Citations identified with an ED (ERIC document) number are available in ERIC microfiche collections at over 1000 locations worldwide; to locate your local ERIC Resource Collection, connect to: http://www.ericae.net/derc.htm.
Documents can also be ordered through EDRS for a fee:
service@edrs.com, http://edrs.com or (800)443-ERIC.
Selected ERIC Documents are available online through EDRS's web
site.
Citations with an EJ (ERIC journal) number are available through the originating journal, interlibrary loan services, or article reproduction services: Carl Uncover: http://uncweb.carl.org/ , sos@carl.org, or (800) 787-7979; UMI: orders@infostore.com, or (800)248-0360; or ISI: tga@isinet.com, or (800)523-1850.
Record 1 of 19 - ERIC 1992-1998/06
AN: ED415756
CHN: HE030900
AU: Millis,-Barbara-J.; Cottell,-Philip-G., Jr.
TI: Cooperative Learning for Higher Education Faculty. Series on Higher
Education.
CS: American Council on Education, Washington, DC.
PY: 1997
SN: ISBN-0-89774-990-1
AV: Oryx Press, P.O. Box 33889, Phoenix, AZ 85067-3889; phone: 800-279-6799;
fax: 800-279-4663 ($39.95).
NT: 282 p.
PR: Document Not Available from EDRS.
DT: Books (010); Guides - Classroom - Teacher (052)
CP: U.S.; Colorado
TA: Practitioners; Teachers
LA: English
PG: 282
DE: Active-Learning; Classroom-Techniques; College-Faculty; Educational-Technology;
Higher-Education; Learning-Activities; Student-Evaluation; Student-Participation;
Teamwork-
DE: *College-Students; *Cooperative-Learning; *Group-Activities; *Peer-Teaching;
*Reciprocal-Teaching; *Team-Training
IS: RIEJUN98
AB: This book offers an overview of the cooperative learning process,
including its rationale, research base, value, and practical considerations,
with an emphasis on two key characteristics: cooperative learning's ability
to create communities within classrooms, and well-structured, sequenced
assignments which allow students to internalize information. Chapters are
organized around classroom management and structure, assessment, and support
of cooperative efforts. The discussion covers components of a cooperative
learning program, include forming structured-learning teams, assigning
and rotating roles within the group, and using team-building activities.
Various cooperative-learning structures that can be implemented into college
courses are described, including reciprocal or paired teaching activities
which focus on cooperative problem solving and metacognitive strategies;
the complex variations of peer teaching and coaching; the use of cooperative
learning principles with educational games, problem-based learning, and
cooperative case studies; and technological approaches, such as networked
multimedia labs and computer-assisted learning. Issues related to group
and individual assessment and peer- and self-assessment are considered,
as are the use of classroom observations by faculty colleagues. Forms and
checklists are included which can be used in the cooperative learning classroom.
(Individual chapters contain references; there are 317 bibliographic entries.)
(SW)
LV: 3
CH: HE
FI: ED
DTN: 010; 052
Record 2 of 19 - ERIC 1992-1998/06
AN: EJ549443
CHN: JC507751
AU: Silverman,-Jonathan
TI: The Aesthetic Experience of Learning: Sketching New Boundaries.
PY: 1997
JN: Journal-of-General-Education; v46 n2 p73-95 1997
SN: ISSN-0021-3667
DT: Journal Articles (080); Reports - Research (143)
LA: English
DE: Classroom-Research; Classroom-Techniques; Creativity-; Higher-Education
DE: *Active-Learning; *Aesthetic-Values; *Ambiguity-; *Classroom-Environment;
*Teaching-Methods
IS: CIJJAN98
AB: Describes research using observation and interviews to collect
information on the aesthetic experience of learning in an experimental
multidisciplinary program for first-year undergraduate students. Finds
three areas that shaped the aesthetic sensibility of the classroom: active
learning, classroom control, and ambiguity in class structure and teachers'
roles. (40 citations) (AJL)
CH: JC
FI: EJ
DTN: 080; 143
Record 3 of 19 - ERIC 1992-1998/06
AN: ED412000
CHN: PS025860
AU: Vogel,-Nancy
TI: Getting Started: Materials and Equipment for Active Learning Preschools.
CS: High/Scope Educational Research Foundation, Ypsilanti, MI.
PY: 1997
SN: ISBN-1-57379-055-9
AV: High/Scope Educational Research Foundation, 600 North River Street,
Ypsilanti, MI 48198-2898; phone: 800-40-PRESS; fax: 800-442-4FAX.
NT: 54 p.; Photographs may not reproduce well.
PR: EDRS Price - MF01 Plus Postage. PC Not Available from EDRS.
DT: Guides - Classroom - Teacher (052)
CP: U.S.; Michigan
LA: English
PG: 54
DE: Art-Materials; Child-Development-Centers; Classroom-Design; Classroom-Techniques;
Cultural-Background; Early-Experience; Educational-Equipment; Preschool-Curriculum;
Reading-Materials; Science-Materials; Teaching-Guides; Teaching-Methods
DE: *Classroom-Environment; *Instructional-Materials; *Preschool-Education
ID: High-Scope-Demonstration-Preschool-Project; High-Scope-Educational-Research-Foundation-MI
IS: RIEFEB98
AB: This book provides information to guide the development of an active
learning early childhood program by assisting in the selection of materials
and equipment to support children's cognitive, physical and social development.
The guide considers the arrangement of classroom areas, and elements of
the daily routine. The following classroom interest areas are covered:
art area, block area, house area, toy area, book area, computer area, movement
and music area, sand and water area, and woodworking area. The outdoor
play areas are also discussed. The sections on each of these areas include
suggestions for locating and planning the area and a list of suggested
materials and equipment, with quantities specified. The guide concluded
with sample diagrams of three typical classrooms. The guide offers suggestions
for selecting culturally appropriate materials, for prioritizing, arranging,
acquiring and supplementing materials in each area. (JPB)
LV: 2
CH: PS
FI: ED
DTN: 052
Record 4 of 19 - ERIC 1992-1998/06
AN: ED410962
CHN: IR056450
AU: Swaine,-Cynthia-Wright
TI: Helping Librarians To Encourage Critical Thinking through Active
Learning Techniques in Library Instruction.
PY: 1997
NT: 5 p.
PR: EDRS Price - MF01/PC01 Plus Postage.
DT: Reports - Descriptive (141)
CP: U.S.; Virginia
LA: English
PG: 5
DE: Academic-Libraries; Class-Activities; Higher-Education; Information-Literacy;
Learning-Activities; Librarians-; Reference-Services; Thinking-Skills;
Users-Information
DE: *Active-Learning; *Critical-Thinking; *Library-Instruction; *Student-Participation
ID: Old-Dominion-University-VA
IS: RIEJAN98
AB: Encouraging librarians to incorporate critical thinking skills
and active learning techniques in their course instruction requires more
than talking about it in a department meeting or distributing articles
on the topic. At Old Dominion University (Virginia), librarians have tried
conducting workshops, had readily-accessible binders of articles and suggestions
for librarians to consult, and held idea-sharing sessions. They have also
tried including a related library instruction annual performance objective
for each reference librarian involved in instruction. This paper describes
this latest attempt to incorporate active learning in library instruction
and includes an active learning planning sheet which serves as an outline
for planning and gives brief examples of active learning, a sample time
frame, and a reminder that it requires more time to plan for the incorporation
of critical thinking and active learning. With a continued emphasis on
critical thinking skills and active learning, it is expected that librarians
will improve their teaching skills and that learners will experience even
greater understanding of libraries and information resources. (Author/SWC)
LV: 1
CH: IR
FI: ED
DTN: 141
Record 5 of 19 - ERIC 1992-1998/06
AN: ED409847
CHN: IR018436
AU: Kochery,-Timothy-S.
TI: Distance Education: A Delivery System in Need of Cooperative Learning.
PY: 1997
NT: 11 p.; In: Proceedings of Selected Research and Development Presentations
at the 1997 National Convention of the Association for Educational Communications
and Technology (19th, Albuquerque, NM, February 14-18, 1997); see IR 018
421.
PR: EDRS Price - MF01/PC01 Plus Postage.
DT: Reports - Evaluative (142); Speeches /Meeting Papers (150)
CP: U.S.; Pennsylvania
LA: English
PG: 11
DE: Active-Learning; Content-Analysis; Educational-Environment; Feedback-;
Higher-Education; Instructional-Design; Instructional-Development; Interactive-Television;
Nontraditional-Education; Program-Development; Teaching-Methods
DE: *Distance-Education; *Educational-Television; *Faculty-Development;
*Interaction-; *Needs-Assessment
ID: University-of-Minnesota
ID: *Training-Materials; *Training-Needs
IS: RIEDEC97
AB: In order to promote successful distance education techniques, the
University of Minnesota developed a training program to prepare faculty
to teach via their instructional television (ITV) delivery system. The
need for specific areas of faculty development were assessed through a
survey of current practitioners, as well as a content analysis of existing
training materials from other institutions. In the information gathered
from surveys, interviews, and a review of the literature, the most frequently
mentioned faculty training and content development needs were for maximizing
interaction and feedback and developing lectures for TV. These two instructional
design issues both emphasize that distance education requires more attention
to strategies that promote interactions: questioning techniques, discussions,
and active learning. The instructional methods that are most frequently
cited as successful all involve plans which stimulate active learning by
using procedures that purposefully increase a dynamic student participation
with their own learning process. By creating an environment that advocates
peer interactions, social support, and interpersonal communications, cooperative
learning models can help attain the sense of learning community which is
frequently lacking in distance education experiences. A review of various
cooperative learning models and the types of learning activities each supports
are investigated for practical applications in distance education. Three
tables present a description of matrix categories and sub-topics, results
from individual matrixes, and a model lesson plan. (Contains 22 references.)
(AEF)
LV: 1
CH: IR
FI: ED
DTN: 142; 150
Record 6 of 19 - ERIC 1992-1998/06
AN: ED405839
CHN: IR018279
AU: Williams,-Arthur-E.
TI: Integrating courses with the Internet: Preparing the Teacher As
Well As the Learner.
PY: 1996
NT: 9 p.; In: Association of Small Computer Users in Education (ASCUE)
Summer Conference Proceedings (29th, North Myrtle Beach, SC, June 9-13,
1996); see IR 018 247.
PR: EDRS Price - MF01/PC01 Plus Postage.
DT: Opinion Papers (120); Reports - Evaluative (142); Speeches /Meeting
Papers (150)
CP: U.S.; Maine
LA: English
PG: 9
DE: Access-to-Information; Computer-Mediated-Communication; Distance-Education;
Higher-Education; Information-Sources; Instructional-Development; Teacher-Role;
Teaching-Methods
DE: *Computer-Assisted-Instruction; *Curriculum-Development; *Educational-Technology;
*Faculty-Development; *Internet-; *Technological-Advancement
ID: *Technology-Integration
IS: RIEAUG97
AB: Most colleges and universities have Internet connections that provide
students and faculty access to a world of information resources. The challenge
for instructors and the administrators is integrating these resources into
the curriculum. One of the most influential technologies is electronic
mail, which helps foster communication between teachers and students. New
information technology is also giving life to distance education, with
interactive video being supplemented with bulletin boards, listservs, and
Web pages. This sort of interaction has not yet advanced to the point where
it can substitute for the traditional classroom experience, nor is it anticipated
to do so. Whether the lecture is over a distance, or in a traditional classroom,
difficult concepts can become clearer when visual examples are there for
the student's edification. The changing nature of the Internet makes navigation
a challenge. The UWired program at the University of Washington is an attempt
to bring the tools and skills within the reach of the average student.
The UWired model shows that a well-planned and officially sanctioned program
can work in integrating technology into students' lives; what is even more
important is giving faculty a firm footing in these new techniques. Technology
assists active learning, but teaching methods and teacher roles need to
change as well. Teaching on the World Wide Web will mean changing content
and appearance on a regular basis to fit student expectations of Web content;
it will also mean an increasing need for the instructor to learn and adapt.
(AEF)
LV: 1
CH: IR
FI: ED
DTN: 120; 142; 150
Record 7 of 19 - ERIC 1992-1998/06
AN: ED405782
CHN: HE030053
AU: Wynn,-Evelyn-S.; Cadet,-Lorraine-P.
TI: A Perspective for a Culturally Responsive Collaborative Writing
Model for Developmental Students.
PY: [1996]
NT: 17 p.
PR: EDRS Price - MF01/PC01 Plus Postage.
DT: Information Analyses - General (070)
CP: U.S.; Louisiana
LA: English
PG: 17
DE: Basic-Writing; Cognitive-Structures; Cultural-Awareness; Disclosure-;
Higher-Education; High-Risk-Students; Peer-Teaching; Thinking-Skills; Tutoring-;
Workshops-; Writing-Achievement; Writing-Improvement; Writing-Research;
Writing-Teachers
DE: *Cooperative-Learning; *Cultural-Differences; *Developmental-Programs;
*Disadvantaged-Youth; *Writing-Instruction
ID: Developmental-Students; Diversity-Student
ID: *Collaborative-Writing
IS: RIEAUG97
AB: This paper reviews the research on use of collaborative writing
teaching methods at the postsecondary level. Following a brief summary
of the theoretical framework of collaborative writing, the paper examines
the research on the six features of collaborative writing most used in
classrooms: disclosure, which encourages students to engage in deep levels
of communication; peer tutoring, peer writing, and workshopping, three
techniques which allow students to interface with each other to reinforce
and expand their writing; co-authoring, where students work together on
separate components or on entire writing assignments; and knowledge making,
a form of active learning using critical thinking, experiential learning,
and collaboration. The paper concludes that existing research suggest these
techniques suggests their effectiveness in improving student writing. It
also finds that the research on collaborative writing argues for culturally
responsive instructional models to serve a diverse student body. (Contains
27 references.) (CH)
LV: 1
CH: HE
FI: ED
DTN: 070
Record 8 of 19 - ERIC 1992-1998/06
AN: EJ515371
CHN: SO526983
AU: Allen,-Rodney-F.
TI: Hard Biscuits: Motivation to Learn in Secondary School Social Studies.
PY: 1995
JN: International-Journal-of-Social-Education; v9 n2 p67-77 Fall-Win
1994-95
SN: ISSN-0889-0293
AV: UMI
NT: Theme issue topic: "Alternative Views of Student Motivation/Pacific
Basin."
DT: Reports - Descriptive (141); Information Analyses - General (070);
Opinion Papers (120); Journal Articles (080)
TA: Teachers; Practitioners
LA: English
DE: Active-Learning; Classroom-Environment; Cognitive-Processes; Cognitive-Style;
History-Instruction; Secondary-Education; Student-Interests; Teacher-Behavior;
Teacher-Expectations-of-Students; Teacher-Student-Relationship
DE: *Classroom-Techniques; *Instructional-Effectiveness; *Learning-Strategies;
*Social-Studies; *Student-Motivation; *Teaching-Methods
ID: Biological-Sciences-Curriculum-Study
ID: *Newmann-Fred-M
IS: CIJAPR96
AB: Maintains that much of the high school curriculum, particularly
in social studies, contains innumerable facts that have no use except to
pass school tests. Reviews research on effective instruction as applied
to social studies. Includes 17 characteristics of highly engaging social
studies teaching and learning. (ACM)
CH: SO
FI: EJ
DTN: 141; 070; 120; 080
Record 9 of 19 - ERIC 1992-1998/06
AN: ED388617
CHN: SP036204
AU: Weikart,-Phyllis-S.; Carlton,-Elizabeth-B.
TI: Foundations in Elementary Education: Movement.
PY: 1995
SN: ISBN-0-929816-93-5
AV: High/Scope Educational Research Foundation, 600 North River Street,
Ypsilanti, MI 48198-2898 (Catalog #E3006, $39.95).
NT: 407 p.; Photographs may not reproduce well.
PR: EDRS Price - MF01 Plus Postage. PC Not Available from EDRS.
DT: Books (010); Guides - Classroom - Teacher (052)
CP: U.S.; Michigan
TA: Teachers; Practitioners
LA: English
PG: 407
DE: Body-Image; Classroom-Observation-Techniques; Elementary-Education;
Learning-Experience; Lesson-Plans; Physical-Education; Spatial-Ability;
Student-Development; Student-Educational-Objectives
DE: *Active-Learning; *Kinesthetic-Methods; *Learning-Activities; *Movement-Education;
*Physical-Activities; *Teaching-Models
IS: RIEMAR96
AB: The eight chapters in this book explain a teaching model to help
students develop their kinesthetic intelligence through purposeful movement
education. The major focus is the kindergarten through third grade child,
but because in movement one can be a "beginner" at any age, movement experiences
of both older and younger learners are occasionally used. Chapter 1 presents
an overview of education through movement, providing information about
the special role that movement education plays with today's learners and
how the school and classroom environment can be set up to provide children
with developmentally appropriate movement experiences. Chapter 2 introduces
the active learning approach and the proposed teaching model for education
through movement. Chapter 3 explains the movement core and the teaching/learning
framework provided by the key experiences in movement. Chapters 4 through
6 contain full descriptions of the nine key experiences in movement such
as acting upon movement directions, moving in nonlocomotor and locomotor
ways, and expressing creativity in movement. Chapter 7 presents 80 activities
providing specific active learning experiences in movement and music at
the K-3 level. Chapter 8 provides an observation record for assessment
purposes. Several appendices complete the book and include information
on two methods for determining children's beat competence and beat coordination,
information about movement research and training, and a glossary of technical
terms. Numerous illustrations are provided. (LL)
LV: 2
CH: SP
FI: ED
DTN: 010; 052
Record 10 of 19 - ERIC 1992-1998/06
AN: ED384915
CHN: CS214991
AU: McAllister,-Elizabeth-A.
TI: Learning Together: Collaboration for Active Learning in the Elementary
Language Arts. Teaching Resources in the ERIC Database (TRIED).
CS: ERIC Clearinghouse on Reading, English, and Communication, Bloomington,
IN.
SP: Office of Educational Research and Improvement (ED), Washington,
DC.
CN: RR93002011
PY: 1995
SN: ISBN-1-883790-12-3
AV: EDINFO Press, P.O. Box 5247, Bloomington, IN 47407 ($16.95).
NT: 159 p.; Published with EDINFO Press.
PR: EDRS Price - MF01/PC07 Plus Postage.
DT: Guides - Classroom - Teacher (052); Information Analyses - ERIC
IAP's (071); Reference Materials - Bibliographies (131)
CP: U.S.; Indiana
TA: Teachers; Practitioners
LA: English
PG: 159
DE: Class-Activities; Cognitive-Processes; Communication-Skills; Elementary-Education;
Elementary-School-Students; Group-Activities; Lesson-Plans; Listening-Skills
DE: *Active-Learning; *Cooperative-Learning; *Language-Arts; *Reading-Instruction;
*Writing-Instruction
ID: Response-to-Literature
IS: RIEDEC95
AB: Designed to tap the rich collection of instructional techniques
in the ERIC database, this compilation of lesson plans focuses on helping
elementary-school students to work together as they learn to read, write,
and communicate. The 48 lesson plans in the book cover writing to communicate,
reading for information, responding to literature, listening to understand,
speaking to communicate, and cognitive processes in the language arts.
The book includes an activities chart which indicates the focus and types
of activities (such as listening, reading, writing, speaking, responding
to literature, and content language arts) found in the various lessons.
These teaching ideas were first tried and tested in the classroom and then
reported in the ERIC database. Each chapter contains the following sections:
source (reference to the original in the ERIC database), brief description,
objective, procedures, and personal observation. Directions to students
are marked with a bullet. A 25-item annotated bibliography contains references
to research and additional resources. (RS)
LV: 1
CH: CS
FI: ED
DTN: 052; 071; 131
Record 11 of 19 - ERIC 1992-1998/06
AN: ED379720
CHN: CS508841
AU: McAllister,-Elizabeth-A.; Neubert,-Gloria-A.
TI: New Teachers Helping New Teachers: Preservice Peer Coaching.
CS: ERIC Clearinghouse on Reading, English, and Communication, Bloomington,
IN.
SP: Office of Educational Research and Improvement (ED), Washington,
DC.
CN: RR93002011
PY: 1995
SN: ISBN-1-883790-14-X
AV: ERIC/EDINFO Press, Indiana University, P.O. Box 5953, Bloomington,
IN 47407 ($19.95).
NT: 135 p.
PR: EDRS Price - MF01/PC06 Plus Postage.
DT: Guides - Non-classroom (055); Reports - Research (143); Opinion
Papers (120)
CP: U.S.; Indiana
TA: Practitioners
LA: English
PG: 135
DE: Case-Studies; Elementary-Secondary-Education; Longitudinal-Studies;
Preservice-Teacher-Education; Student-Teaching; Teacher-Role; Teaching-Methods;
Theory-Practice-Relationship
DE: *Experiential-Learning; *Feedback-; *Helping-Relationship; *Peer-Relationship;
*Professional-Development
ID: New-Teachers; Teaching-Research; Towson-State-University-MD
ID: *Peer-Coaching; *Reflective-Thinking
IS: RIEJUL95
AB: Taking as its guiding principle that through peer coaching new
teachers can offer each other valuable feedback as they try out teaching
techniques in the classroom, this book reports on a longitudinal study
in peer coaching. The book aims to give teacher educators a new method
for encouraging reflective thinking and professional growth in preservice
teachers. The study reported on in the book was conducted over two-and-a-half
years with 135 preservice teachers at Towson State University in Maryland.
The book recounts scenarios of student experiences in which peer coaching
was used, describes the students involved and the ways in which they were
trained to coach one another, furnishes the results of the study, and offers
ways in which teacher educators can use this information in their teaching
of teachers. The chapters in the book were written in "heteroglossic" form--that
is, the text reflects both the individual and collective perspectives of
the authors. Chapters in the book are as follows: (1) Facilitating Reflective
Thinking in Preservice Teacher Education; (2) Rethinking the Making of
Teachers; (3) Peer Coaching Scenarios; (4) Training for Coaching; and (5)
Reflections on Preservice Peer Coaching. The book concludes with a peer
coaching workbook and a 51-item bibliography divided into sections on active
learning, coaching, and reflection. (NKA)
LV: 1
CH: CS
FI: ED
DTN: 055; 143; 120
Record 12 of 19 - ERIC 1992-1998/06
AN: ED371825
CHN: PS022332
AU: Catalani,-J.-Christine
TI: Child Development Associate Credential Facilitators' Guide to Active
Learning Techniques. Revised Edition.
CS: San Antonio Coll., Tex.
SP: Texas Higher Education Coordinating Board, Austin. Community Colleges
and Technical Institutes Div.
CN: 33110007
PY: 1993
NT: 436 p.; For the "Final Narrative Report" on the project that developed
this guide, see PS 022 333.
PR: EDRS Price - MF01/PC18 Plus Postage.
DT: Guides - Classroom - Teacher (052)
CP: U.S.; Texas
LA: English
PG: 436
DE: Child-Development; Curriculum-Guides; Early-Childhood-Education;
Higher-Education; Learning-Activities; Teaching-Guides
DE: *Instructional-Materials; *Lesson-Plans; *Teacher-Education
ID: CDA-; CDA-Credential
ID: *Active-Learning; *Child-Development-Associate
IS: RIENOV94
AB: This Child Development Associate (CDA) instructor's guide was developed
to be used with CDA Credentials training programs in Texas community colleges.
The "active learning" activities in the manual are organized according
to the CDA 13 functional areas namely, safe, healthy, learning environment,
physical, cognitive, communication, creative, self, social, guidance, families,
program management, and professionalism. These areas can be used in designated
child development courses for CDA students or in separate CDA classes.
Information for each learning activity includes topic, objective, name
of activity, suggested materials, procedure, comments, suggested length
of time, learning styles and source. Although each activity is designed
for a particular topic, most of the techniques or procedures described
could be altered to fit other topics. Sample lesson plans using the activities
are given for a 3-hour class, although activities can be used for shorter
classes. Lesson plans include an opening activity, main activities, and
feedback activity for both large and small groups. Each activity section
concludes with a list of additional resources. An annotated list of 39
print and video resources is included at the end of the manual. (TJQ)
LV: 1
CH: PS
FI: ED
DTN: 052
Record 13 of 19 - ERIC 1992-1998/06
AN: ED345240
CHN: CS213283
AU: Davis,-Wesley-K.
TI: Educational Implications of Brain Research Applied to Teaching
Language Arts for Creative and Critical Thinking in Writing.
PY: [1992]
NT: 21 p.
PR: EDRS Price - MF01/PC01 Plus Postage.
DT: Information Analyses - General (070)
CP: U.S.; Georgia
LA: English
PG: 21
DE: Classroom-Environment; Creative-Thinking; Critical-Thinking; Educational-Strategies;
Elementary-Secondary-Education; Higher-Education; Holistic-Approach; Writing-Instruction;
Writing-Strategies
DE: *Heuristics-; *Neurolinguistics-; *Writing-Composition; *Writing-Processes
ID: Brain-
ID: *Active-Learning; *Brain-Research
IS: RIEOCT92
AB: Contemporary findings of brain research and language function can
be analyzed and related to the teaching of creative and critical thinking
and active learning through writing. A great deal of work has been carried
out concerning the integration of the cerebral hemispheres for heuristic
procedures in writing invention. In the integrated brain, the functions
of one hemisphere are immediately available to the other, thus allowing
a greater balance between the two brains during mental operations. Today,
the notion of teaching to the whole brain is gaining more credence, being
particularly significant to language arts educators since language production
is a whole-brain activity. There are neurolinguistic implications for individual
learning and language communication in both the writing lab and the composition
classroom. These implications focus primarily on the concept of "active
learning." Composition teachers can facilitate active learning by having
students engage in the composing process frequently and by encouraging
them to discuss their own writing freely with others. The degree of the
brain's response depends on an active atmosphere in the classroom. Finally,
a number of heuristics based on current research have been developed for
writing teachers. The increasing knowledge of how the brain works suggests
techniques useful to language arts teachers for the discovery of meaningful
ideas and insights, and the effect of these writing strategies in a process-centered
approach to composing and communicating strongly suggests that students
are actively employing the operations of the whole brain to produce insightful
and meaningful pieces of writing. (Thirty-three references are attached.)
(HB)
LV: 1
CH: CS
FI: ED
DTN: 070; 120
Record 14 of 19 - ERIC 1992-1998/06
AN: ED340272
CHN: HE025120
AU: Bonwell,-Charles-C.; Eison,-James-A.
TI: Active Learning: Creating Excitement in the Classroom. ERIC Digest.
CS: ERIC Clearinghouse on Higher Education, Washington, D.C.; George
Washington Univ., Washington, D.C.
SP: Office of Educational Research and Improvement (ED), Washington,
DC.
RN: EDO-HE-91-1
CN: RI88062014
PY: 1991
AV: ASHE-ERIC Higher Education Reports, The George Washington University,
One Dupont Circle, Suite 630, Washington, DC 20036-1183 ($1.00).
NT: 3 p.; For the full length report, see ED 336 049.
PR: EDRS Price - MF01/PC01 Plus Postage.
DT: Information Analyses - ERIC IAP's (071)
CP: U.S.; District-of-Columbia
TA: Teachers; Practitioners
LA: English
PG: 3
DE: Class-Activities; Classroom-Research; College-Faculty; College-Instruction;
Experiential-Learning; Group-Activities; Higher-Education; Instructional-Effectiveness;
Student-Participation; Writing-Assignments
DE: *Classroom-Techniques; *Instructional-Innovation; *Learning-Strategies;
*Teaching-Methods
ID: ERIC-Digests
ID: *Active-Learning
IS: RIEMAY92
AB: This brief report summarizes a longer document with the same title.
It reviews literature on the importance of using active learning teaching
techniques in the classroom, describes what active learning is, discusses
how this technique can be incorporated into the classroom and identifies
barriers to the use of this approach. Strategies that promote active learning
are described as instructional strategies that involve students in doing
things and thinking about what they are doing, as opposed to passive listening
to a lecture. It is noted that such learning activities have a powerful
impact on student learning and that students actually prefer strategies
promoting active learning to traditional lectures. Several ways of incorporating
active learning into the classroom are suggested, such as: (1) pausing
in lectures to allow students to consolidate their notes; (2) including
brief demonstrations or short, ungraded writing exercises followed by discussion;
(3) developing group discussions; (4) using feedback and guided lectures;
and (5) using debates, problem-solving models, and role playing. Barriers
to implementing active learning include faculty resistance, class time
availability, class size, inadequate materials and equipment, and teacher
preparation time. Contains seven references. (GLR)
LV: 1
CH: HE
FI: ED
DTN: 071; 141; 073
TX: Research consistently has shown that traditional
lecture methods, in
which professors talk and students listen, dominate college and
university classrooms. It is therefore important to know the nature
of active learning, the empirical research on its use, the common
obstacles and barriers that give rise to faculty members' resistance
to interactive instructional techniques, and how faculty, faculty
developers, administrators, and educational researchers can make real
the promise of active learning.
WHAT IS ACTIVE
LEARNING AND WHY IS IT IMPORTANT?
Surprisingly, educators' use of the term "active learning"
has relied
more on intuitive understanding than a common definition.
Consequently, many faculty assert that all learning is inherently
active and that students are therefore actively involved while
listening to formal presentations in the classroom. Analysis of the
research literature (Chickering and Gamson 1987), however, suggests
that students must do more than just listen: They must read, write,
discuss, or be engaged in solving problems. Most important, to be
actively involved, students must engage in such higher-order thinking
tasks as analysis, synthesis, and evaluation. Within this context,
it
is proposed that strategies promoting active learning be defined as
instructional activities involving students in doing things and
thinking about what they are doing.
Use of these techniques in the classroom is vital because
of their
powerful impact upon students' learning. For example, several studies
have shown that students prefer strategies promoting active learning
to traditional lectures. Other research studies evaluating students'
achievement have demonstrated that many strategies promoting active
learning are comparable to lectures in promoting the mastery of
content but superior to lectures in promoting the development of
students' skills in thinking and writing. Further, some cognitive
research has shown that a significant numbe of individuals have
learning styles best served by pedagogical techniques other than
lecturing. Therefore, a thoughtful and scholarly approach to skillful
teaching requires that faculty become knowledgeable about the many
ways strategies promoting active learning have been successfully used
across the disciplines. Further, each faculty member should engage
in
self-reflection, exploring his or her personal willingness to
experiment with alternative approaches to instruction.
HOW CAN ACTIVE
LEARNING BE INCORPORATED IN THE CLASSROOM?
The modification of traditional lectures (Penner 1984)
is one way to
incorporate active learning in the classroom. Research has
demonstrated, for example, that if a faculty member allows students
to consolidate their notes by pausing three times for two minutes
each during a lecture, students will learn significantly more
information (Ruhl, Hughes, and Schloss 1987). Two other simple yet
effective ways to involve students during a lecture are to insert
brief demonstrations or short, ungraded writing exercises followed
by
class discussion. Certain alternatives to the lecture format further
increase student level of engagement: (1) the feedback lecture, which
consists of two minilectures separated by a small-group study session
built around a study guide, and (2) the guided lecture, in which
students listen to a 20- to 30-minute presentation without taking
notes, followed by their writing for five minutes what they remember
and spending the remainder of the class period in small groups
clarifying and elaborating the material.
Discussion in class is one of the most common strategies
promoting
active learning_with good reason. If the objectives of a course are
to promote long-term retention of information, to motivate students
toward further learning, to allow students to apply information in
new settings, or to develop students' thinking skills, then
discussion is preferable to lecture (McKeachie et al. 1986). Research
has suggested, however, that to achieve these goals faculty must be
knowledgeable of alternative techniques and strategies for
questioning and discussion (Hyman 1980) and must create a supportive
intellectual and emotional environment that encourages students to
take risks (Lowman 1984).
Several additional strategies promoting active learning
have been
similarly shown to influence favorably students' attitudes and
achievement. Visual-based instruction, for example, can provide a
helpful focal point for other interactive techniques. In-class
writing across the disciplines is another productive way to involve
students in doing things and thinking about the things they are
doing. Two popular instructional strategies based on problem-solving
model include the case study method of instruction and Guided Design.
Other active learning pedagogies worthy of instructors' use include
cooperative learning, debates, drama, role playing and simulation,
and peer teaching. In short, the published literature on alternatives
to traditional classroom presentations provides a rich menu of
different approaches faculty can readily add to their repertoire of
instructional skills.
WHAT ARE THE
BARRIERS?
To address adequately why most faculty have not embraced
recent calls
for educational reform, it is necessary first to identify and
understand common barriers to instructional change, including the
powerful influence of educational tradition; faculty self-perceptions
and self-definition of roles; the discomfort and anxiety that change
creates; and the limited incentives for faculty to change.
But certain specific obstacles are associated with the
use of active
learning including limited class time; a possible increase in
preparation time; the potential difficulty of using active learning
in large classes; and a lack of needed materials, equipment, or
resources.
Perhaps the single greatest barrier of all, however, is
the fact that
faculty members' efforts to employ active learning involve risk--the
risks that students will not participate, use higher-order thinking,
or learn sufficient content, that faculty members will feel a loss
of
control, lack necessary skills, or be criticized for teaching in
unorthodox ways. Each obstacle or barrier and type of risk, however,
can be successfully overcome through careful, thoughtful planning.
WHAT CONCLUSIONS
SHOULD BE DRAWN AND RECOMMENDATIONS MADE?
The reform of instructional practice in higher education
must begin
with faculty members' efforts. An excellent first step is to select
strategies promoting active learning that one can feel comfortable
with. Such low-risk strategies are typically of short duration,
structured and planned, focused on subject matter that is neither too
abstract nor too controversial, and familiar to both the faculty
member and the students.
Faculty developers can help stimulate and support faculty
members'
efforts to change by highlighting the instructional importance of
active learning in the newsletters and publications they distribute.
Further, the use of active learning should become both the subject
matter of faculty development workshops and the instructional method
used to facilitate such programs. And it is important that faculty
developers recognize the need to provide follow-up to, and support
for, faculty members' efforts to change.
Academic administrators can help these initiatives by
recognizing and
rewarding excellent teaching in general and the adoption of
instructional innovations in particular. Comprehensive programs to
demonstrate this type of administrative commitment (Cochran 1989)
should address institutional employment policies and practices, the
allocation of adequate resources for instructional development, and
the development of strategic administrative action plans.
Equally important is the need for more rigorous research
to provide a
scientific foundation to guide future practices in the classroom.
Currently, most published articles on active learning have been
descriptive accounts rather than empirical investigations, many are
out of date, either chronologically or methodologically, and a large
number of important conceptual issues have never been explored. New
qualitative and quantitative research should examine strategies that
enhance students' learning from presentations; explore the impact of
previously overlooked, yet educationally significant, characteristics
of students, such as gender, different learning styles, or stage of
intellectual development; and be disseminated in journals widely read
by faculty.
In retrospect, it appears that previous classroom initiatives
and
written materials about active learning have all too often been
isolated and fragmented. The resulting pedagogical efforts have
therefore lacked coherence, and the goal of interactive classrooms
has remained unfulfilled. Through the coordinated efforts of
individual faculty, faculty developers, academic administrators, and
educational researchers, however, higher education in the coming
decade CAN make real the promise of active learning!
SELECTED REFERENCES
Chickering, Arthur W., and Zelda F. Gamson. March 1987.
"Seven
Principles for Good Practice." AAHE Bulletin 39: 3-7. ED 282 491. 6
pp. MF-01; PC-01.
Cochran, Leslie H. 1989. Administrative Commitment to
Teaching. Cape
Girardeau, Mo.: Step Up, Inc.
Hyman, Ronald T. 1980. Improving Discussion Leadership.
New York:
Columbia Univ., Teachers College Press.
Lowman, Joseph. 1984. Mastering the Techniques of Teaching.
San
Francisco: Jossey-Bass.
McKeachie, Wilbert J., Paul R. Pintrich, Yi-Guang Lin,
and David A.F.
Smith. 1986. Teaching and Learning in the College Classroom: A Review
of the Research Literature. Ann Arbor: Regents of The Univ. of
Michigan. ED 314 999. 124 pp. MF-01; PC-05.
Penner, Jon G. 1984. Why Many College Teachers Cannot
Lecture.
Springfield, Ill.: Charles C. Thomas.
Ruhl, Kathy L., Charles A. Hughes, and Patrick J. Schloss.
Winter
1987. "Using the Pause Procedure to Enhance Lecture Recall." Teacher
Education and Special Education 10: 14-18.
-----
This ERIC digest is based on a new full-length report
in the ASHE-ERIC
HIGHER EDUCATION REPORT series, prepared by the ERIC Clearinghouse
on
Higher Education in cooperation with the Association for the Study
of
Higher Education, and published by the School of Education at the
George Washington University. Each report is a definitive review of
the literature and institutional practice on a single critical issue.
Many administrators subscribe to the series and circulate reports to
staff and faculty committees with responsibility in a report's topic
area. Reports are available through subscriptions for $80 per year
($90 outside the U.S.). Subscriptions begin with Report 1 and
conclude with Report 8 of the current series year. Single copies, at
$17 each, are available from:
ASHE-ERIC HIGHER EDUCATION REPORTS, The George Washington
University,
One Dupont Circle, Suite 630, Washington, DC 20036-1183. Or phone
(202) 296-2597.
This publication was partially prepared with funding from
the Office
of Educational Research and Improvement, U.S. Department of
Education, under contract no. RI88062014. The opinions expressed here
do not necessarily reflect the positions or policies of OERI or the
department.
Record 15 of 19 - ERIC 1992-1998/06
AN: ED336384
CHN: SP033315
AU: Huber,-Tonya; Parscal,-Jeannie-N.
TI: Cases of Culturally Responsible Pedagogy: Reflecting on the Past
and Present To Realign for the Future.
PY: 1991
NT: 19 p.; Paper presented at the Summer Conference of the Association
of Teacher Educators (Minot, ND, August 4-7, 1991). One case study is in
italic type and may not reproduce well.
PR: EDRS Price - MF01/PC01 Plus Postage.
DT: Speeches /Meeting Papers (150)
CP: U.S.; Kansas
LA: English
PG: 19
DE: Case-Studies; Culture-; Intermediate-Grades; Junior-High-Schools;
Resource-Materials; Teaching-Methods; Workshops-
DE: *Classroom-Techniques; *Middle-Schools; *Multicultural-Education;
*Student-Evaluation-of-Teacher-Performance
IS: RIEJAN92
AB: This document consists of workshop materials used during a paper/poster
session at the Association of Teacher Educators (ATE) summer conference.
Presenters modeled the use of case literature as a tool for teaching about
culturally responsible pedagogy and effective instruction. The cases were
developed from observations of and interviews with middle school teachers
in a large metropolitan school district. The cases modeled a tenet of research
findings on culturally responsible pedagogy: an active learning model in
natural environments fostering cooperation and interdependence encourages
development of self-esteem and maximizes learning for students regardless
of differences related to culture and ethnicity, social status, gender,
religion, home environment, genetic and biological factors, cognitive skills,
learning styles, or personal experiences. Through role playing, participants
were actively involved in analyzing case vignettes. The materials include
a page of background information on culturally responsible pedagogy and
two cases consisting of outlines, student opinions, a Hispanic teacher's
journal, and pages of references. (AMH)
LV: 1
CH: SP
FI: ED
DTN: 150; 050
Record 16 of 19 - ERIC 1992-1998/06
AN: ED336049
CHN: HE024886
AU: Bonwell,-Charles-C.; Eison,-James-A.
TI: Active Learning: Creating Excitement in the Classroom. 1991 ASHE-ERIC
Higher Education Reports.
CS: Association for the Study of Higher Education.; ERIC Clearinghouse
on Higher Education, Washington, D.C.; George Washington Univ., Washington,
DC. School of Education and Human Development.
SP: Office of Educational Research and Improvement (ED), Washington,
DC.
CN: RI88062014
PY: 1991
SN: ISBN-1-878380-08-7; ISSN-0884-0040
AV: ERIC Clearinghouse on Higher Education, The George Washington University,
One Dupont Circle, Suite 630, Washington, DC 20036-1183 ($17.00).
NT: 121 p.
PR: EDRS Price - MF01/PC05 Plus Postage.
DT: Information Analyses - ERIC IAP's (071)
CP: U.S.; Missouri
TA: Teachers; Practitioners
LA: English
PG: 121
DE: College-Faculty; Cooperative-Learning; Debate-; Dramatic-Play;
Faculty-Development; Higher-Education; Large-Group-Instruction; Peer-Teaching;
Role-Playing; Visual-Learning
DE: *Discussion-Teaching-Technique; *Experiential-Learning; *Instructional-Effectiveness;
*Lecture-Method; *Teaching-Methods
ID: *Active-Learning
IS: RIEJAN92
AB: This monograph examines the nature of active learning at the higher
education level, the empirical research on its use, the common obstacles
and barriers that give rise to faculty resistance, and how faculty and
staff can implement active learning techniques. A preliminary section defines
active learning and looks at the current climate surrounding the concept.
A second section, entitled "The Modified Lecture" offers ways that teachers
can incorporate active learning into their most frequently used format:
the lecture. The following section on classroom discussion explains the
conditions and techniques needed for the most useful type of exchange.
Other ways to promote active learning are also described including: visual
learning, writing in class, problem solving, computer-based instruction,
cooperative learning, debates, drama, role playing, simulations, games,
and peer teaching. A section on obstacles to implementing active learning
techniques leads naturally to the final section, "Conclusions and Recommendations,"
which outlines the roles that each group within the university can play
in order to encourage the implementation of active learning strategies.
The text includes over 200 references and an index. (JB)
LV: 1
CH: HE
FI: ED
DTN: 071
Record 17 of 19 - ERIC 1982-1991
AN: ED284066
CHN: CE047905
AU: Alfred,-Richard-L.; Hummel,-Mary-L.
TI: Instructional Dynamics in Two-Year Postsecondary Institutions:
Concepts, Trends, and Assessment Issues. Information Series No. 318.
CS: Ohio State Univ., Columbus. National Center for Research in Vocational
Education.
SP: Office of Vocational and Adult Education (ED), Washington, DC.
CN: G008620030
PY: 1987
AV: National Center Publications, National Center for Research in Vocational
Education, 1960 Kenny Road, Columbus, OH 43210-1090 (Order No. IN318--$8.00).
NT: 76 p.
PR: EDRS Price - MF01/PC04 Plus Postage.
DT: Information Analyses - General (070)
CP: U.S.; Ohio
TA: Policymakers; Researchers; Practitioners
LA: English
PG: 76
DE: Delivery-Systems; Educational-Strategies; Educational-Trends; Evaluation-Criteria;
Evaluation-Methods; Outcomes-of-Education; Postsecondary-Education; Program-Improvement;
Student-Characteristics; Systems-Approach; Teacher-Characteristics; Teacher-Student-Relationship;
Trend-Analysis
DE: *Educational-Assessment; *Group-Dynamics; *Holistic-Approach; *Input-Output-Analysis;
*Two-Year-Colleges
ID: *Instructional-Dynamics
IS: RIEDEC87
AB: Postsecondary instructional dynamics is a complex process in which
inputs (student characteristics and expectations, resources, and faculty
characteristics and preparation) are converted through the educational
process (instruction strategies, models, and techniques as well as supportive
services) into outputs (outcomes and benefits of instruction to students
and faculty that are identifiable through assessment). Through feedback,
outputs from one period of time are transmitted back to inputs for a later
time. Together with a context for instruction (which includes such factors
as new and continuing students, faculty, and interest groups), these dimensions
of postsecondary education interact with one another to form the process
of instructional dynamics. As the demand for accountability and academic
reform on the part of two-year postsecondary institutions increases, instructors
and administrators will need to turn their attention to the major problems
and issues in instructional dynamics, including student participation,
attributes, learning styles, intellectual development and capacities for
critical thought; assessment of student outcomes; comparative studies about
teaching and learning across the curricula now found in two-year colleges;
research to determine what factors in instructor career preparation will
improve student learning; the relationship between student learning needs
and expectation; organizational structures and management practices that
might result in more active learning; and the impact of technology on two-year
college teaching practices and on access to information and development
of literacy. (MN)
LV: 1
CH: CE
FI: ED
DTN: 070; 120
Record 18 of 19 - ERIC 1982-1991
AN: ED263851
CHN: HE018902
AU: Frierson,-Henry-T., Jr.
TI: Strategies for Effective Learning.
PY: 1985
NT: 25 p.
PR: EDRS Price - MF01/PC01 Plus Postage.
DT: Guides - Non-classroom (055)
CP: U.S.; North-Carolina
TA: Students; Teachers; Practitioners
LA: English
PG: 25
DE: Higher-Education; Mnemonics-; Visualization-
DE: *Attention-; *College-Students; *Comprehension-; *Learning-Strategies;
*Memory-; *Study-Skills
IS: RIEAPR86
AB: Suggestions are offered for applying learning techniques for a
variety of learning situations. The approaches are applicable to learning
medical school content as well as other advanced educational content. Ways
to control external distractors are suggested, including a systematic approach
to completing large tasks, such as writing a research paper. Controlling
internal distractors (negative self-talk) is briefly addressed, as well
as Fenker's Study Management System, which can be used to enhance learning
by monitoring learning behavior. Concentration is described as effectively
applying self-monitoring techniques to learn subject matter. Attention
is also directed to: methods for enhancing concentration and promoting
active learning; two techniques for memorizing abstract material (mnemonics
and linking); imagery to form mental pictures of objects, words, or scenes;
and building a framework during reading and when previewing material to
be learned. The following comprehension strategies are discussed: paraphrasing,
the question-answer technique, peer questioning and teaching, imagery techniques,
organizing information, reviewing content, forming a language for comprehension,
and building mental networks. (SW)
LV: 1
CH: HE
FI: ED
DTN: 055
Record 19 of 19 - ERIC 1982-1991
AN: ED233431
CHN: EA015688
TI: Improving Teacher Effectiveness. The Best of ERIC on Educational
Management, Number 70.
CS: ERIC Clearinghouse on Educational Management, Eugene, Oreg.
SP: National Inst. of Education (ED), Washington, DC.
CN: 400-83-0013
PY: 1983
AV: Publications, ERIC Clearinghouse on Educational Management, University
of Oregon, Eugene, OR 97403 (free).
NT: 5 p.
PR: EDRS Price - MF01/PC01 Plus Postage.
DT: Information Analyses - ERIC IAP's (071)
CP: U.S.; Oregon
LA: English
PG: 5
DE: Academic-Achievement; Administrator-Role; Annotated-Bibliographies;
Computer-Assisted-Instruction; Educational-Research; Elementary-Secondary-Education;
Inservice-Teacher-Education; Literature-Reviews; Mastery-Learning; Principals-;
Questioning-Techniques; Teacher-Evaluation; Teachers-; Teacher-Supervision;
Teaching-Models
DE: *Instructional-Improvement; *Teacher-Effectiveness; *Teacher-Improvement;
*Teaching-Skills
IS: RIEJAN84
AB: This annotated bibliography comprises 13 items in the ERIC system
concerning improving teacher effectiveness. Items cited discuss strategies
including an objectives-based instructional program combined with mastery
learning, teacher self-assessment techniques, administrators' role in helping
teachers adopt more effective practices, improving teachers' questioning
abilities, computer-assisted active learning, coaching of teachers in inservice
programs, a competency-based instructional improvement program, and structured
conversation as a source of professional growth. Theoretical analyses include
characteristics of classroom effectiveness, the inability of researchers
to establish the extent of teachers' contribution to learning, teaching
supervision, and principals' leadership in school improvement. (MJL)
LV: 1
CH: EA
FI: ED
DTN: 071; 131
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