate active learning in the classroom. (1) the feedback lecture, Which consists of two minilectures separated by a smallgroup study session built around a study guide, and (2) t |
| What Are the Barriers? | The powerful influence of educational tradition; Faculty self-perceptions and selfdefinition of roles; The discomfort and anxiety that change creates; The limited incentives for faculty to change. The aificulty in adequately covering the assigned cour |
| What Conclusions Should Be Drawn and Recommendations Made? | The reform of instructional practice in higher education must begin with faculty members' efforts. An excellent first step is to select strategies promoting active learning that one can feel comfortable with. Faculty developers can help stimulate and s |
| New qualitative and quantitative research should: | Examine strategies that enhance students' learning from presentations; Explore the impact of previously overlooked, yet educationally significant, characteristics ofstudents, such as gender, different learning styles, or stage of intellectual developme |
| What are some barriers that active learning has encountered? | Educational tradition |
| How can active Learning be incorporated in the classroom? | Demonstrations |
| Who are authors of the book Active Learning Creating Excitement in the Classroom ? | Charles Bonwell and James Eison |
| A characteristic of Active Learning is that the activities are not engaging and students do not have to think about what they are doing. | es falso |
| What is active learning? | It describes many different kinds of learning activities where the students do things while they think about the things they are doing. |
| What is collaborative learning? | s based on the view that knowledge is a social construct. Collaborative activities are most often based on four principles: The learner or student is the primary focus of instruction. Interaction and "doing" are of primary importance Working in groups |
| What is the impact of collaborative learning or group work? | Research shows that educational experiences that are active, social, contextual, engaging, and student-owned lead to deeper learning. |
| The benefits of collaborative learning | Development of higher-level thinking, oral communication, self-management, and leadership skills. Promotion of student-faculty interaction. Increase in student retention, self-esteem, and responsibility. Exposure to and an increase in understanding of div |
| What are some examples of collaborative learning or group work activities? | Stump your partner Think-pair-share/ Write-pair-share Catch-up Fishbowl debate Case study Team-based learning (adapted from L.K. Michaelsen in Davis, 2009. p.215) Group problem solving |
| Stump your partner | Students take a minute to create a challenging question based on the lecture content up to that point. Students pose the question to the person sitting next to them. To take this activity a step further, ask students to write down their questions and hand |
| Think-pair-share/ Write-pair-share | The instructor poses a question that demands analysis, evaluation, or synthesis. Students take a few minutes to think through an appropriate response. Students turn to a partner (or small groups) and share their responses. Take this a step further by aski |
| Catch-up | Stop at a transition point in your lecture. Have students turn to a partner or work in small groups to compare notes and ask clarifying questions. After a few minutes, open the floor to a few questions. |
| Fishbowl debate | Ask students to sit in groups of three. Assign roles. For example, the person on left takes one position on a topic for debate, the person on right takes the opposite position, and the person in the middle takes notes and decides which side is the most co |
| Case study | Create four to five case studies of similar difficulty. Have students work in groups of four or five to work through and analyze their case study. Provide 10-15 minutes (or adequate time to work through the cases). Walk around and address any questions. C |
| Team-based learning (adapted from L.K. Michaelsen in Davis, 2009. p.215) | Start a course unit by giving students some tasks to complete, such as reading or lab assignments. Consider assigning these to be completed before class. Check students' comprehension of the material with a quick multiple-choice quiz. Have students submit |
| Group problem solving | Presenting students with a problem. Providing some structure or guidance toward solving the problem. Note, however, that they are all student-centered activities in which the instructor may have a very minimal role. Reaching a final outcome or solution. |
| Problem-Based Learning | is a collaborative, student-centered approach to learning in which students learn about a subject by working in groups to solve an open-ended problem. |
| How can you design group work assignments? | First, think about the course learning outcomes and how group work might address them. Then consider how groups will be organized, how student learning and group processes will be supported, and how students will be evaluated, if at all. Short in-class ac |
| How will groups be formed? | Allowing students to form their own groups will likely result in uneven groupings. If possible, arrange groups by skills and/or backgrounds. For example, ask students to rate their comfort/ability level on a number of skills (research, background knowledg |
| How will you ensure that students are productive? | Set aside time early in the semester to allow for icebreakers and team-building activities. Consider using class time for group work to eliminate students having to coordinate meeting times outside of class. Much of the group work can be done collaborativ |
| What technology might assist the group work? | If technology use is required (e.g. wikis), you will need to incorporate learning activities around the use of the technology. At the beginning, do a low stakes activity that helps students become familiar with the technology. If other types of technology |
| What can the students do? | Choose assignment topics or tasks that are related to the real world, and can be connected to students’ lives. For example, have students try to analyze and solve a current local or international problem. Have students complete tasks that involve using an |
| How can you manage group work? | Managing shorter in-class collaborative learning activities Managing larger group work projects |
Created by:
FIDEL RODRIGO
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