Elective Instructional Strategies: Part I General Intro on Active Learning and Motivation and Creative Thinking

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Desires List. Why is Class Important. For Students:Variety, assortment, varietyAddress preferencesProvide difficulties and supportsAllows some autonomyBetter arranged for changing timesFor Instructors:Get to know understudies betterMore reflection on teachingMore certainty. My Intentions: Who Targeted.

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Elective Instructional Strategies: Part I General Intro on Active Learning and Motivation and Creative Thinking Dr. Curtis J. Bonk Associate Professor, Indiana University http://php.indiana.edu/~cjbonk, cjbonk@indiana.edu

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Expectations List

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Why is Class Important For Students: Variety, assortment, assortment Address inclinations Provide difficulties and backings Allows some self-rule Better arranged for changing circumstances For Instructors: Get to know understudies better More reflection on showing More certainty

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My Intentions: Who Targeted Update showing techniques and theories Build community oriented groups Provide names for what as of now do Create long-extend objectives Design usable educational program Foster cooperation and joint effort Stop being monster yellow highlighters

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Preliminary Action Plan…

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Test Question #1 When will dynamic learning meet dynamic educating?

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Charles I. Gragg (1940: Because Wisdom Can't be Told) "An understudy of business with affability Absorbed many answers he needed. In any case, procuring a vocation, He said with a cry, How can one fit response to certainty?"

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Traditional Teachers Supposed sage, supervisor, transport King of the mountain Sets the plan Learner is a wipe Passive learning & discrete information Objectively evaluate, aggressive Text-or instructor focused Transmission display Lack interconnections & idle Squash understudy thoughts

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Anyone? Anybody?

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Must Statistics and Math educators be exhausting?

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The NSSE (nessie) (Kuh, 2003)

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"It's a humiliation that we can enlighten individuals nearly anything concerning training with the exception of how well understudies are learning." Patrick M. Callan, National Center for Public Policy and Higher Education

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What Really Matters in College: Student Engagement "The research is unequivocal: understudies who are effectively required in both scholastic and out-of-class exercises acquire from the school understanding than the individuals who are not all that included." Ernest T. Pascarella & Patrick T. Terenzini, How College Affects Students

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Evidence of Student Engagement (Kuh, 2003) To what degree are understudies occupied with powerful instructive practices? How might we get and best utilize such data?

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National Survey of Student Engagement (articulated "nessie") Community College Survey of Student Engagement (articulated "sessie") College understudy overviews that evaluate the degree to which understudies take part in instructive practices related with elevated amounts of learning and improvement (Kuh, 2003)

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Benchmarks of Effective Educational Practice (Kuh, in press)

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Level of Academic Challenge Challenging scholarly and innovative work is integral to understudy learning and university quality. Schools and colleges advance elevated amounts of understudy accomplishment by underscoring the significance of scholarly exertion and setting exclusive standards for understudy execution (Kuh, 2003) .

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Level of Academic Challenge (Kuh, 2003) Sample of 10 inquiries: Number of appointed reading material, books, or book-length packs obviously readings Number of composed papers or reports of 20 pages or more Coursework stresses: Analyzing the essential components of a thought, understanding or hypothesis Coursework accentuates: Synthesizing and arranging thoughts, data, or encounters Coursework underlines: Making judgments about the estimation of data, contentions, or techniques

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Active and Collaborative Learning (Kuh, 2003) Students take in more when they are seriously required in their training and are gotten some information about and apply what they are realizing in various settings. Working together with others in taking care of issues or acing troublesome material plans understudies to manage the muddled, unscripted issues they will experience day by day amid and after school.

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Active and Collaborative Learning (Kuh, 2003) 7 questions: Asked inquiries in class or added to class dialogs Made a class introduction Worked with different understudies on ventures amid class Worked with schoolmates outside of class to get ready class assignments Tutored or educated different understudies Participated in a group based venture as a major aspect of a customary course Discussed thoughts from your perusing or classes with others outside of class (understudies, relatives, colleagues, and so on.)

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Are senior students from another school by and large pretty much drew in contrasted and local understudies? Less connected with (Kuh, 2003)

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What We're Learning About Student Engagement From NSSE George Kuh (in press). Change Indiana University Bloomington

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What We're Learning About Student Engagement From NSSE George Kuh (in press). Change Indiana University Bloomington

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Active & Collaborative Learning Samford University makes broad utilization of issue based learning (PBL) systems to actuate understudies to cooperate to inspect complex issues.

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Active & Collaborative Learning Eckerd College created Autumn Term, a month amid which classes meet from 9 AM to twelve, five days seven days. Aggregate activities and talk situated teaching methods are combined with a group benefit extend.

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Student-Faculty Interaction Elon University included an additional hour of class meeting time for experiential learning. This permits understudies and personnel to burrow further and advances more continuous understudy workforce contact.

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A Paradigm Shift Happening?

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Students are over and over again… Not exceptionally intrigued by thoughts Not aware of others thoughts Not efficient Wanting figuring out how to appear to be simple Emotionally ill humored and drowsy Preoccupied with past class or hour Expecting excitement Unable to focus for a really long time Isolated or estranged

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Learning Metaphors Teacher or content focused to Student or deduction aptitude focused to Student created or issue focused Transmission to Construction or Design to Discovery or Transformation Boring to Active to Love of Learning Sponge to Growing Tree to Pilgrim on a Journey

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Smart Schools (Perkins, 1992) Causes of instructive setback Trivial interest demonstrate Ability tallies most hypothesis Missing, dormant, guileless, custom information Poor considering, depend on learning telling, can't make inductions and take care of issues Educational Goals Retention, comprehension, and dynamic utilization of information

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Consultative Teachers Co-learner, tutor, visit control, facilitator Student and issue focused Learner is a developing tree and on an excursion Knowledge is built and entwined Many assets (counting writings & educators) Authentic, collective, true undertakings Subjective, consistent, less formal survey Display understudy thoughts - glad and inspired Build CT, CR, CL aptitudes

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And additionally a comical inclination!!!

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Active Learning Principles: 1. True/Raw Data 2. Understudy Autonomy/Inquiry 3. Significant/Meaningful/Interests 4. Connection to Prior Knowledge 5. Decision and Challenge 6. Instructor as Facilitator and Co-Learner 7. Social Interaction and Dialog 8. Issue Based & Student Gen Learning 9. Different Viewpoints/Perspectives 10. Collab, Negotiation, & Reflection

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7 Fundamental Principles of Learning (Kahn, 1993) Learning is social Knowledge is coordinated into life of group Learning is a demonstration of participation Knowing in engagement by and by Engagement & strengthening are connected Failure to take in results from rejection from practice We have a general public of deep rooted learners

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Resources in a Learning Environment: Teachers Peers Curriculum/Textbooks Technology/Tools Experts/Community Assessment/Testing Self Reflection Parents

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Sociocultural Ideas Shared Space and Intersubjectivity Social Dialog on Authentic Problems Mentoring and Teleapprenticeships Scaffolding and Electronic Assistance Group Processing and Reflection Collaboration and Negotiation in ZPD Choice and Challenge Community of Learning with Experts and Peers Portfolio Assessment and Feedback Assisted Learning (e.g., assignment organizing)

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Connections New Theories Situated Learning - states that learning is best in real, or genuine, settings with issues that permit understudies to produce their own arrangement ways (Brown, Collins, & Duguid, 1989). Constructivism - concerned with learner's real demonstration of making importance (Brooks, 1990). The constructivist argues that the tyke's brain effectively constructs connections and thoughts; hence, which means is gotten from negotiating, producing, and connecting concepts inside a group of companions (Harel & Papert, 1991).

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Teacher Self-Assessment for dynamic learning. (Bonk, 1995) In my classes... ___ 1. students have a say in class exercises and tests. ___ 2. I help understudies to investigate, assemble, and associate their thoughts. ___ 3. students impart their thoughts and perspectives to each other and me. ___ 4. students can relate new terms and ideas to occasions in their lives ___ 5. students work in little gatherings or groups when taking care of issues. ___ 6. students utilize PCs to help them arrange and experiment with their thoughts. ___ 7. I give clues and intimations for taking care of issues however don't give away the appropriate responses.

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Teacher Self-Assessment for dynamic learning. (Bonk, 1995) In my classes... ___ 8. I relate new data or issues to what understudies have officially realized. ___ 9. students plan answers with an accomplice or group b/4 imparting thoughts to the class. ___ 10. I make inquiries that have more than one answer. ___ 11. students favor one side and open deliberation issues and perspectives. ___ 12. students create thoughts from an assortment of library and electronic assets. ___ 13. students get data that reaches out crosswise over branches of knowledge or connections points. ___ 14. students recommend conceivable issues and assignments. ___ 15. I give charts or pictures of principle thoughts