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Active Learning Guidelines Cheat Sheet (DRAFT) by [deleted]

Active Learning Guidelines

This is a draft cheat sheet. It is a work in progress and is not finished yet.

Introd­uction

What is the Value of Active Learning to the Students?
The most important value is that active learning increases students' retention and compre­hension of the course material. Tasks to be accomp­lished become explicit. Active learning utilizes the students' data and knowledge base. Students have an opport­unity to provide personal insights and interp­ret­ation (develop their own answers). The process allows students to experiment with ideas, to develop concepts, and to integrate concepts into systems.

Research shows that active learning seeks to engage a greater range of students in effective learning. Furthe­rmore, it positively affects the attitude of students toward self and peers in the learning process. Active learning develops social experi­ences between students and between teacher and students. It can build community within the classroom.

What is the Value of Active Learning to the Teacher?
Active learning concen­trates on the teaching function. It helps the teacher select objectives at the correct level of difficulty to meet the students' needs. The teacher encourages the students to be respon­sible for their own learning. Active learning brings the students into the organi­zation, thinking, and problem solving process of the discip­line. Active learning also gives the teacher time to perform the helping teacher functions of coach, listener, and advocate.

Professor is Student Oriented

· Course begins where the students are, not where the professor is
· Though students are expected to bring needed skills and background knowledge and to be self-m­oti­vated, the professor also accepts respon­sib­ilities for motiva­tion, clarity, and diagno­sti­c/s­upp­ortive teaching
· Students are treated with the same dignity and respect expected by the professor
· Individual differ­ences are expected, welcomed, and supported

Students Partic­ipate in Goal Setting

· Some goals are provided by professor
· Students create or select additional goals
· Goals are indivi­dua­lized (different students may have different goals)

Classroom Climate Collegia- Suppor­tiv­e-S­pon­taneous

· Everyone knows and uses everyone else's name
· Everyone knows (and respects) everyone else's backgr­ound, current position, interests, goals, etc.
· Professor does no more than 50% of the talking and no more than 75% of the decision making
· Discus­sion, group work, and active partic­ipation is encouraged and expected
 

Activities are Proble­m-C­entered and Studen­t-D­riven

· Students are expected to be active learners
· Course is built upon real problems that relate to student goals and interests
· Some easier problems are dealt with early in the course and are used to provide paradigms and activity models
· Students have some flexib­ility in problem selection
· Busy work and unnece­ssary repetition are minimized
· Whenever possible, students work at own pace and on own schedule
· Students are encour­age­d/r­equired to work together in groups and to provide sugges­tions, feedback, and support to one another

Assessment is Continuous and Supportive

· Formative develo­pmental feedback is emphasized over summative grades
· Profes­sor's comments focus upon success and sugges­tions for improv­ement rather than upon mistakes and correc­tions
· Students are allowe­d/e­xpected to revise and resubmit work that does not meet expected standards, and summative grades are based upon revised work
· Profes­sor's role is primarily to help students toward success, not merely to point out their shortc­omings; students should build pride in accomp­lis­hments and existing abilities
· All assessment should be criter­ion­-re­fer­enced rather than normative
· Assessment involves facts/­con­cep­ts/­app­lic­ations
· Assessment is often authentic

Develo­pmental Not Direct­ive­/Pr­ese­nta­tional

· Students are active creators of knowledge, not passive receivers of inform­ation
· Multiple answers (rather than one right answer) are often accepted
· Emphasis is upon unders­tanding and applic­ation rather than upon memori­zation and repetition
· Professor teaches discip­linary (subject area) methods and provides access to inform­ation; students gather, organize, and use inform­ation
· Professor helps students to understand learning styles and methods and help students to identify and remediate any personal learning problems
· The methods of the discipline are as (or more) important than the content
· Professor guides but does not entirely dictate task identi­fic­ation, activities sequen­cing, and working strategies
· Newer techno­logies, media, content, and methods are emphasized
· Students are allowed broad flexib­ility and encouraged toward self-d­ire­ction
· Professor emphasizes and teaches metaco­gnition

Multi-­level Outcomes are Expected

Learning includes:
· Facts and inform­ation
· Concepts and unders­tanding
· Processes and applic­ations
· Metaco­gnition and reflec­tions