2006 Whittington Workshop - DePaul How to Effectively Infuse Active Learning into Introductory...

2006 Whittington Workshop - DePaul

How to Effectively Infuse Active Learning into Introductory

Programming Courses

Keith J. WhittingtonRochester Institute of Technology

[email protected]

This material is partially based upon work supported by the National Science Foundation under Award No. DUE-0442987


Career Summary

• 23 years at Sikorsky Aircraft

• 10 years adjunct professor in CS dept at community college

• 7th year at RIT


Ice Breaker - Minute Interview

• Split into groups of 2– Find someone you don't know well

• First person interview the other person– Get as much information as you can– Focus on any active learning experience or questions

• Switch roles

• Together, find another group and form a quad– Take turns introducing your new friend to the group


Opportunity

• Chosen to develop a two-course sequence

• Targeted for at-risk students


Alternative Prog. Sequence

Alternative Sequence

Traditional Sequence CS 2

CS

2B

CS 3CS 1

CS 2A


Thoughts…

• Perhaps the students aren’t slow

• Maybe it’s the teaching methods

• What problems do other instructors have?

• Determined to help the at-risk students


My Path of Discovery

• Constructivism

• Cooperative learning

• Learner-centered teaching

• Active learning


Problem

• Lots of active learning articles

• Few target intro programming courses

• Many focus on humanities, sciences, and advanced courses


Don’t Do This at Home

• Threw away old materials

• Redesigned course around active learning

• Developed my own activities


Goal-Based Course Design

• Conceptual knowledge

• Specific details used to develop concepts

• Move students away from memorization

• Help them learn how to learn


New Focus

• Traditional Focus– Cover as many constructs as possible– Lecture - primary mode of instruction

• My Focus– Use constructs to develop conceptual

knowledge– Use active learning to supplement lectures


Consistent Course Results

• Increased retention by 9%

• Increased A,B,C grades by 14%

• Reduced feelings of intimidation by 40%


CS 3 Results

• No difference in the performance between CS 2B and CS 3 students

• CS 2B performed insignificantly better


Comparison of Teaching Styles

• Traditional– 28% D, F, W rate – 59% A/B rate

• Active Learning– 8% D, F, W rate – 75% A/B rate


NSF Grant Main Goals

• Show evidence of increased learning

• Develop educational materials

• Disseminate via workshops


Quasi-Experiment

• Students not randomly assigned• Data gathered over 2 quarters• Parallel courses

– One active section (experimental section)– One traditional section (control section)– Same materials/tests– Same rubrics and grade percentages– Same amount of instructional time– Different instructors– Students statistically similar in pre-knowledge– Multiple assessments


Winter Quarter – Pre/Post Tests

• Active (A) section N= 22• Traditional (T) section N = 10

• Unit Pre-Test Averages– A section = 2.45– T section = 3.1– No significant difference (p=.26)

• Unit Post-Test Averages– A section = 6.9– T section = 6.25– Significant at p = .037


Winter Quarter - Grades

• Traditional (N = 14)– 36% D, F, W rate – 14% A/B rate

• Active Learning (N=24)– 8% D, F, W rate – 88% A/B rate


Preliminary Conclusion

• Both sections learned as evidenced by changes in scores

• Active group: – slightly weaker (not significantly) to start– scored significantly higher in the post test

• Active learning worked better for this unit


Spring Quarter – Pre/Post Tests

• A section N = 28• T section N = 7 (some transferred sections)

• Pre-Test Unit Scores– A section = 4.13– T section = 4.16– No significant difference (p = .96)

• Pre-Test Unit Scores– A section = 9.035– T section = 9.428– No significant difference ( p = .33)


Spring Quarter – Grades

• Traditional (N=7)– 29% D, F, W rate – 71% A/B rate

• Active Learning (N=27)– 7% D, F, W rate – 78% A/B rate


Preliminary Conclusion

• An active learning class of 28 can perform equally to a traditional class of 7

• Generally speaking, smaller class size correlates with improved scores

• AL can achieve “small class” results with larger classes


Student Comments• I felt very confident about the material even a week after I had

learned it. I did not feel so rushed in this class as I did in the other class. In my view the method is most important, not teacher’s knowledge

• My partner helped to clear up my confusion regarding usage of syntax. He had trouble with an error causing his program to not compile and was able to clear up confusion regarding the homework through e-mail with Keith. I would not have understood the topic without help from a partner.

• I’m) A hundred times more confident now than then…He’s doing a phenomenal job – he’ll annoy you until you learn it.


Group Activity – One Answer

• One person write a sentence • Next person write a sentence

– Add/improve previous statements

• Rules:– All members need to write a statement– Vocalize your answer to the group– Discuss the team’s answers when finished

• One person will explain answer to the class


What is Active Learning?


Active Learning Theory

• If you get students:– Talking, listening, and writing– Sharing answers– Reflecting on prior knowledge– Teaching each other– Solving problems collectively

• It helps them think critically, and• Deepens their knowledge


Group Activity – Round Robin

• Take turns doing the following:– Write an answer to the question– Tell group your answer – Pass paper to next person

• Rules– Continue until you run out of ideas– You can “pass”– One person will explain to the class


What are the benefits of

active learning?


Benefits of Active Learning

• Empowers students that might lose their voice in traditional settings

• Learning shared between teacher and student• Builds confidence• Limits intimidation• Deepens understanding• Enjoy class more• Make contacts with multiple members of class• Creates genuine communities within classrooms


What are the problems with

active learning?


Problems with Active Learning• Cannot cover as much content in class• Requires too much time to prepare for class• Materials and resources and examples are lacking• Time and preparation required to prepare materials• Instructors must be better prepared since class may be more varied• Disparity between active learning and the educational experience of

most academics• Ceding some control in the classroom• Perception that AL is slower than traditional lectures• Difficult to ensure that students come to class prepared• Involves greater student engagement • Takes more time• Impossible to use AL in large classes


Personal Risks

• Will colleagues perceive approach legitimate• • How will student evaluations be influenced

• How will promotion and tenure will be affected

• Some faculty respond with disdain


Cooperative Learning

• Well structured, sequenced assignments

• Subset of collaborative learning

• Students process material cooperatively in class

• Ask questions that require thought– No student buy-in if too easy

• Don’t ask questions that are too hard– Students give up and get discouraged


Learner-Centered Teaching

• Focus is on learning– What the student is learning– How the student is learning

• Help students retain and apply learning• Position students for future learning• Focus on what students are doing (not the

teacher)• Students ultimately responsible for learning

- Weimer (2002)


What is the BIGGEST problem you have with freshman students that

keeps them from maximizing their learning

opportunities?


Intro Programming Problems• Many students hate programming or claim they

can’t do it

• Many fail, give up, or continue with degrees but vow that their future careers will not include programming

• Active, sensing, and visual learners may be particularly disadvantaged by current methods of teaching

-Thomas et al. (2002)


Student Problems

• Failure of introductory courses to motivate students

• Passivity and competitiveness that is forced upon them

• • Focus on algorithmic problem solving

rather than conceptual understandingTobias (1990)


“Traditional” Students

• Don’t come to class prepared

• Seem content to passively listen

• Want teacher to be the “sage”

• Want to be a receptacle that you pour knowledge into


“Traditional” Classroom

• Students compete to answer questions

• Majority of students never speak

• Dominated by lecture


Obstacles to Good Teaching

• Faculty consistently state:– Students are silent, sullen, withdrawn– Little capacity for conversation– Short attention spans– Do not engage well with ideas– Cling to narrow views of relevance and

usefulness– Dismiss the world of ideas

- Palmer (1998)


National T&L Conference

IT’S A FACT

Many students have no direction and lack motivation.

These students have little knowledge of the social skills necessary for teamwork and negotiation.

They are bored and passive in situations that calling for action, and belligerent and destructive in contexts that

require reflection

- Unreferenced citing by Palmer (1998)


Classroom Assessment

• Takes “One Minute”• Use words like: Most and Least• Have to focus on MOST significant part of their

learning

• Does not evaluate student performance and subject mastery

• Not graded• Anonymous • Formative

- Angelo & Cross (1993)


Purpose

• Students focus on the most significant parts of their learning

• Must self-assess to form an answer

• Transforms competitive environment

• Gives a voice to ALL students

• Ensures student questions are raised


Pros and Cons

• Shows respect and interest in student feedback

• Encourages active engagement

• Can be seen as “busy work” if overused or poorly written

• Difficult to ask good questions


Two Activities to Try

• Minute paper

• Muddiest Point


Minute Paper

• Ask variations of the following:– What was the most important thing you

learned today?– What questions still remain unanswered?

• Usually takes longer than a minute


Muddiest Point

• Students identify what was the least clear point of a lesson or topic

• Potential Problems– Avoid always focusing on what students don’t

understand

– Disconcerting when your “brilliant” lecture is misunderstood


Anonymous Formative Surveys

• How am I doing?

• Did the activity promote learning?

• Informs your practice

• Revise based on opinions

• Makes students feel like their opinions matter

• Can be deceived by the vocal minority


Think - Pair - Share

• Instructor asks a question

• Students:– Think about the question– Share their answer with another person– Come to consensus– One person in the class is chosen to answer


Purpose

• Gives students time

• Slows the teacher down

• Students have to:– Process the question– Think about an answer– Formulate an answer


Student Reactions (87% positive)

• That way you can make sure you know the material • When you discuss before hand you have a better understanding • If you don't understand you can ask questions the teacher may ask • It makes sense to start talking when the question is first posed

• So you know the answer if you are called on • I have to discuss because I usually don't know the answer • Make sure we all agreed on something before one of us were called• to be prepared

• If I didn't know the answer I'd look like an idiot • So that it appeared neither of us were clueless

• Get it over with• Because you wanted us to • It may at least keep us more alert which is probably worthwhile


Six Hypotheses of Teaching

• What is important is learning, not teaching• Teachers can be wrong• Classes are unpredictable• Goal is to increase student motivation and

ability to continue to learn after college• Most student learning happens outside the

classroom• One key to learning is reflection

- McKeachie (2002)


Astin Study (1993)

• 159 baccalaureate-granting institutions• Investigated 22 outcomes and 88

environmental factors

• Conclusion:– How students approach education and

how teachers deliver the curriculum is far more important than the formal curricular content and structure


Required Talents for AL• Lecturing• Leading discussions• Provoking issues and questions • Motivating and encouraging students• Creating activities and assignments that lead to

discovery• Designing, choreographing, and managing the learning

environment• Natural collaborative skills• Enjoy involving students in classroom discussion and

debate• Feel better teaching in a less formal environment• Feel uncomfortable teaching behind a podium

Meyers & Jones (1993)


Intangibles

• Patience• Compassion• No anger• Repeat important concepts repeatedly• Encourage• Praise• Perseverance• Smile


Personal Rewards

• Students love the courses

• Exceptional student evaluations

• Noisy classroom

• Students talk about what they learned

• “You saved me”


Teaching without learning is just

talking- Angelo & Cross (1993)

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