Active Learning Classrooms: Everyone is engaged!
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Active Learning Classrooms: Everyone is engaged!

August 19, 2019

[opening music] LYNDA FRASER: What I’d like to
do is look at each of these areas, since we’re saying
there’s appropriate times to use them, right? Right times to use them. And times when it’s not — We teach the theory
that goes along with high performance work groups. So students actually learn
the theory and they have an opportunity to practice
creating and making their own high performance work group. This classroom was a dream
for me in that way. We talk about the fact
that it’s really important — MEERA PATEL: Teachers sometimes
generally have this persona of, “I’m the teacher,
you’re the student. I know everything.” Well, in this class it was
completely different. LYNDA FRASER: So conflict,
then, can — MEERA PATEL: One of the first
things that I noticed when I was in the classroom
was the position of the teacher’s podium. It was right in the centre
of the classroom. Students have access to
the teacher and the teacher has access to the students
to see, you know, what, what exactly is going on. LYNDA FRASER: Not having a
front of the class means also that you don’t have a back of
the class and you don’t have a fixed place for the
professor to sit. That moved me a little bit
out of my comfort zone. I tried to stand in
different parts of the classroom so that all of the students
would be more physically close to me at one time or another. I think there was a little
bit of a discomfort, still, for the students who were
used to the more traditional, “Let me just
go and hide and be quiet in the back of the class.” I mean, there’s no place
to hide in this classroom. Everybody is engaged. The envelopes on your desk
have the style that your team is assigned to explore. So you can open those right now. See what your team, what
your team has. [applause] LYNDA FRASER: The round
tables have an amazing impact on the teams, on the teams being
able to face one another, to communicate, have
good eye contact. STUDENT: We said we’d delay it
later, we’ll discuss it later. STUDENT: So okay, let’s
talk it the next weekend. Let’s don’t just — STUDENT: But that’s
just avoiding. STUDENT: That’s not avoiding. That’s not what I do. I do agree with whatever — ANGELA MARZO: The round
table leads discussions. They enable our interactions
as a, as a group, as a team. LYNDA FRASER: And also for
me to be with them. I could be part of a team at any
point to advise and guide them. That was very, very helpful. STUDENT: In order to achieve — LYNDA FRASER: Another thing
about the classroom that had a big impact are the boards
behind the tables for the students to work. We use them regularly. It was a wonderful
opportunity for the whole team to work together. The students took turns
writing and I think it also made them more
confident about speaking out and being in the
whole classroom. I mean, that, for me,
was very different. Usually there’s a big
deal, “Oh, who’s going to be the spokesperson?” It’s always the same people. But I find the design of
the room gave us an opportunity for more of an equality. I think the students, all of the
students felt more engaged, more a part of the team,
more a part of the whole class. DANIELLE PALMIOTTO: We had
to collaborate as a team to discover what one could
do to help the situation. And we’re able to write on
the wall, sorry. And demonstrate our ideas
not only to our group, visually, but to the rest
of the classroom. ANGELA MARZO: We actually
build a case, they answer to the case in the computer,
and for some teams, they were able to show the
results, on the screen. DANIELLE PALMIOTTO: And
since the laptops on the computer are foldable,
we’re able to just fold them down and see — ANGELA MARZO: Yeah. DANIELLE PALMIOTTO: —
everybody at a table, you know? And share information like that. STUDENT: So what’s going on? STUDENT: Yeah, an example is — LYNDA FRASER: There
were students who probably would not have been so engaged
in another kind of classroom, who were initially
uncomfortable. But I think, I think in
the long run, they became more comfortable because
they were forced to. And then they got used to that. And then they discovered
parts of themselves that I think they didn’t know were there. That, in fact, they could
speak in a classroom and they could speak out loud. STUDENT: This person could
possibly end up feeling very isolated because no
one will work with them. LYNDA FRASER: That’s a
pretty powerful idea, Anne. Have you ever heard
anybody say that? You’ve heard somebody say that? STUDENT: I do. LYNDA FRASER: You do that? STUDENT: Yes. LYNDA FRASER: What do you say? STUDENT: Well, I say about
my — our shortcomings, in the beginning, and I say
that usually — or I, I — I believe that people
think that I’m — MEERAL PATEL: It’s great when
you can hear somebody else’s ideas and it’s, it’s basically
a missed opportunity when you don’t hear the person
expressing their, their — their ideas. STUDENT: And listening
more to other people’s opinions. Open their minds a little bit. Respect other people’s —
other people’s ideas. STUDENT: Yeah. LYNDA FRASER: I’m now reading
the student learning logs. For the first time, I have
not seen any team complain about somebody who was not
engaged, who pulled out, who had an easy ride, who
was a couch potato. Now, isn’t that something? [closing music}

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  1. Wonderful!   We turned our "statement of philosophy" into a video slide show for students and faculty.  This video however, shows it in action.  Thank you!

  2. Nice video, showing the importance of activity based learning in the class room
    This video is helpful,as it shows how the activity based learning is helpful to engage the students and also how to implement collaborative learning.
    Activity and collaborative learning class room makes learning more enjoyable and meaningful.

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