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Many of the posts on this blog are intended for teachers who want to design Active Learning activities. These posts are now compiled into a PDF format for download. This file can be read on any computer and can be sync’ed to a tablet device such as an iPad for more convenient reading.
Click on the button below to download the PDF file. To read the book on your iPad place the PDF in the Books section of your iTunes library. Sync it to your iPad. You can find and read the book with the iBooks App.
This is more obvious in the Humanities and related disciplines where there may exist diverse points of view on any important issue. However, literary analysis offers conflicting opinions as well. The perspective of the historian or the philosopher can also be brought to bear when discussing literary works as can the views of critics.
In the Sciences important discoveries or theories may have a variety of implications—Einstein and the development of the Hydrogen bomb for example. Notable scientists like Newton were greatly influenced by the epoch in which they lived and, in some cases, have shaped those historical periods. These interactions are also evident today in the way in which Science, Politics, and Economics interact in the debate over climate change. (more…)
For example, “Write a 500 word biography of Marie Curie highlighting her accomplishments in Physics” requires little thinking about the nature of the task. On the other hand, this question is more ambiguous: [/column]“Some governments argue that there is an increased need for surveillance of public communication. Others take the view that this activity violates civil rights. Take a stand on this issue and make a compelling case for it.” (more…)
John Seely Brown sees a divergence between what outside-world practitioners do and what we have typically been able to replicate in the classroom (see post on this site) . It is a difficult challenge because when we try to extract the “essence of biologist” we don’t get everything. What we usually bring into the classroom is what Seely Brown calls the explicit knowledge. This is the kind of knowledge we find in textbooks. (more…)
We can learn a great deal by examining some of the features of this room. First of all, the tables are round and large, 7 feet in diameter, as per the SCALE-UP model. They seat 9 students. This poses an immediate question: how many students do you want sitting together? In SCALE-UP the idea is that students work in groups of 3 and so, 3 groups per table. Some college teachers find this unappealing. They want one small group, say 4 students, per table. Such tables might be 5 feet in diameter.
Some institutions have installed one or two adjustable tables in each classroom in order to accommodate students with special needs who may need more clearance for their wheel chair, for example. These can become popular worksites for other students who simply prefer the stand-up working mode.
Stand-up desks have become very popular in elementary and secondary schools. But there is a particular reason for this. As a former elementary school teacher I can attest to the frequency with which students are told to sit down and be quiet. It turns out that these are the last two things young kids want to do. The use of stand-up desks seems to liberate students from silence and immobility. (more…)
Authentic is, nonetheless, difficult to define. Most definitions of authentic compare one thing to some existing model or template. Something is authentic if it compares well to the original. In their paper on authentic activities and online learning Reeves, Herrington and Oliver describe what authenticity means in the design of learning activities. They present ten characteristics that define authentic Active Learning activities.
Each of these design features is described in a more detailed post. Follow the links in the list above.