- Title Pages
- Dedication
- Frontispiece
- Foreword: Higher Education in the Twenty-First Century
- Preface
-
I What We Teach and Why -
1 Why We Need a New Kind of Higher Education -
2 Practical Knowledge -
3 Foundations of the Curriculum -
4 A New Look at General Education -
5 Multimodal Communications and Effective Communication -
6 Formal Analyses and Critical Thinking -
7 Empirical Analyses and Creative Thinking -
8 Complex Systems and Effective Interaction -
9 A New Look at Majors and Concentrations -
II How We Teach -
10 Unlearning to Learn -
11 The Science of Learning: Mechanisms and Principles -
12 Fully Active Learning -
13 A New Team-Teaching Approach to Structured Learning -
14 Teaching from Lesson Plans -
15 The Active Learning Forum -
16 Building Lesson Plans for Twenty-First-Century Active Learning -
17 Assessing Student Learning -
III Creating a New Institution -
18 Building a New Brand -
19 Global Outreach: Communicating a New Vision -
20 An Admissions Process for the Twenty-First Century -
21 Multifaceted Acculturation: An Immersive, Community-Based Multicultural Education -
22 Experiential Learning: The City as a Campus and Human Network -
23 A Global Community by Design -
24 Mental Health Services in a Diverse, Twenty-First-Century University -
25 The Minerva Professional Development Agency -
26 Accreditation: Official Recognition of a New Vision of Higher Education -
27 A Novel Business and Operating Model - Afterword: For the Sake of the World
- Appendix A: Habits of Mind and Foundational Concepts
- Appendix B: Mission, Principles, and Practices
- Editors and Contributors
- Index
Fully Active Learning
Fully Active Learning
- Chapter:
- (p.165) 12 Fully Active Learning
- Source:
- Building the Intentional University
- Author(s):
Joshua Fost
Rena Levitt
Stephen M. Kosslyn
- Publisher:
- The MIT Press
We offer a working definition of active learning in which learning is active to the extent that it engages the cognitive processes known to be involved in comprehension, reasoning, memory, and pattern perception; it is not the same as student-centered or collaborative learning. To maximize students' opportunities for active learning, we use a variety of pedagogical techniques and technological supports. Pedagogically, we often use "engagement prompts," which are questions or challenges for all students to consider for the duration of an activity, even when they are not contributing. We also use collaborative learning in small groups; short, summative reflection essays; and fast-paced relay-style activities that require students to attend very carefully to the substance of their classmates' contributions. Technologically, we record the amount of time each student speaks to ensure that we call on all students approximately equally, and we use a tagging system to track the technique used in every activity so that later programmatic assessment will be more robust.
Keywords: Pedagogy, science of learning, student-centered learning, collaborative learning, student engagement
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- Title Pages
- Dedication
- Frontispiece
- Foreword: Higher Education in the Twenty-First Century
- Preface
-
I What We Teach and Why -
1 Why We Need a New Kind of Higher Education -
2 Practical Knowledge -
3 Foundations of the Curriculum -
4 A New Look at General Education -
5 Multimodal Communications and Effective Communication -
6 Formal Analyses and Critical Thinking -
7 Empirical Analyses and Creative Thinking -
8 Complex Systems and Effective Interaction -
9 A New Look at Majors and Concentrations -
II How We Teach -
10 Unlearning to Learn -
11 The Science of Learning: Mechanisms and Principles -
12 Fully Active Learning -
13 A New Team-Teaching Approach to Structured Learning -
14 Teaching from Lesson Plans -
15 The Active Learning Forum -
16 Building Lesson Plans for Twenty-First-Century Active Learning -
17 Assessing Student Learning -
III Creating a New Institution -
18 Building a New Brand -
19 Global Outreach: Communicating a New Vision -
20 An Admissions Process for the Twenty-First Century -
21 Multifaceted Acculturation: An Immersive, Community-Based Multicultural Education -
22 Experiential Learning: The City as a Campus and Human Network -
23 A Global Community by Design -
24 Mental Health Services in a Diverse, Twenty-First-Century University -
25 The Minerva Professional Development Agency -
26 Accreditation: Official Recognition of a New Vision of Higher Education -
27 A Novel Business and Operating Model - Afterword: For the Sake of the World
- Appendix A: Habits of Mind and Foundational Concepts
- Appendix B: Mission, Principles, and Practices
- Editors and Contributors
- Index
