1	Classes that Click: Active Learning vs. Procrastinate Learning Ann Singleton, Ed.D. School of Education, Associate Dean in collaboration with Kina Mallard, Ph.D. Gordon College, Dean of Academic Programs
2	Goals Understand the importance of using class time for effective student learning; Explore together a four-part teaching/learning model; Experience in-class learning strategies appropriate for each phase of the model.
3	Active vs. Procrastinate
4	"Students learn by becoming involved…Student..."
5	Retention Rates 5% Lecture 10% Reading 20% Audio-Visual 30% Demonstration 50% Discussion Group 75% Practice by Doing Something 90% Teaching Others to Do Something Information from the National Training Laboratory
6	Roadblocks to Active Learning Faculty over-prepare. Faculty teach the way they were taught. Faculty lack confidence in their ability to lead discussion. Faculty lack confidence in students ability to answer.
7	Meaningfulness Kef Lak Mil Vek Lun Nem Beb Sar Fif Poq
8	Meaningfulness
9	Meaningfulness Cat Fan Sit Run Pen Ban Dab Set Hid See
10	Meaningfulness
11	Meaningfulness Coat Sweater Hat Gloves Tie Shirt Socks Shoes Jacket Pants
12	Meaningfulness
13	Meaningfulness
14	Meaningfulness
15	Meaningfulness Kef Cat Coat A Lak Fan Sweater Boy Mil Sit Hat Went Vek Run Gloves To Lun Pen Tie The Nem Ban Shirt Grocery Beb Dab Socks Store Sar Set Shoes To Fif Hid Jacket Buy Poq See Pants Candy
16	ASSIGNMENT is the Teaching/ Learning Preparation Rationale for ASSIGNMENT Why is this assignment important? What do I want my students to learn from this assignment? How will the students use the information from the assignment in class?
17	Strategies for ASSIGNMENT Email Update Article/Chapter Outline Analogical Guide Anticipation/Reaction Guide
18	CONTEXT is the Teaching/Learning Review-Preview Rationale for CONTEXT Why is it important to put this information in context? Before the course Within the course Beyond the Course What are the connections I want the student to make?
19	"Remember Sally" Remember Sally, the person I mentioned in my letter? You’ll never guess what she did this week. First, she let loose a team of gophers. The plan backfired when a dog chased them away. She then threw a party but the guests failed to bring their motorcycles. Furthermore, her stereo system was not loud enough. Sally spent the next day looking for a “Peeping Tom,” but was unable to find one in the yellow pages. Obscene phone calls gave her some hope until the number was changed. It was the installation of blinking neon lights across the street that finally did the trick.
20	Strategies for CONTEXT Analogical Guide Anticipation Guide/Reaction Guide Phony Document
21	DIALOGUE is the Teaching/Learning Conversation Rationale for Dialogue Why is this dialogue important? What strategies would best facilitate the dialogue? What are do I want my students to learn from this dialogue?
22	Strategies for DIALOGUE Circle Critique Phony document Think/Pair/Share Experts on Call Learning Journey
23	ASSESSMENT is the Teaching/Learning Feedback Rationale for ASSESSMENT Why is it important to take class time to assess? What assessment strategies will work best for this assignment/content?
24	Strategies for ASSESSMENT Quick Check Ticket to Leave Minute Paper Minute Speech Information Map Mamaw Principle
25	MASK Teaching and Learning Model
26	Identity and Integrity of Active Learning Good teaching cannot be reduced to technique; good teaching comes from the identity and integrity of the teacher. ____Parker Palmer Identity – everything that makes you, you. Integrity – Matching who you are to your content, your pedagogy, your relationships
27
28
29