Active Writing ently,than when they think they should model the opaque, stilted prose they associate with academic style and language TheIntention Note:Even when provided explicit instructions for a writ- Some commonly used short writing assignments ask ing assignment,many students may not understand what is students to reiterate what the instructor has said in class or what an authoritative document,such as a textbook or required of them.A good way to inform students of what you expect is to create and model(briefly)their writing assign- article.has stated. ments by offering an example that reflects the limits within Many of the following suggestions build on those short writ- which the students will write. ing assignments by asking students to think in writing about For example,if they will be able to produce only a first draft those facts.concepts.and issues delivered by content experts then a model should not be perfect or the result of many As students"think in writing"they clarify the material for drafts,and should contain the same kinds of flaws that would themselves and see what they understand and what they need appear in a typical example. help in making sense ofit. Through writing,students order and organize the material so they can comprehend both the larger picture and the sup The Activities:For Individuals porting details-building a ladder of abstraction that helps Submitting questions them see the relation among topics and subtopics Ask students to write down and submit any questions Students can use writing to explore a topic or class material, they have at the end of each class. using the pen as a flashlight that provides them the opportu The answers to these questions become the beginningo nity and the confidence to think beyond the statements the next class. and thoughts of others and to forge connections among isolated concepts. This technique can be used to gauge student learning,as well as to motivate students to listen.It also providesa In their work Promoting Active Learning,Meyers and Jones way to review course material before moving forward (1993)suggest that when students are directed to write for specific"rhetorical contexts"-a specific audience,situation and purpose-they are more apt to write clearly and coher- Page 80 Instruction at FSU Handbook 2010
Page 80 Instruction at FSU Handbook 2010 Active Writing The Intention Some commonly used short writing assignments ask students to reiterate what the instructor has said in class or what an authoritative document, such as a textbook or article, has stated. Many of the following suggestions build on those short writing assignments by asking students to think in writing about those facts, concepts, and issues delivered by content experts. As students “think in writing” they clarify the material for themselves and see what they understand and what they need help in making sense of it. Through writing, students order and organize the material so they can comprehend both the larger picture and the supporting details - building a ladder of abstraction that helps them see the relation among topics and subtopics. Students can use writing to explore a topic or class material, using the pen as a flashlight that provides them the opportunity and the confidence to think beyond the statements and thoughts of others and to forge connections among isolated concepts. In their work Promoting Active Learning, Meyers and Jones (1993) suggest that when students are directed to write for specific “rhetorical contexts” - a specific audience, situation, and purpose - they are more apt to write clearly and coherently, than when they think they should model the opaque, stilted prose they associate with academic style and language. Note: Even when provided explicit instructions for a writing assignment, many students may not understand what is required of them. A good way to inform students of what you expect is to create and model (briefly) their writing assignments by offering an example that reflects the limits within which the students will write. For example, if they will be able to produce only a first draft, then a model should not be perfect or the result of many drafts, and should contain the same kinds of flaws that would appear in a typical example. The Activities: For Individuals Submitting questions • Ask students to write down and submit any questions they have at the end of each class. • The answers to these questions become the beginning of the next class. • This technique can be used to gauge student learning, as well as to motivate students to listen. It also provides a way to review course material before moving forward
Writing a summary of summaries Editing the work of others Students write a 2-3-page summary of an assigned read- Have students write short papers,exchange them,and ing and exchange summaries. edit each other's work. Each student then writes a 1-paragraph summary of the .Guided is the key for successful reviews.Students will other person's2-3-page summary. need specific instructions on how toedit the writing of .The resulting summary ofa summary can be presented others,so provide them with a writing review rubric that organizes criteria for grading. Writing to determine comprehension Model"constructive"criticism.Many students do not know how to explain their responses in helpful ways. .Stop in mid lecture and ask students to writea short list Guided peer review of written work can be extremely helpful of everything they know about the topic or a sub-topic It emphasizes that students should always take the editing .Ask a few students to share the results of their"brain process seriously,and it gives them an idea of the process dumps.This technique can help students remain at- that the professor uses to assess student writing. tentive and provide feedback to you about the students' knowledge or misunderstandings (This process could be done several times before the final paper is due.) The Activities:For Groups Note taking and revision ·Have a“Notes Completion"session. Ask students to exchange notes and fill in any gaps they identify. .This technique helps them generate complete notes as they review the course material. nstruction at FSU Handb
Page 81 Instruction at FSU Handbook 2010 Writing a summary of summaries • Students write a 2-3-page summary of an assigned reading and exchange summaries. • Each student then writes a 1-paragraph summary of the other person’s 2-3-page summary. • The resulting summary of a summary can be presented to the class. Writing to determine comprehension • Stop in mid lecture and ask students to write a short list of everything they know about the topic or a sub-topic. • Ask a few students to share the results of their “brain dumps.” This technique can help students remain attentive and provide feedback to you about the students’ knowledge or misunderstandings. The Activities: For Groups Note taking and revision • Have a “Notes Completion” session. • Ask students to exchange notes and fill in any gaps they identify. • This technique helps them generate complete notes as they review the course material. Editing the work of others • Have students write short papers, exchange them, and edit each other’s work. • Guided is the key for successful reviews. Students will need specific instructions on how to edit the writing of others, so provide them with a writing review rubric that organizes criteria for grading. • Model “constructive” criticism. Many students do not know how to explain their responses in helpful ways. Guided peer review of written work can be extremely helpful. It emphasizes that students should always take the editing process seriously, and it gives them an idea of the process that the professor uses to assess student writing. (This process could be done several times before the final paper is due.)
Visual-based Active Learning Note:Most visual media is temporal and,unless digitized,it will be especially difficult for you to locate isolated segments TheIntention Visual media,such as films,videotapes,demonstrations The Activities and even TV,have the advantage of being easy to deliver in Films most classroom oronlineenvironments and are inherently interesting to the current generation of students.In addition. .Films,as well as other visual media,can bestopped and because many visual media are temporal and active,rather important segments viewed,discussed,criticized,or than static,they can be used to show change and dynamic reflected upon. qualities,which can be especially useful in teaching the sci Students can be given questions to answer as they watch ences or even dance. .Groups can be established to discover or examine But the same qualities that make visual media eye-catching specific points. may also mitigate its educational value.Although students .One of the most interestinguses ofthis media technolog may watch with apparent interest with is to allow students to film their own projects.Some have out your guidance,they likely will become passive receptors their own cameras;others can check out cameras from ofvisual data. media centers or departments.The best of these films Whatever media you use,you should guide students in might be used in future classes. attending to certain aspects of the presentation through Overhead projectors or presentation software questions either delivered before the presentation begins or .Intersperse,among the slides,questions or activities for by periodically stopping the presentation to ask questions o the students have students draw connections.You may even want to de- scribe to students how they should watch or attend to a visual Another way to get students active is to give them the presentation.(Viewers do not naturally examine the more overhead transparency and pen and allow them to do subtle movementsor sounds in a frame.)Unless a visual problem solving as individualsor groups. medium is used to trigger learning,regardless of its quality or Just one reminder.Donot put your notes on presenta- instructional merit,it will most likely not be integrated into tion software,project it in your class,and then read it to students'long-term memory or deliver concepts or informa- the class! tion students can apply. Page 82 Instruction at FSU Handbook 2010
Page 82 Instruction at FSU Handbook 2010 Visual-based Active Learning The Intention Visual media, such as films, videotapes, demonstrations, and even TV, have the advantage of being easy to deliver in most classroom or online environments and are inherently interesting to the current generation of students. In addition, because many visual media are temporal and active, rather than static, they can be used to show change and dynamic qualities, which can be especially useful in teaching the sciences or even dance. But the same qualities that make visual media eye-catching may also mitigate its educational value. Although students may watch images on a screen with apparent interest, without your guidance, they likely will become passive receptors of visual data. Whatever media you use, you should guide students in attending to certain aspects of the presentation through questions either delivered before the presentation begins or by periodically stopping the presentation to ask questions or have students draw connections. You may even want to describe to students how they should watch or attend to a visual presentation. (Viewers do not naturally examine the more subtle movements or sounds in a frame.) Unless a visual medium is used to trigger learning, regardless of its quality or instructional merit, it will most likely not be integrated into students’ long-term memory or deliver concepts or information students can apply. Note: Most visual media is temporal and, unless digitized, it will be especially difficult for you to locate isolated segments The Activities Films • Films, as well as other visual media, can be stopped and important segments viewed, discussed, criticized, or reflected upon. • Students can be given questions to answer as they watch. • Groups can be established to discover or examine specific points. • One of the most interesting uses of this media technology is to allow students to film their own projects. Some have their own cameras; others can check out cameras from media centers or departments. The best of these films might be used in future classes. Overhead projectors or presentation software • Intersperse, among the slides, questions or activities for the students. • Another way to get students active is to give them the overhead transparency and pen and allow them to do problem solving as individuals or groups. • Just one reminder. Do not put your notes on presentation software, project it in your class, and then read it to the class!
Demonstrations Collaborative Learning .During interactive demonstrations,ask students ques- The Intention tions such as:"What will happen if. Recent research suggests that individuals in small groups Brainstorming learn better than they do on their own or in isolation.In light of the research on active learning,this is not surprising,asa The Intention small group initiates collaborative learning and its resulting activities:students generate questions,discuss and arrive at Brainstorming,in which students are encouraged to generate as many ideas on the topic as possible without judgment or conclusions,turn thought into written or oral language,etc. critique when they are made.can be used in many learning Any size class can benefit from collaborative learning.With contexts,whether solving a problem,generating questions some modifications,groups can be successful even in very to ask about a visual presentation,or summarizing the kev large lecture classrooms points of a lecture.The operant word in the definition of brainstorming is generating.Students can use this session Some things to think about before you use as an opportunity to make conections,free associate,and collaborative learning: recognize that they have been engaging with the topic in ways they may not have been aware Some teachers have reported that starting groups at the beginning of the semester is difficult.Some time is needed for students to get to know one another.Howev. er,getting students in groups,especially in large classes The Activity is a way to help them get socialized. Group brainstorm There are physical limitations to grouping-plan for them.In a class with the chairs permanently at- .Begin by asking a question or suggesting a topic and tached to the floor,group size might have to be limited. defining the range of acceptable ideas Desks,chairs,and tables that can be moved will need Have someone make a list of the ideas on the board to be moved.When students get in the habit of working or overhead. in groups,they will do the rearranging.Try to arrange chairs so that:you can walk around toeach group:yo These ideas can be the stimulus for a discussion to follow can speak to the class as a whole when you need to;all topics for projects,topics with which students need assis students can see projectionsor demonstrations while tance,or even important points that might be included on an they are in their groups. assessment later. ge 8 nstruction at FSU Hand
Page 83 Instruction at FSU Handbook 2010 Demonstrations • During interactive demonstrations, ask students questions such as: “What will happen if…?” Brainstorming The Intention Brainstorming, in which students are encouraged to generate as many ideas on the topic as possible without judgment or critique when they are made, can be used in many learning contexts, whether solving a problem, generating questions to ask about a visual presentation, or summarizing the key points of a lecture. The operant word in the definition of brainstorming is generating. Students can use this session as an opportunity to make connections, free associate, and recognize that they have been engaging with the topic in ways they may not have been aware. The Activity Group brainstorm • Begin by asking a question or suggesting a topic and defining the range of acceptable ideas. • Have someone make a list of the ideas on the board or overhead. These ideas can be the stimulus for a discussion to follow, topics for projects, topics with which students need assistance, or even important points that might be included on an assessment later. Collaborative Learning The Intention Recent research suggests that individuals in small groups learn better than they do on their own or in isolation. In light of the research on active learning, this is not surprising, as a small group initiates collaborative learning and its resulting activities: students generate questions, discuss and arrive at conclusions, turn thought into written or oral language, etc. Any size class can benefit from collaborative learning. With some modifications, groups can be successful even in very large lecture classrooms. Some things to think about before you use collaborative learning: • Some teachers have reported that starting groups at the beginning of the semester is difficult. Some time is needed for students to get to know one another. However, getting students in groups, especially in large classes, is a way to help them get socialized. • There are physical limitations to grouping - plan for them. In a class with the chairs permanently attached to the floor, group size might have to be limited. Desks, chairs, and tables that can be moved will need to be moved. When students get in the habit of working in groups, they will do the rearranging. Try to arrange chairs so that: you can walk around to each group; you can speak to the class as a whole when you need to; all students can see projections or demonstrations while they are in their groups
Researchers say that effective groups have three or four projects,design enough tasks for every member.Deter- members but there are other situations in which two mine if you or the group will distribute the workload and students are effective.some faculty members give each be clear about evaluation criteria.will each student in student a role in the group;others let students choose the group receive the same grade? the role that best fits them.Teachers sometime assign groups;others let natural groups form.Some keep the The Activities groups the same all semester;others rotate members. Group problem solving Assessment of group work can be the most difficult as Stop the lecture to ask groups to solve a problem,doan pect.Some students will reject being assessed as a group. activity,find the important points,or the most confusing Sometimes the group will contain a mix of laggards and point,create an outline,create atest question gung-ho students.This is where clear instructions and are important.Com Think-pair-share mon methods of grading collaborative work move along a continuum from giving the group a grade as a whole This activity starts with each student working individu to giving each student a grade depending upon the part ally on a problem for a short time;then students pair up he or she played in the group.Another idea is to let the to compare,synthesie,and finish the assignment.Later groups do internal assessments of its members.Also,if a they report to the whole class.This can be expanded to presentation to theclass is involved other students could create a pyramid when those two students now work with two more,and then report to the class. evaluate it. Explain the nature and value of putting students into Debates groups.What will they be able to accomplish in a group Ask debaters(who might be a team)to debate issues more effectively than they could do alone?Be sure the based on verifiable evidence,to clearly state points,to group activity contributes toward meeting a desired logically organize issues,and to be persuasive. learning outcome. Those not participating in the debate are the judges .Giveclear directions to the groups before they physically They should have or establish criteria upon which to move.Let them know what they should do in groups and base their decision. what their product will be.To promote positive inter- dependence and individual accountability,outline the Non-participants should also record at least one point that the debaters on each side should have made degree of collaboration you expect,and for longer-term but did not. age 84 Instruction at FSU Handbook 2010
Page 84 Instruction at FSU Handbook 2010 • Researchers say that effective groups have three or four members but there are other situations in which two students are effective. Some faculty members give each student a role in the group; others let students choose the role that best fits them. Teachers sometime assign groups; others let natural groups form. Some keep the groups the same all semester; others rotate members. • Assessment of group work can be the most difficult aspect. Some students will reject being assessed as a group. Sometimes the group will contain a mix of laggards and gung-ho students. This is where clear instructions and precise elaborations on grading are important. Common methods of grading collaborative work move along a continuum from giving the group a grade as a whole to giving each student a grade depending upon the part he or she played in the group. Another idea is to let the groups do internal assessments of its members. Also, if a presentation to the class is involved other students could evaluate it. • Explain the nature and value of putting students into groups. What will they be able to accomplish in a group more effectively than they could do alone? Be sure the group activity contributes toward meeting a desired learning outcome. • Give clear directions to the groups before they physically move. Let them know what they should do in groups and what their product will be. To promote positive interdependence and individual accountability, outline the degree of collaboration you expect, and for longer-term projects, design enough tasks for every member. Determine if you or the group will distribute the workload and be clear about evaluation criteria. Will each student in the group receive the same grade? The Activities Group problem solving • Stop the lecture to ask groups to solve a problem, do an activity, find the important points, or the most confusing point, create an outline, create a test question. Think-pair-share • This activity starts with each student working individually on a problem for a short time; then students pair up to compare, synthesize, and finish the assignment. Later they report to the whole class. This can be expanded to create a pyramid when those two students now work with two more, and then report to the class. Debates • Ask debaters (who might be a team) to debate issues based on verifiable evidence, to clearly state points, to logically organize issues, and to be persuasive. • Those not participating in the debate are the judges. They should have or establish criteria upon which to base their decision. • Non-participants should also record at least one point that the debaters on each side should have made but did not