Achitecting an Active Classroom: An Integrative Approach

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Achitecting an Active Classroom An Integrative
Approach

• Rocky K. C. Chang
• Department of Computing
• The Hong Kong Polytechnic University
• csrchang_at_comp.polyu.edu.hk
• 16 January 2004

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Outline

1. Step 1-2-3 the main processes of building my
   classroom
2. An integrative approach
3. Lecturing, problem-solving, and peer learning
4. Students feedbacks
5. Conclusions and questions

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Steps 1-2-3

• Identify the teaching and learning difficulties
• Subject content
• Students backgrounds
• Others, e.g., lack of motivation
• Decide on the expected learning outcomes and
  formulate the teaching strategies and approaches
• Persist throughout the process

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Step 1 Identify the difficulties

• Rapid development in the field (both in scope and
  depth)
• Abstract concepts
• Lack of hands-on experience
• Many terminologies and acronyms
• Heterogeneity of students backgrounds
• Lack of motivation to learn
• Scaling to large class size

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Step 2 Expected learning outcomes and strategies

• My expectation
• Major build a solid foundation on the underlying
  principles.
• Minor acquire useful, practical skills.
• Expectations with the difficulties identified
• Teaching plan (what to cover and how much)
• Assessment schemes
• Teaching strategies
• Learning strategies
• The most important class (out of all)

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The first and the last
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Active classroom, if you will

• Thinking motivate students to think deeply
• In-depth treatment of the subject
• Task-focused engage students in meaningful tasks
• Purposeful and thoughtful assessment components
• Teamwork facilitate peer learning
• Students are my partners in teaching
• Transcendence humbly break the wall of in-class
  learning
• A lot of learning activities taken place out of
  classrooms

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Active classroom, if you will

• Interactive classes
• Enquiry-based learning
• Experience-based learning
• Collaborative learning
• Authentic and challenging assessment
• Integration of technology in teaching and
  learning

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Outline

• Step 1-2-3 the main processes of building my
  classroom
• An integrative approach
• Lecturing, problem-solving, and peer learning
• Students feedbacks
• Conclusions and questions

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An integrative approach

• The main theses
• It is not enough to just emphasize on some
  teaching and learning components.
• A thoughtful integration of all components would
  greatly enhance the learning outcomes.
• Three types of integration
• Teaching and learning activity integration
• Peer integration
• Teaching and assessment integration

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Teaching and learning activity integration

• The main foundation is still based on lectures
  and self-reading.
• The problem-solving layer intends to deepen the
  understanding.
• Cover the important details and reinforce the
  concepts taught in lectures.
• Interact with the concepts through
  experimentation.

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Peer integration

• The best teaching assistants are the students
• Students know their learning problems.
• Encouragement, support, and stimulation
• Study groups

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Teaching and assessment integration

• Teaching and assessment are nonseparable.
• Meaning and purposes of assessments?
• Imbed assessment in the teaching and learning
  activities

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Outline

• Step 1-2-3 the main processes of building my
  classroom
• An integrative approach
• Lecturing, problem-solving, and peer learning
• Students feedbacks
• Conclusions and questions

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Lecturing an art of exposition

• Defining the problems / issues at hand
• Explaining them intuitively
• Making them relevant
• Registering a framework
• Making them interesting
• Interacting with the learners

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Problem-solving a deepening exercise

• Analytical problem-solving
• Assignments, but worked together during tutorials
• Open-book mid-term tests and examination
• Experimental problem-solving (semi-open-ended)
• Configuring a private computer network
• Conducting experiments to verify the concepts.

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A more elaborate setup
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Group-based learning and assessment

• Grouping at the beginning of the course
• Each group works on the class project and attend
  the same tutorial session.
• A two-step assessment of individual contribution
  to the group project
• An overall grade
• Possible upward/downward adjustments based on
  other group members evaluation

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Outline

• Step 1-2-3 the main processes of building my
  classroom
• An integrative approach
• Lecturing, problem-solving, and peer learning
• Students feedbacks
• Conclusions and questions

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Overall

• I am more interested in Computer Networks after
  taking this course.
• I have understood the foundational principles of
  Computer Networking.
• I am interested in taking more advanced courses
  on Computer Networks.
• Overall, I enjoy taking this course.

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Overall
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Effectiveness of lectures, tutorials, and textbook

• The lectures help me understand the subject
  materials.
• The tutorial sessions helped me understand the
  subject materials.
• The textbook helped me understand the subject
  materials.

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Effectiveness of lectures, tutorials, and textbook
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Effectiveness of assessments

• The assignments helped me understand the subject
  materials.
• The class project helped me acquire practical
  skills in Computer Networking.
• The class project helped me understand the
  subject materials.
• Overall, the project is worthy of my time and
  effort.
• The test helped me find out how much I have
  understood (or have not understood)

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Effectiveness of assessments
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Effectiveness of study groups

• My group members are helping each other to
  understand the subject materials.
• My group members are dedicated in working
  together on the class project.
• Overall, my study group has helped me study
  better, in terms of understanding and motivation.

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Effectiveness of study groups
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Conclusions and questions

• The integrative approach encourages us to view
  all TL components as a whole.
• Rethink the purpose of each component.
• Formulate a more comprehensive teaching strategy.
• Does this approach work for other disciplines?
• How much work would be involved in using this
  approach?
• Does the approach make any difference?

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What is an active classroom?
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What is an active classroom?

• Any one that is architected by a teacher who is
  actively seeking ways to improve the learning
  outcomes