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Creating Active Learning in the Classroom
Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.
ObjectiveFor everyone to leave today’s session with at least two new ideas for creating more dynamic, interesting, and engaging classes…
where our students learn both the content and the skills that they need.
Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.
Agenda• Welcome • Creating Active Learning in the
Classroom: Some Tips for Success– Context Setting– Class Preparation– Class Delivery– Continuous Improvement
• Questions
Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.
Active Learning
Developing students knowledge, skills, and abilities by involving them in the learning process.
Creating high impact, interactive, classroom environments that enable, inspire and motivate students to learn.
Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.
Four Dimensions of the Teaching Process
Context setting
Class Preparation
Class Delivery
Continuous Improvement
Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.
Context Setting
Establishing norms, expectations, and ground rules to create a receptive, candid atmosphere that facilitates
student interaction and engagement
Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.
Context SettingAction Steps Benefits Implementation Tips Get to know students
Facilitates peer interaction and collective classroom learning
Use name cards to ensure everyone in class refers to each other by name
Use photos of students to learn
their names as quickly as possible Obtain basic background
information from students such as previous work experience, educational background, MBA area of concentration, and career aspirations
Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.
Sample Student Information CardStudent Background Information
MGMT 1000: Fundamentals in Business Name: E-mail:
Address: Phone number:
Previous Educational Experience: (list most recent first)
Previous Work Experience: (list position, company, major
responsibilities)
Current or Intended Major/Concentration:
Career Aspirations/Goals:
Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.
Context Setting, cont’dAction Steps Benefits Implementation Tips Communicate expectations and ground rules
Ensures understanding and maximizes student commitment to collective learning
Explain that the course will be delivered in an interactive way that will call upon students to actively participate in the learning process
Let students know that the
classroom is a safe environment where questions are encouraged, ambiguity is expected, experimentation is welcomed and diversity is valued
Use high impact principles from
the very first class
Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.
Context Setting, cont’d
Action Steps Benefits Implementation Tips Assemble appropriate physical environment
Aids class discussion and interaction
Arrange student seating in a horseshoe shape, rectangle or circle
Ensure availability of board space,
white boards and flip charts Obtain in-class space or nearby
space for break-out sessions
Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.
Preparing for Class
Developing a plan and a process for both what content is delivered in each
class and for how that content is delivered
Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.
Preparing for Class
Action Steps Benefits Implementation Tips Plan an agenda for each class
Ensures everyone stays on track and class objectives are achieved
Determine the main topics that are going to be covered in a given class
Post agenda on board or flip
chart, rather than on a slide, for visibility throughout the duration of the class
Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.
Preparing for Class, cont’dAction Steps Benefits Implementation Tips Determine the most effective delivery mode(s) for each agenda item
Ensures the conscious and systematic integration of high impact delivery modes
Consider various high impact delivery modes
Consider the content that needs to
be delivered Select which delivery modes will
be most effective for each agenda item in order to meet learning objectives and maximize impact
Visualize and plan the details of
how each delivery mode will “come to life” in the class
Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.
Types of Delivery Modes
Chat with someone next to you.
Take 10 minutes to come up with a list of at least 5 different delivery modes.
Discuss tips for success including when and how you have used them in your classes.
Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.
“It’s not the strongest of the species that survives nor the most intelligent but the one most responsive to change.”
-Charles Darwin
Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.
Preparing for Class, cont’d Action Steps Benefits Implementation Tips
Allocate timing
Enables effective pacing of class and prevents rushing through topics
Estimate time required for each agenda item and associated delivery mode
Assess the overall flow, balance
and rhythm of the class
Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.
Preparing for Class, cont’dAction Steps Benefits Implementation Tips Plan visual aids Makes class content
easy to follow
Determine which visual aids are most effective for each agenda item
Determine the most effective way
to lay out information on slides, boards and overheads
Ensure that the appropriate
technological support is available and booked
Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.
Sample Process MapTime Content Delivery Mode Visual Aids 2:00-2:05 SETTLING IN 5 min. Announcements, Administrative
Items
2:05-2:20 INTRODUCTION 5 min. Review Agenda for Today’s Class Lecture Flipchart 10 min. Current Events: Examples from the
Business Press Interactive Lecture
Slides: 1, 2
2:20-3:05 APPLICATION 10 min. 15 min. 20 min.
Introduction to Mini-Case Analysis of Mini-Case Share Analysis of Mini-Case
Lecture Have students work in pairs Solicit ideas from various pairs
Record ideas on flipchart
3:05-3:45 THEORETICAL BACKGROUND
10 min. 15 min. 15 min.
Introduction to Theory and Framework: Why It's Important Definitions Examples Tying Theory Back to the Mini-Case
Lecture Interactive Ask the students how the theories and concepts tie back to the Mini-Case
Slides: 3,4 Refer to readings Slides: 5,6, 7
3:45-3:55 WRAP-UP
Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.
Preparing for Class, cont’d
Action Steps Benefits Implementation Tips
Provide guiding questions for each class
Focuses student thinking while they read and draws connections between readings and class discussion
Include 3-5 guiding questions on the syllabus for each class
Hand out questions at the end of
each class for the next class if guiding questions have not been included in the syllabus
Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.
Class Delivery
Facilitating a specific classroom session in an engaging manner that
involves students in the learning process
Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.
Scenario
Every time you ask a question in class, the same small group of students answer and dominate the “airwaves”.
What can you do to change this classroom dynamic?
Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.
Scenario
There are several key takeaways from a specific class that you want students to leave with.
How do you emphasize the importance of these points and ensure students leave your class understanding their significance?
Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.
Class Delivery
Action Steps Benefits Implementation Tips Leverage students’ experiences and inputs
Broadens sources of learning in the classroom and increases the relevance of course materials
Have students share their work experiences during in-class discussions
Provide opportunities for students
to use their own work experiences in assignments
Ask students for specific
questions, learning objectives or input on topics
Encourage students with
significant expertise on a specific topic to lead a portion of a class
Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.
Class Delivery, cont’dAction Steps Benefits Implementation Tips Manage student participation effectively
Maximizes student involvement and engagement in the learning process
Give students sufficient time to articulate their thoughts, without interrupting them
Provide opportunity for wide participation by ensuring that particular students do not dominate “air time”
Encourage students to respond to each other, instead of responding to each question yourself, by using phrases such as: "Does everyone understand what Chris means?"
(Let Chris do the clarifying) "Let's think about the strengths and weaknesses
of that approach" "Pat, what do you think of what Chris just
said?" (Let Chris respond back) "How does that relate to topic X from earlier
this class? From last class?" "Anyone want to hop in the discussion here?"
Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.
Class Delivery, cont’dAction Steps Benefits Implementation Tips Use gestures, movement and voice modulation during class
Adds interest to the class and increases the effectiveness of communication
Move up the sides of the room and around the back, avoiding the temptation to stay only in the front of the room
Move away from a student who is
speaking to increase student volume Move close to cut student chit chat Use hand motions to communicate (e.g.
nod head to encourage student to continue, time out sign to calm a heated discussion)
Raise and lower voice for impact or
effect
Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.
Class Delivery, cont’dAction Steps Benefits Implementation Tips Recognize that different students may have different comfort levels with active participation
Minimizes discomfort while still ensuring that all students develop skills, confidence and comfort level with public speaking
Work with the quieter students outside of the class and set up "comfort zones" for in-class participation by: Giving advanced notice on a question to
respond to in class Having them participate more fully in
small group discussions, perhaps presenting the group’s views
Encouraging them to bring relevant newspaper and journal articles to class that can be used to start discussion
Be careful about cold-calling students since this tactic may alienate or intimidate students rather than invite their participation
Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.
Class Delivery, cont’dAction Steps Benefits Implementation Tips End every class with a wrap-up
Emphasizes key learnings
Highlight what was talked about and why it was important
Address any lingering questions
or concerns about the class Communicate important
“takeaways” Explain how a particular class
fits under the overall umbrella of the course and how it ties to previous and upcoming classes
Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.
Continuous Improvement
Obtaining non-verbal, verbal and written feedback from students either
on the fly or in a systematic way to improve future classes and the
course as a whole
Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.
Continuous Improvement
Action Steps Benefits Implementation Tips Seek verbal feedback during each class
Monitors student learning and allows for in-class adjustment of approach and pace
Calibrate how things are going with questions such as:
“Any questions, thoughts, comments?”
“Is everyone with me?” “Everybody ready to move
on?” “Are we moving too fast?”
Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.
Continuous Improvement, cont’dAction Steps Benefits Implementation Tips Obtain written, anonymous feedback on content and delivery
Provides input and gives ideas for improvement of future classes
Determine whether you want qualitative or quantitative feedback
Obtain class-specific feedback with questions such as the following: What part of class was most valuable to you and why? What part of class was most unclear to you and why?
Obtain feedback on class delivery with questions such as the following: Are you finding class interesting and engaging? Why? What ideas do you have for making class more
interesting and engaging for you?
Obtain feedback on the overall course thus far with questions such as the following: What’s going well in this course? What ideas do you have for improvement?
Develop a summary of results based on analysis of responses
Follow up with students about the feedback obtained and communicate what will be changed as a result.
Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.
Sample One-Minute Memo
Fundamental Business Principles – MGMT 1020Course Feedback
October, 200X
1. What is going well in this course? (Topics, Content, Teaching Style, etc.)
2. What ideas do you have for improvement?Be as bold, creative and explicit as possible.
3. Other comments:
Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.
One-Minute Memo: Analysis and Action
What’s Going Well?
Ideas for Improvement?
Action Steps
Classroom Dynamics
Clear, crisp presentation
Class discussions
encouraged and facilitated well
Dynamic and
warm environment
Case discussions seem to follow the same format every week
Inject debate, role plays, class splits, breakouts, pertinent movie clips into case discussions
Content Relevance
Design and Layout of the Course
Prof’s Style
Projects
Other
Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.
Other Examples of FeedbackSample Class-by-Class Feedback Questionnaire
Class Feedback
MGMT 2000
Class Title: ______________________________________________ 1. One key take-away from today’s class is:
2. Best part of today's class or biggest aha!:
3. Weakest part of class to improve or omit:
4. Other thoughts about today’s class:
Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.
Other Examples of Feedback, cont’dSample Open-Ended Questionnaire
Midterm FeedbackMGMT 2000
Please take a few minutes to give me some feedback on this course to help me better plan our remaining classes. Do not hesitate to be critical; and please offer suggestions that you feel might improve the course.
1. Have you found the course to be well organized?
2. Are you finding the course interesting? Is it meeting your learning objectives?
3. Have you found the readings valuable? Are you doing the readings regularly? Do you find that the readings provide good background and preparation for class discussion?
4. Are the written assignments helpful?
5. Do you feel you have adequate opportunity to contribute to class discussion?
6. What ideas for improvement do you have?
7. Other comments?
Adapted from © Excellence in Business Teaching: A Quick Start Guide, E. Auster, T. Grant, K. Wylie, McGraw-Hill Ryerson, 2004.
Continuous Improvement, cont’dAction Steps Benefits Implementation Tips Ensure comprehensive end of term feedback
Provides input and gives ideas for improvement to future iterations of the course
Ensure that students are given an opportunity to suggest specific ideas for course improvement, both quantitatively and qualitatively
Obtain feedback on:
Overall course content Relative assessments of each
class of the course Delivery Evaluation methods used