Manifesting Active Learning
Meghan
Last week, Dr. Jason Farman from the University of Maryland shared his “Manifesto for Active Learning” on ProfHacker and I offered a few additions.
As Assistant Professor of American Studies and Distinguished Faculty Fellow at the University of Maryland, College Park, Farman shared the ways in which he approaches teaching groups of students from diverse backgrounds – with an equally varied set of interests and goals.
Farman’s manifesto suggests learning should include
- multi-modal experiences: lectures, discussion, online, IRL, visual, reading, and doing (!)
- awareness of and making space for learning styles and personality types in the classroom
- thinking holistically about the environments in which students live … OR the contexts that inform their opinions, behaviors, and integration of knowledge
- and how they can flexibly apply what they’re learning in the classroom to everyday and work experiences
- integrating and encouraging use of technology – in keeping with the ways students ALREADY engage with ideas and peers in digital spaces; welcoming unfolding discussions
- acknowledging and celebrating effort and growth in perspective, rather than merely “grade” performances
Below are the pieces I would add to the manifesto, which I shared in the comments section. I believe active learning also includes:
- allowing and working through conflict
- tracking and assessing change and progression of thought, skills, and data analysis
- integrating moments of vulnerability into learning
I wrote:
Excellent snapshot of the confluence of technology, communication, and learning styles in contemporary classrooms! My additions to the manifesto are conflict, iteration to assess change/learning, and vulnerability for an engaged learning experience.
My best courses* have featured a combination of lectures, discussions, and
tutorials/practicals – but individual classes in which I could flesh out, then moderate opposing perspectives (disagreements) have been most productive. Working through conflict allowed us to highlight some of the key points and cultural values we’ve attached to the topics; we can problematize these perspectives as a group, as well, meaning we can unpack them in detail. I also used mid-class flash debates or polling to allow students to hash out their views as they are integrating theory.
I often think of our classroom experiences as akin to ritual (we come together regularly, we perform certain tasks, we confront myths and beliefs, we emerge “changed”). We can couple that collective experience with the individual processes of change in perspectives that may occur over a term. Tracking particular perspectives offered moments of best engagement: one reason I love teaching introductory Anthropology and Sociology courses and seeing critical lenses calibrated in discussion! I’ve used documenting opinions early in a course and then re-evaluating them at the middle and end to see whether and where our thinking as a group and individuals has moved. Bringing a similar approach with more rapid intervals could actively demonstrate engagement with course
content and open opportunities to wider applications (i.e. capturing lessons from media discourse, history, sport, entertainment, etc), as well.
Finally, I’ve seen vulnerability (though hard to quantify!) impact planned lessons and the import of class experiences in many ways. The students willing to offer a “less than right” opinion or admit they may not have considered their perspective fully often triggered nuanced discussion. Vulnerability seems to offer chances to capture powerful learning moments and discover gaps in knowledge through discussion, often something I need to address as a teacher-researcher (and lifelong student!), and interrogate my own existing views. Thanks for sharing your manifesto!
*”best” based on regular attendance, student evaluations, and student performance
Do you have any experiences or opinions about active learning – either as a lecturer and teacher or as a student? Let me know in the comments or join in the discussion at ProfHacker – and get more “tips about teaching, technology, and productivity” while exploring the challenges of working in contemporary academic environments. Discover more of Farman’s work at his website – including his syllabi – or @farman on Twitter.