Implement Active Learning Strategies
--Arthur W. Chickering and Zelda F. Gamson, "Seven Principles for Good Practice"
Each engaged teaching strategy is designed to achieve specific goals, and although they are all appropriate for different contexts, they share some common themes. As a group, active learning pedagogies:
- are purposeful, meaningful, and congruent with practices in the discipline (good "approximation of practice")
- are aligned with goals, outcomes, and assessment
- promote student-student and instructor-student interactions
- respect diverse talents and ways of learning
Why Use Active Learning?
The data from education research studies are clear that:
- student engagement increases with student-centered learning techniques.
- engaged students are more successful and fail less often.
- active learning promotes learning competencies and habits of mind which are often more valuable to employers than simple content knowledge.
The PIA website has a nice breakdown of what the research has to say about why active learning (or "engaged pedagogies") are important for helping students be successful in our courses.
How to Use Active Learning Strategies?
Chickering, A.W and Gamson, Z.F. (1987). Seven Principles for Good Practice, AAHE Bulletin 39: 3-7, March 1987
Freeman, Scott; Eddy, Sarah L.; McDonough, Miles; Smith, Michelle K.; Okoroafor, Nnadozie; Jordt, Hannah; Wenderoth, Mary Pat (2014). Active learning increases student performance in science, engineering, and mathematics, Proc. Natl. Acad. Sci., v. 111, n. 23, p. 8410–8415.
McConnell. D.A, Chapman, L., Czajka, C.D., Jones, J.P., Ryker, K.D., and Wiggen, J. (2017). Instructional Utility and Learning Efficacy of Common Active Learning Strategies, Journal of Geoscience Education, 65:4, 604-625, DOI: 10.5408/17-249.1
National Research Council. 2015. Reaching Students: What Research Says About Effective Instruction in Undergraduate Science and Engineering. Washington, DC: The National Academies Press.
Smith, K.A., Sheppard, S.D., Johnson, D.W., and Johnson, R.T. (2013). Pedagogies of Engagement: Classroom-Based Practices. Journal of Engineering Education, v 94, 87-101
Teasdale, R., Viskupic, K., Bartley, J.K., McConnell, D., Manduca, C.A., Bruckner, M., Farthing, D., and Iverson, E. (2017). A multidimensional assessment of reformed teaching practice in geoscience classrooms. Geosphere (2017) 13 (2): 608-627.