Planning and Implementing

(Inter)Active Learning

November 6, 2018

Kevin Barry & Kristi Rudenga

Goals

• After successfully completing this workshop you will be able to:• Describe the benefits of interactive learning• Identify strategies to increase student engagement and learning• Plan and use interactive learning strategies• Prepare for student resistance

Designing Learning Experiences

Learning Goals

Feedback &Assessment

Teaching &LearningActivities

Situational FactorsModified from Fink, 2003, 2013

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Traditional (Lecture) vs Interactive Method

Model In Class Students’ Own Time

Instructor’s Own Time

Traditional First exposure Process Responses to all assignments

Interactive Method Process; response to daily short assignments and guidance for longer assignments

First exposure/some processing

Response to selected assignments

Choices about first exposure (Walvoord & Anderson, 2009)

Activity: Identifying Space For Interaction

• Thinking about a class that you teach, take 2-3 minutes to free write about:• How have you created, or could you create, space for in class

interaction?• What first exposure could happen outside of the classroom?

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Active Learning Definitions (1)

• “Getting all students to do something course-related in class other than just watching and listening to the instructor and taking notes.”• Felder and Brent (2016). Teaching and Learning STEM: A Practical

Guide.

• “… in the context of the college classroom, active learning is anything that "involves students in doing things and thinking about the things they are doing."• Bonwell, C., & Eison, J. (1991)

Active Learning Definitions (2)

• “Learning is not a spectator sport. Students do not learn much just by sitting in class listening to teachers, memorizing prepackaged assignments, and spitting our answers. They must talk about what they are learning, write about it, relate it to past experiences, apply it to their daily lives. They must make what they learn part of themselves.”• Chickering and Gamson, (1987)

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Active Learning Definitions (3)

• ICAP Definitions• Interactive – learners engage in dialogues that meet two criteria: (a)

both partners’ utterances must be primarily constructive, and (b) a sufficient degree of turn taking must occur.•Constructive – learners generate or produce additional externalized

outputs or products beyond what was provided in the learning materials.•Active – learners undertake some form of overt motoric action or

physical manipulation that cause focused attention•Passive – learners being oriented toward and receiving information

from the instructional materials without overtly doing anything else related to learning.

Chi, M., & Wylie, R. (2014)

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The ICAP Framework

Source: Chi, M. T., & Wylie, R. (2014). The ICAP framework: Linking cognitive engagement to active learning outcomes.Educational Psychologist,49(4), 219-243.

Category INTERACTIVE CONSTRUCTIVE ACTIVE PASSIVE

Characteristic Dialoguing Generating Manipulating Receiving

DefinitionGenerating additional inferences and information via dialoguing with a peer

Generating new inferences or information beyond what is presented

Manipulating learning materials to focus attention

Merely paying attention to receive the learning material

Knowledge-change processes

Co-Inferring(taking turns, mutual benefit)

Inferring,connecting,comparing, reflecting

Storingisolated, encapsulated info

Expected cognitive outcomes

Co-Creating,inventing new products

Transferringto new contexts, interpret

Applyingin similar contexts

Recallingverbatim in the identical context

Learning outcome Deepest understanding Deep understanding Shallow understanding Minimal understanding

Examplesof learning activities

- Defend a position in a group- Ask and answer in pairs- Debate justification with a peer

- Reflect out loud- Summarize in new words- Compare to another video

- Take verbatim notes- Highlight key information- Pause or replay

- Listen to a lecture- Read an article- Watch a video

Hypothesis I > C > A > P

Category INTERACTIVE CONSTRUCTIVE ACTIVE PASSIVE

Characteristic Dialoguing Generating Manipulating Receiving

DefinitionGenerating additional inferences and information via dialoguing with a peer

Generating new inferences or information beyond what is presented

Manipulating learning materials to focus attention

Merely paying attention to receive the learning material

Knowledge-change processes

Co-Inferring(taking turns, mutual benefit)

Inferring,connecting,comparing, reflecting

Integrating,activate prior, assimilate new

Storingisolated, encapsulated info

Expected cognitive outcomes

Co-Creating,inventing new products

Transferringto new contexts, interpret

Applyingin similar contexts

Recallingverbatim in the identical context

Learning outcome Deepest understanding Deep understanding Shallow understanding Minimal understanding

Examplesof learning activities

- Defend a position in a group- Ask and answer in pairs- Debate justification with a peer

- Reflect out loud- Summarize in new words- Compare to another video

- Take verbatim notes- Highlight key information- Pause or replay

- Listen to a lecture- Read an article- Watch a video

Hypothesis I > C > A > P

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TABLE 1

Examples of Learning Activities by Mode of Engagement

PASSIVE Receiving ACTIVEManipulating CONSTRUCTIVE Generating INTERACTIVE Dialoguing

Repeating or rehearsing;

Copying solution steps;

LISTENING to a lecture Listening without doinganything else but oriented

toward instruction

READING a text Reading entire text passagessilently/aloud without doing

anything else

Taking verbatim notes

Underlining or highlighting;Summarizing by copy-and-

delete

Reflecting out-loud;Drawing concept maps;

Asking questions

Self-explaining;

Integrating across texts;

Taking notes in one’s own

words

Defending and arguing aposition in dyads or small group

Asking and answeringcomprehension questions

with a partner

OBSERVING a video Watching the video without

doing anything else

Manipulating the tape by

pausing, playing, fast-

forward, rewind

Explaining concepts in the

video; Comparing and

contrasting to prior

knowledge or other

materials

Debating with a peer about the

justifications;

Discussing similarities &

differences

TABLE 2

Example Activities, Knowledge-Change Processes, Knowledge Changes, Cognitive Outcomes, and Learning Outcome by Mode of Engagement

CATEGORY Characteristic PASSIVE Receiving ACTIVEManipulating CONSTRUCTIVE Generating INTERACTIVE Dialoguing

Example activities Listening to explanations;

Watching a video

Taking verbatim notes;

Highlighting sentences

Self-explaining;

Comparing and contrasting

Knowledge-change

processes

Isolated “storing” processes in

which information is stored

episodically in encapsulated

form without embedding it

in a relevant schema, no

integration

“Integrating” processes in

which the selected &

emphasized information

activates prior knowledge &

schema, & new information

can be assimilated into the

activated schema.

“Inferring” processes include:

integrating new information

with prior knowledge;

inferring new knowledge;

connecting, comparing &

contrasting different pieces

of new information to

infer new knowledge;

analogizing, generalizing,

reflecting on conditions of a

procedure, explaining why

something works.

Discussing with a peer;

Drawing a diagram with a

partner

“Co-inferring” processes

involve both partners taking

turns mutually creating. This

mutuality further benefits

from opportunities &

processes to incorporate

feedback, to entertain new

ideas, alternative

perspectives, new directions,

etc.

Expected changes

in knowledge

New knowledge is stored, but

stored in an encapsulated

way.

Existing schema is more

complete, coherent, salient,

and strengthened.

New inferences create new

knowledge beyond what was

encoded, thus existing

schema may become more

enriched; procedures may be

elaborated with meaning,

rationale and justifications;

and mental models may be

accommodated; and schema

may be linked with other

schemas.

New knowledge and

perspectives can emerge

from co-creating knowledge

that neither partner knew.

Expected cognitive

outcomes

Recall: knowledge can be

recalled verbatim in

identical context (e.g., reuse

the same procedure or

explanation for identical

problems or concepts).

Apply: knowledge can be

applied to similar but non-

identical contexts (i.e.,

similar problems or

concepts that need to be

explained)

Transfer: knowledge of

procedures can be applied to

a novel context or distant

problem; knowledge of

concepts permit

interpretation &

explanations of new

concepts.

Co-create: knowledge and

perspectives can allow

partners to invent new

products, interpretations,

procedures, and ideas.

Learning outcomes: ICAP Minimal understanding Shallow understanding Deep understanding, potential

for transfer

Deepest understanding,

potential to innovate novel

ideas

From: Chi, M., & Wylie, R. (2014). The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes.

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Activity: Identify instances of ICAP elements

• Take 3-5 minutes • Think of one instance from a class that you have taught or taken

that exemplifies each ICAP element:• Interactive, Constructive, Active, Passive

• For each instance, reflect on the impact on learning

• Take 3 minutes• Discuss your reflections in pairs

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Selected Methods for Active Learning in the Classroom

• Think(Write)-Pair-Share(http://bit.ly/w-p-s):Havestudentsworkindividuallyonaproblemorreflectonapassage.Studentsthencomparetheirresponseswithapartnerandsynthesizeajointsolutiontosharewiththeentireclass.

• Brainstorming:Introduceatopicorproblemandthenaskforstudentinput.Givestudentsaminutetowritedowntheirideas,andthenrecordthemontheboard.

• Freewrite:studentsspendasetamountoftimeindividuallywritingideaswithoutconcernforgrammarorspelling.

• Polling:Pollstudentsaboutatopicbyaskingquestionsthatcanbeansweredbyyes/nooragree/disagree,multiplechoice,etc.PollEverywhere.com,ResponseCardsorFingerscanbeusedtoobserveresponses.MadeinteractivebyincorporatingPeerInstruction(studentsdiscussresponsesandcometoconsensusbeforesecondround).

• PeerReview:Studentsareaskedtocompleteanindividualhomeworkassignmentorshortpaper.Eachstudentthentakestheirpartner'sworkand,dependingonthenatureoftheassignment,givescriticalfeedback,andcorrectsmistakesincontentand/orgrammar.

• CaseStudies:Usereal-lifestoriesthatdescribewhathappenedtoacommunity,family,school,industry,orindividualtopromptstudentstointegratetheirclassroomknowledgewiththeirknowledgeofreal-worldsituations,actions,andconsequences.

• ClarificationPauses:Throughoutalecture,particularlyafterstatinganimportantpointordefiningakeyconcept,stoppresentingandallowstudentstimetothinkabouttheinformation.Afterwaiting,askifanyoneneedstohaveanythingclarified.

• CooperativeGroups:Poseaquestionforeachcooperativegroupwhileyoucirculatearoundtheroomansweringquestionsandkeepingthegroupsontask.Afterallowingtimeforgroupdiscussion,askthepre-identifiedgroupspokespersontosharetheirdiscussionpointswiththerestoftheclass.

• Hands-onTechnology:Studentsusetechnologysuchassimulationprogramstogetadeeperunderstandingofcourseconcepts.Forinstance,studentsmightusesimulationsoftwaretodesignasimpledeviceoruseastatisticalpackageforregressionanalysis.

• Self-Assessment:Studentsreceiveaquiz(typicallyungraded)orachecklistofideastodeterminetheirunderstandingofthesubject.Conceptinventoriesorsimilartoolsmaybeusedatthebeginningofasemesterorthechaptertohelpstudentsidentifymisconceptions.

• RolePlaying:Herestudentsareaskedto"actout"apartorapositiontogetabetterideaoftheconceptsandtheoriesbeingdiscussed.Role-playingexercisescanrangefromthesimpletothecomplex.

• Team-basedLearning:Groupsoffourtofivestudentsformteams.Classstartswithindividualquizfollowedbygroupquiz(samequestions)whereteamssubmitconsensusanswers.Pointsareaccumulatedthroughoutthesemester.

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Activity: Plan for Implementation

• Take 3-5 minutes• Begin planning for implementation of one or two learning

methods/activities that would place your students in the Interactive or Constructive ICAP modes.

We Never Said It Would Be Easy

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Helping Your Students (and Yourself)

From “We Never Said It Would Be Easy” – http://bit.ly/Felder-Easy

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Bibliography

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Chi, M., & Wylie, R. (2014). The ICAP Framework: Linking Cognitive Engagement to Active

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Chickering, A., & Gamson, Z. (1987). “Seven Principles for Good Practice in Undergraduate

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