Facilitating Active Learning
in Large Classes
Anita M. Stineman, PhD, RN The University of Iowa
College of Nursing
Activity
TTYP – Turn to Your
Partner
What are the biggest
challenges you face
with large classes?
Active Learning
“
By the very act of being
engaged, students
develop habits of the
mind and heart that
promise to stand them in
good stead for a lifetime
of continuous learning.”
Research states…..
“Students who engage more
frequently in educationally
effective practices get better
grades, are more satisfied,
and are more likely to persist.”
7 Principles of Good Practice
1. Student-Faculty Contact
2. Cooperation Among Students
3. Active Learning
4. Prompt Feedback
5. Time on Task
6. High Expectations
7. Diverse Talents and Ways of
Learning
7 Principles of Good Practice
1. 2. 3.
4. 5. 6.
7 Principles of Good Practice
1. Student-Faculty Contact 2. Cooperation Among Students 3. Active Learning4. Prompt Feedback 5. Time on Task 6. High Expectations
7. Diverse Talents & Ways of
7 Principles of Good Practice
“A Whole Brain Grid Activity”, Backer & Deck
Creating an “Engaged” Culture
First Day
• Start learning names • Ice Breaker • Planned Activity – Goal of activity – Project directions (ppt, overhead) – Turn in assignment – Limit time
At the beginning of class….
Use Active
Learning to
“hook” to snag
the interest
level
TTYP
Reflective Responses
Provide students with a question that they must respond to in writing - a one or two paragraph response
Bring to next class
Advantages
“Hook” for beginning class Everyone has something they can contribute Increase ‘time on task’ Introduction for class
discussion
Reflective Responses
96:157 Leadership and Care Management
Content: Decision Making and Evaluation of Outcomes
Question:
Think of the last time that you
had to make a very difficult decision.
What steps/process did you use to make
that decision? Was there anything you
might have done differently to improve
the outcome of your decision.
“There is not enough class time
to do activities.”
Thinking
Thinking
Thinking
Thinking
Thinking
Thinking
“There is not enough class time
to do activities.”
Can we afford to ignore the evidence?
Consider these:Develop a course website
– post powerpoint slides with audio for students to listen to prior to coming to class. “Bookend” approach
96:152
Gerontological
Nursing
Associational Brainstorming
• Write thoughts they associate
with word, concept, picture
• Transcribe their responses on
board, overhead
• Discuss in relation to topic
• Provides sense of prior
experience, attitudes and
knowledge
Throughout the class ……
Pause Procedure
Stop lecture
Students work in pairs
Compare and rework notes
“What remains unclear?”
Case Studies
Several weeks ago, Kevin Andrews, a 17-year-old high school gymnast, fell from the parallel bars and fractured his left femur. Kevin has been on bed rest in skeletal traction since the accident. He is depressed and bored with the hospital
routine of care. Because of painful muscle
spasms, he often refuses to be turned or to move voluntarily. His appetite is poor, and he often
refuses his hospital meals. He needs
encouragement from the nursing staff to cough and deep breath.
96:124 Pharmacotherapeutics in Nursing
Classification Generic Trade Action Side
Effects Alpha 1 Blockers Prazosin Beta 1 Blockers Propranolo
ACE Inhibitors Captopril Angiotensin II
Blockers Losartan Direct Acting
Vasodialators Minoxidil
Angelo & Cross, 1993
96:135 Complex Concepts of Nursing Regulation of Fluid Balance With permission of B. Rakel
Class Modeling
acting clip art
-Small groups
-Each group present at next class meeting
-Identify key components that must be included in modeling (hypothalamus, adrenals, pituitary, kidney, pancreas)
-Provide with ‘direction’ sheet Q/A following presentations
Students transform what they have learned
from reading and listening into DOING.
Who Wants to Be a Registered Nurse
• Divide participants into four to eight groups • Provide markers and paper
• Designate recorder and spokesperson • Provide question
• Teams have 15 seconds to respond • Spokesperson shares team response
• +/- 100 points for correct/incorrect answer
ABCD Cards
(alias Low-Tech Clickers)
Which of the following learning activities
would provide the learner with the
HIGHEST level of cognitive learning?
A. Winning “Who Wants to Be a Registered Nurse” B. Providing responses for an Associational
Brainstorming
C. Completing a Memory Matrix
D. Developing a nursing diagnosis from Case Study information
……Closing
One-Sentence Summary
– summarize each
step of the nursing process
Minute Paper
– “What was the most important
thing you learned during this class?”/”What
important question remains unanswered?”
Test Content
– Reflect back on the material
we discussed today, what content do you
think will be covered on the exam?
Success in a large
class is 10%
perspiration and
90% inspiration.
7 Principles of Good Practice
“A Whole Brain Grid Activity”, Backer & Deck
One Minute Summary
Reflecting back
on today’s
presentation, what is
one point
that you will integrate
into your classroom?
References
Angelo, T.A. & Cross, K.P. (1993). Classroom assessment techniques: A handbook for college teachers. (2nd Ed.). San Francisco: Jossey-Bass.
Backer, L.& Deck, M. (2003). The presenter’s EZ graphics kit. Sterling, VA: Stylus.
Chickering, A.W. & Gamson, A.F. (1987). Seven principles for good practice in undergraduate education. Racine, WI:The Johnson Foundation,
Inc./Wingspread.
Frederick, P.J. (2002). Engaging students actively in large lecture settings. In C.A.Stanley & M.E. Porter (Eds.). Engaging large classes: Strategies and techniques for college faculty. (pp. 58-66). Bolton, MA: Anker Publishing. LeCroy, C. (2006). Games as an innovative teaching strategy for overactive
bladder and BPH. Urologic Nursing, 26(5), 381-384.
National Survey of Student Engagement. (2006). Engaged learning: Fostering success for all students: Annual report, 2006. Bloomington, IN:Indiana
University Center for Postsecondary Research.
Sorcinelli, M.D. (2002). Promoting civility in large classes. In C.A.Stanley & M.E. Porter (Eds.). Engaging large classes: Strategies and techniques for college faculty. (pp. 44-57). Bolton, MA: Anker Publishing.
