Enhancing Classroom Participation Through Active Learning Techniques
Dr. Karin Lewis, an Assistant Professor of Educational Psychology, shares insights on applying active learning methods to promote classroom engagement. Techniques include creating a conducive learning environment, facilitating collaborative learning, and fostering intrinsic motivation in students. By implementing these strategies, educators can enhance student participation and overall learning outcomes.
- Classroom participation
- Active learning
- Educational psychology
- Teaching techniques
- Student engagement
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APPLYING ACTIVE LEARNING METHODS TO FOSTER CLASSROOM PARTICIPATION KARIN LEWIS, PHD ASSISTANT PROFESSOR OF EDUCATIONAL PSYCHOLOGY COGNITION, LEARNING, AND HUMAN DEVELOPMENT TEACHING & LEARNING DEPARTMENT COLLEGE OF EDUCATION & P-16 INTEGRATION UNIVERSITY OF TEXAS RIO GRANDE VALLEY
OVERVIEW OF OUR SESSION BRIEF INTRODUCTIONS 10 TOOLS FOR OUR TEACHING TOOLBOXES FROM A POSITIVE PSYCHOLOGY CONCEPTUAL FRAMEWORK HTTPS://PPC.SAS.UPENN.EDU/ START WITH WHY* THEN HOW THEN WHAT *SINEK, S. (2009). START WITH WHY: HOW GREAT LEADERS INSPIRE EVERYONE TO TAKE ACTION. LONDON, UK: PENGUIN BOOKS HTTPS://YOUTU.BE/4VDO7LUOBZM
1. SPACE, ATMOSPHERE, AND CLIMATE LEARNING ENVIRONMENT PHYSICAL ENVIRONMENT THE SET-UP OF THE ROOM MAKES A DIFFERENCE FOOD AND DRINK BREAKS CONSENSUS, THEN RESPECT AND ADHERE TO THE TIME EMOTIONAL ENVIRONMENT RESPECT OUR CLASS SET THE TONE/MOOD MUSIC HTGS STRUCTURE AND CONSISTENCY ROUTINES EXPECTATIONS MORE EXPLICIT ABLE TO ANTICIPATE FEELS SAFER AND CULTIVATES A CLIMATE OF TRUST CONVEYS CARE ORGANIZED INVOLVE STUDENTS IN DECISIONS AND PROCESSES CULTIVATE STUDENT OWNERSHIP OF THE RESPONSIBILITY OF LEARNING; EMPOWER LEARNING ATTENTION SPAN-PLAN INTENTIONAL SHIFTS IN ACTIVITY SELECT OWN DUE DATES SIGN UP FOR GROUPS, ROLES, TOPICS, ACTIVITIES CONSTRUCTIVE RATHER THAN CONSTRICTIVE
2. FACILITATE MUTUAL LEARNING (VALUABLE FOR LIFE) SOCIAL CONSTRUCTION OF KNOWLEDGE: SOCIAL INTEGRATION AFFECTS COGNITION COLLABORATIVE LEARNING EXPLICIT ROLES AND RESPONSIBILITIES (E.G. RECORDER, REPORTER, RESEARCHER, REGULATOR) EXPLICIT STEPS AND EXPECTATIONS/INSTRUCTIONS EXPLICIT DELIVERABLES EXPLICIT TIME LINES TEACH HOW TO WORK IN COLLABORATIVE GROUPS PROJECT OR PROBLEM BASED LEARNING PAIRS/PARTNERS, TRIOS (3), AND SMALL GROUP LEARNING (3 TO NO MORE THAN 5) SHORT-TERM GROUPS LONG-TERM GROUPS JIGSAW PUZZLE COOPERATIVE LEARNING PROCESS-HIGHLY STRUCTURED INTERDEPENDENT APPROACH HTTPS://WWW.JIGSAW.ORG/#STEPS JUST AS IN A JIGSAW PUZZLE, EACH PIECE EACH STUDENT'S PART & EACH STUDENT IS ESSENTIAL FOR THE COMPLETION AND FULL UNDERSTANDING OF THE FINAL PRODUCT. EACH STUDENT BECOMES A VALUABLE RESOURCE FOR THE OTHERS. ENCOURAGE CREATIVITY-INVOLVE STUDENTS IN DECISIONS
3. LEARNER-CENTERED MOTIVATION AND ACTIVE ENGAGEMENT AFFECT AND EMOTION IMPACT LEARNING THREAT= FIGHT, FLIGHT, OR FREEZE FACILITATE RATHER THAN DICTATE INTRINSIC VS EXTRINSIC MOTIVATION FACILITATING DEVELOPMENT OF INTRINSIC MOTIVATION CULTIVATING A GROWTH MINDSET, A LEARNING MINDSET HTTPS://YOUTU.BE/ISHM1RED3GE (CAROL DWECK) REWARD EFFORT, STRATEGY, AND PROGRESS THE POWER OF YET GRIT HTTPS://YOUTU.BE/H14BBULUWB8 PASSION AND PERSEVERANCE LONG TERM RELEVANCE REALLY KNOWING YOUR STUDENTS FUNDS OF KNOWLEDGE, CULTURAL RESPONSIVE PEDAGOGY, TEACHER AS LEARNER BE EXPLICIT ABOUT WHY THE INFORMATION IS IMPORTANT TO LEARN (CONNECT THE DOTS FOR WHAT S IN IT FOR THEM)
4. MIND-BODY CONNECTION BUILD IN PHYSICAL MOVEMENT COUNT OFF BY NUMBERS OR LETTERS OR SORT INTO GROUPS BY A CHARACTERISTIC (THOSE WITH SAME BIRTH MONTH, BIRTH-ORDER WITH SIBLINGS, ETC.) OR DRAW CARDS (GROUP BY NUMBER OR SUIT) AND HAVE THEM GET UP AND PHYSICALLY MOVE TO MEET WITH THEIR GROUP FISH BOWL DISCUSSIONS STANDING INNER CIRCLE OUTER CIRCLE MUSICAL CHAIRS TYPE-3-5 CHAIRS IN A CIRCLE IN THE MIDDLE; EVERYONE ELSE IN SILENT LISTENING CIRCLE AROUND THEM-TAP TO SWAP OUT WITH A SEATED DISCUSSANT TO ADD TO DISCUSSION (HELPS WHEN YOU HAVE A STUDENT WHO DOMINATES DISCUSSIONS). DEMONSTRATIONS BY STUDENTS ROLE PLAY PRESENTATIONS-TYPICAL AND GALLERY WALKS DEBATES GAMES POLLS (EMBRACE DEVICES AND NO CLICKERS NEEDED) HTTPS://WWW.POLLEVERYWHERE.COM/HOW-IT-WORKS
5. FUNDS OF KNOWLEDGE & CULTURAL RESPONSIVE PEDAGOGY LEVERAGE PRIOR KNOWLEDGE OF STUDENTS-LINK LEARNING TO THEIR EXPERIENCE STORYTELLING BRAINSTORMING BRAIN DUMP THINK-PAIR-SHARE HUMOR ANIMATED POWTOONS HTTPS://WWW.POWTOON.COM/ (STUDENTS CREATE AND SHARE) GOOGLE IMAGES CARTOONS YOUTUBE CREATIVE EXPRESSIONS OF KNOWLEDGE AND LEARNING HTTPS://WWW.TED.COM/TALKS/MALCOLM_LONDON_HIGH_SCHOOL_TRAINING_GROUND PERFORMANCE EVENTS POSTER SESSIONS CREATIVE WORKS EXHIBITS GALLERY WALKS
6. CHANGE OF SCENERY-STIMULATE THE BRAIN FIELD TRIPS VIRTUAL FIELD TRIPS HTTP://WWW.DISCOVERYEDUCATION.COM/EVENTS/VIRTUAL-FIELD-TRIPS/EXPLORE/ VIVID VISUALS VIDEOS TED TALKS HTTPS://WWW.TED.COM/TALKS IMAGES GOOGLE IMAGES ILLUSTRATIONS SIMULATIONS YOUTUBE VIDEOS HTTPS://WWW.YOUTUBE.COM/ INFOGRAPHICS HTTPS://WWW.CANVA.COM/CREATE/INFOGRAPHICS/ VISITING SCHOLARS/SPEAKERS (IN PERSON OR THROUGH ZOOM) MEET IN AN ALTERNATIVE SPACE OUTSIDE RESTAURANT
7. REFLECTION AND PROCESSING VISUALIZATION SERVICE-LEARNING-TRANSFORMATIVE JOURNALING REFLECTION ON EXPERIENCE/LEARNING REFLECTING ON PRIOR EXPERIENCE TO CONNECT WITH CURRENT LEARNING ESSAYS RESEARCH PAPERS CRITIQUES LETTERS CREATIVE WRITING SHORT STORIES POETRY SKIT SCRIPT COLLECTIVE NARRATIVE (GROUP WRITING) MINUTE PAPER EXIT TICKET- 3 TAKE-AWAYS FROM THE CLASS MUDDIEST POINTS MOST MEANINGFUL MOMENT(S)
8. MAKE LEARNING FUN GAMES STUDENT-CREATED INSTRUCTOR CREATED AND FACILITATED JEOPARDY HTTP://BESTTEACHERBLOG.COM/JEOPARDY-POWERPOINT-TEMPLATE/ ARE YOU SMARTER THAN A 5THGRADER HTTP://BESTTEACHERBLOG.COM/ARE-YOU-SMARTER-THAN-A-5TH-GRADER- POWERPOINT-TEMPLATE/ FAMILY FEUD HTTP://BESTTEACHERBLOG.COM/FAMILY-FEUD-POWERPOINT-TEMPLATE-CLASSROOM-FEUD/ WHO WANTS TO BE A MILLIONAIRE HTTP://BESTTEACHERBLOG.COM/WHO-WANTS-TO-BE-A-MILLIONAIRE- POWERPOINT-GAME-TEMPLATE/ MEMORY REVIEW GAME FLASH CARD VARIATION CREATE RAPS AND PERFORM THEM
9. DISCUSSION STRATEGIES LOTTERY ALL STUDENTS MUST PREPARE, BECAUSE ANYONE COULD BE DRAWN (NAMES IN A CONTAINER) IF PRESENTATIONS SCHEDULED FOR CERTAIN DAYS, USE LOTTERY SO STUDENTS DO NOT KNOW WHICH DAY OR SLOT THEY WILL PRESENT (ESPECIALLY END OF TERM) DRAW QUESTION PROMPTS FOR DISCUSSION ROLL DICE TO DETERMINE HOW MANY QUESTIONS/POINT A STUDENT HAS TO ANSWER TOILET PAPER SQUARES DISCUSSION CHAIN BEACH BALL-WRITE QUESTIONS ON EVERY TRIANGLE W/ INDELIBLE INK. TOSS BALL & TRIANGLE WHERE RIGHT THUMB IS-ANSWER THAT QUESTION. TALKING TOKEN SOME OBJECT TO INDICATE PERSON HOLDING IT HAS THE FLOOR AND ALL OTHERS LISTEN. WHEN FINISHED MAKING A POINT, PASS TO ANOTHER STUDENT HAVE A DISCUSSION PARTICIPATION TALLY PERSON (ENSURE ALL CLASS MEMBERS HAVE AN OPPORTUNITY TO SPEAK ONCE, BEFORE OPEN DISCUSSION)
10. RECIPROCAL TEACHING VARIATIONS ON REPETITION BRAIN DUMP -START OF CLASS, INDIVIDUALLY REFLECT ON PREVIOUS CLASS AND ASSIGNED READING; JOT DOWN EVERYTHING YOU REMEMBER. THINK-PAIR-SHARE WITH A PARTNER TO COMPARE RECALL. PAIRS INTERVIEW ONE ANOTHER ABOUT THE ASSIGNED READING, RESEARCH ARTICLE, LECTURE, LAB, EXPERIENCE DIVIDE CLASS INTO FAMILIES (3-5 PEOPLE) WHO WILL LIVE TOGETHER (SAME YABLE, CLUSTER OF DESKS OR CHAIRS) FAMILIES DISCUSS THE TOPIC, ASSIGNMENT, REVIEW, PROBLEM, ETC. IF A FAMILY MEMBER IS UNCLEAR ABOUT A CONCEPT, ASK SIBLING FIRST, OTHER FAMILY MEMBER, AND IF STILL UNCLEAR, ASK A NEIGHBORING FAMILY, AND LASTLY THE INSTRUCTOR. RE-TEACH HAVE PARTNERS OR SMALL GROUPS PRE-TEACH OR RE-TEACH PRE-TEACH: WORK TOGETHER OUTSIDE OF CLASS TO PUT TOGETHER ACTIVITIES, MATERIALS, ETC. TO TEACH THE ASSIGNED READING TO THE CLASS (MAX 10 MINUTE PRESENTATION-TEND TO BE SUMMARY OF READING BUT PUSH THEM TO STRETCH TO INCLUDE MULTI MEDIA, ACTIVITIES, DEMONSTRATIONS, ETC.) PRIOR TO INSTRUCTOR-LEAD TEACHING. RE-TEACH: GROUPS WORK TOGETHER (5-10 MINUTES) TOWARDS THE END OF CLASS (OR AT THE BEGINNING OF THE FOLLOWING CLASS TO REVIEW KEY POINT FROM THE PREVIOUS CLASS) TO ORGANIZE A BRIEF SUMMARY PRESENTATION OF ONE ASPECT OF OR KEY TOPIC/POINT FROM THE CLASS INSTRUCTION THAT DAY/PRIOR CLASS. SHARE OUT TO WHOLE CLASS ( RE-TEACH THAT PART OF WHAT WAS INTENDED TO BE LEARNED DURING CLASS). THIS IS A COOL-DOWN OR WARM-UP ACTIVITY.
QUESTIONS? 1. SPACE, ATMOSPHERE, CLIMATE 2. FACILITATE MUTUAL LEARNING 3. LEARNER-CENTERED 4. MIND-BODY CONNECTION 5. FUNDS OF KNOWLEDGE & CULTURALLY RESPONSIVE PEDAGOGY 6. CHANGE OF SCENERY-STIMULATE THE BRAIN 7. REFLECTION AND PROCESSING 8. MAKE LEARNING FUN 9. DISCUSSION STRATEGIES 10. RECIPROCAL TEACHING THANK YOU FOR YOUR ATTENTION AND PARTICIPATION! KARIN.LEWIS@UTRGV.EDU
