How-to Guide for Active Learning

✍ Scribed by Alice Fornari; Ann Poznanski

• Year: 2015
• Tongue: English
• Leaves: 156
• Category: Library

✦ Table of Contents

Preface
Contents
Contributors
About the Editors
Chapter 1: Overview of Active Learning Research and Rationale for Active Learning
1.1 Introduction
1.2 What is Active Learning (AL)?
1.3 The Evidence for Active Learning
1.4 Examples of Active Learning Strategies for Health Sciences Education
1.5 Summary
References
Chapter 2: The Flipped Classroom: Freeing Up Class Time for Strategic Active Learning
2.1 Introduction
2.2 Purpose/Goal of the Strategy
2.2.1 Student
2.2.2 Faculty
2.3 Examples
2.4 By-Step Procedure for Implementation
2.4.1 Create Pre-class Content
2.4.2 Design In-class Activities
2.4.3 Assess Student Learning
2.5 Guiding Principles for Successful Design and Execution
2.6 Conclusion
References
Chapter 3: Team-Based Learning
3.1 Description
3.2 Purpose
3.3 Related Teaching Goals
3.4 Suggestions for Use
3.4.1 How and When to Use TBL
3.4.2 Adapting TBL
3.5 Examples of TBL
3.6 Step-by-Step Procedure
3.6.1 Phases of TBL
3.6.2 Pros
3.6.3 Cons
3.6.4 Caveats
References
Suggested Reading
Chapter 4: Games as a Teaching and Learning Tool in Medical Education
4.1 Case-Based PowerPoint Game
4.2 Medical Jeopardy and Other Quiz Games
4.3 Medical Puzzles
4.4 Role-Playing Games
4.5 Medical “Spelling Bee” Competition
4.6 Other Medical Games
4.7 Summary
References
Chapter 5: Brief Activities: Questioning, Brainstorming, Think-Pair-Share, Jigsaw, and Clinical Case Discussions
5.1 Introduction
5.2 Knowledge Probe/Purposeful Questioning
5.2.1 Description
5.2.2 Purpose/Goal of the Strategy
5.2.3 Educational Objectives/Outcomes Results from the Strategy
5.2.4 Suggestions for When and How to Use
5.2.5 Step-by-Step Procedure to Implement Strategy (Adapted from Barkley and Angelo and Cross) [11, 12]
5.2.6 Pros
5.2.7 Cons
5.3 Brainstorming
5.3.1 Description
5.3.2 Purpose/Goal of the Strategy
5.3.3 Educational Objectives/Outcomes Resulting from Strategy
5.3.4 Suggestions When/How to Use the Strategy in a Course/Session
5.3.5 Anatomy Example [15]
5.3.6 Step-by-Step Procedure to Implement Strategy (Adapted from the Teaching Gateway) [14]
5.3.7 Pros
5.3.8 Cons
5.3.9 Variations from Active Learning Strategies [16]
5.4 Think-Pair-Share
5.4.1 Description
5.4.2 Purpose/Goal of the Strategy
5.4.3 Educational Objectives/Outcomes Resulting from Strategy
5.4.4 Suggestions When/How to Use the Strategy in a Course/Session
5.4.5 Step-by-Step Procedures to Implement Strategy (Adapted from Barkley) [11]
5.4.6 Pros
5.4.7 Cons
5.5 Jigsaw
5.5.1 Description
5.5.2 Purpose/Goal of the Strategy
5.5.3 Educational Objectives/Outcomes Resulting from Strategy
5.5.4 Suggestions When/How to Do the Strategy in a Course/Session
5.5.5 Examples
5.5.6 Step-by-Step Procedure to Implement Strategy (Adapted from Johnson et al.) [23]
5.5.7 Pros
5.5.8 Cons
5.6 Clinical Case Discussions/Case Based Learning
5.6.1 Description
5.6.2 Purpose/Goal of the Strategy
5.6.3 Educational Objectives/Outcomes Resulting from Strategy
5.6.4 Suggestions When/How to Do the Strategy in a Course/Session
5.6.5 Examples
5.6.5.1 Example 1
5.6.5.2 Example 2
5.6.6 Actual Case Number 1
5.6.7 Step-by-Step Procedure to Implement Strategy (Adapted from Barkley and Johnson et al.) [11, 23]
5.6.8 Tips for Writing Cases
5.6.9 Pros
5.6.10 Cons
5.7 Peer to Peer Teaching and Near Peer Instruction
5.7.1 Description
5.7.2 Purpose/Goal of the Strategy
5.7.3 Educational Objectives/Outcomes Resulting from Strategy
5.7.4 Suggestions When/How to do the Strategy in a Course/Session
5.7.5 Examples
5.7.5.1 Example 1 [53]
5.7.5.2 Example 2 [54]
5.7.5.3 Example 3 [55]
5.7.5.4 Example 4 [49]
5.7.6 Pros
5.7.7 Cons
5.8 Conclusion
References
Suggested Reading
Chapter 6: Concept Mapping: An Andragogy Suited for Facilitating Education of the Adult Millennial Learner
6.1 Introduction: What Is a Concept Map?
6.2 Theoretical Basis for Concept Mapping
6.2.1 Concept Mapping and Meaningful Learning
6.2.2 Concept Mapping and Experiential Learning Theory
6.2.3 Concept Mapping and Adult Millennial Learners
6.3 Purpose
6.4 Suggestions on How to Use Concept Mapping
6.4.1 Learning Environment
6.4.2 Learning Style Preferences
6.5 Concept Mapping in Action (Step-by-Step Procedure)
6.5.1 How Concepts Are Generated Is Variable
6.6 Advantages, Disadvantages, and Challenges
6.6.1 Faculty Challenges
6.7 Summary/Concluding Thoughts
Appendix 1
Appendix 2
Appendix 3
References
Chapter 7: Active Learning in ‘The Cloud’: Using “Social” Technologies to Expand the Medical Classroom
7.1 Introduction
7.2 Case Study 1: Google Docs and SurveyMonkey
7.2.1 Description of Active Learning Strategy
7.2.2 Purpose/Goal of the Strategy
7.2.3 Educational Objectives/Outcomes Resulting from Strategy
7.2.4 Suggestions When/How to Use the Strategy in a Course/Session
7.2.5 Examples
7.2.6 Step-by-Step Procedure to Implement Strategy
7.2.7 Assessment Data Generated
7.2.8 Description of Active Learning Strategy
7.2.9 Purpose/Goal of the Strategy
7.2.10 Educational Objectives/Outcomes Resulting from Strategy
7.2.11 Suggestions When/How to Use the Strategy in a Course/Session
7.2.12 Examples
7.2.13 Step-by-Step Procedure to Implement Strategy
7.2.14 Assessment Data Generated
7.2.15 Pros/Cons of the Strategy
7.3 Case Study 2: Twitter, YouTube, and Skype
7.3.1 Description of Active Learning Strategy
7.3.2 Purpose/Goal of the Strategy
7.3.3 Educational Objectives/Outcomes Resulting from Strategy and Examples
7.3.4 Suggestions When/How to Use the Strategy in a Course/Session
7.3.5 Step-by-Step Procedure to Implement Strategy
7.3.6 Pros/Cons of the Strategy
7.4 Cast Study 3: Facebook
7.4.1 Description of Active Learning Strategy
7.4.2 Purpose/Goal of the Strategy
7.4.3 Educational Objectives/Outcomes Resulting from Strategy
7.4.4 Suggestions When/How to Use the Strategy in a Course/Session
7.4.5 Step-by-Step Procedure to Implement Strategy
7.4.6 Assessment Data Generated
7.4.7 Pros/Cons of the Strategy
7.5 Conclusions
References
Suggested Reading
Chapter 8: Audience Response Systems Used as Information Retrieval Practice
8.1 Description of Active Learning Strategy
8.2 Purpose/Goal of the Strategy
8.3 Educational Objectives/Outcomes
8.4 Suggestions
8.5 Before Class
8.6 At the Beginning of Class
8.7 During the Session
8.8 At the End of Class
8.9 Examples
8.10 Step-by-Step Procedure to Implement Strategy
8.10.1 The Technology
8.11 Planning
References
Chapter 9: Socratic Questioning to Engage Learners
9.1 What Is Socratic Questioning?
9.2 Purpose of Questioning
9.2.1 Formative Assessment
9.2.2 Learning Issues
9.2.3 Clinical Application
9.2.4 Dynamic Interaction
9.3 Educational Objectives and Outcomes
9.3.1 Critical Thinking
9.3.2 Autonomous Learning
9.3.3 Clinical Tool
9.4 Using Socratic Questioning in Medical Education
9.4.1 Lecture
9.4.2 Lab
9.4.3 Hospital Setting
9.5 How to Implement Socratic Questioning
9.5.1 Developing Socratic Questions
9.5.2 Developing Adaptation in a Socratic Dialogue
9.6 Sample Socratic Questioning Learning Session
9.6.1 Session Goals
9.6.2 Learning Objectives
9.6.3 Tiered Questions That Guide Socratic Dialogue
9.7 Important Considerations
9.8 Conclusion
References
Suggested Reading
Chapter 10: Organ Recitals: A Large Group Active Learning Technique
10.1 Description of Active Learning Strategy
10.1.1 Setting
10.1.2 Year of Learner
10.1.3 Resources Needed
10.1.4 Basic Approach
10.1.5 Preparation of Vignettes
10.1.6 Student Process for Solving Vignettes
10.2 Purpose/Goal of the Strategy
10.2.1 Overall Goals
10.2.2 Specific Faculty Goals
10.3 Educational Objectives/Outcomes Resulting from Strategy
10.4 Suggestions When/How to Use This Technique in a Course
10.5 Example of Organ Recital Topics
10.6 Step-by-Step Procedure to Implement Strategy
10.6.1 Determine Objectives for Session
10.6.2 Create a Case List
10.6.3 Create the Organ Recital
10.6.4 Running the Organ Recital
10.7 Assessment Data Generated (If Applicable)
10.7.1 Pros/Cons of the Strategy
10.7.1.1 Pros
10.7.1.2 Cons
10.7.1.3 Helping Faculty Adjust
10.7.1.4 Student Buy-In
10.7.1.5 Helping Students to Adjust
References
Chapter 11: A Metacognitive Perspective: Keys to Effective Active Learning and Potential Barriers
11.1 Understanding Active Learning: Large vs. Small Group Modalities
11.1.1 Why Do We Need to Implement Active Learning in Large Groups?
11.1.2 What Exactly Is Active Learning?
11.1.3 Why Is Passive Learning an Oxymoron?
11.1.4 How Does the Experiential Learning Cycle Define Active Learning?
11.1.5 How Would We Recognize When Each of the Steps in the ELC Are Being Used?
11.1.6 How Does Experiential Learning Help the Brain Change Itself Physically?
11.1.7 How Do People Differ in the Way They Prefer to Use Their Brains?
11.1.8 Why is Active Learning a Form of Deliberate Practice: And Why Is Deliberate Practice Important?
11.1.9 What Could Possibly Go Wrong?
11.2 Review of Large Group Active Learning Modalities
11.2.1 Chapter 2: Flipped Classroom as a Pedagogy to Achieve Active Learning
11.2.2 Chapter 3: Team Based Learning
11.2.3 Chapter 4: Games
11.2.4 Chapter 5: Brief Activities: Questioning, Brainstorming, Think-Pair-Share, Jigsaw, Peer Teaching, Clinical Case Discussions
11.2.5 Chapter 6: Concept Maps
11.2.6 Chapter 7: Technology/Social Media
11.2.7 Chapter 8: Audience Response System (ARS)
11.2.8 Chapter 9: Socratic Questioning
11.2.9 Chapter 10: Organ Recitals
11.3 In Conclusion
References