My name is Tristan Long.
I am an Associate Professor in the Department of Biology at Wilfrid Laurier University.
When I started off with active learning
I was initially somewhat timid about it because
I wasn't sure how eager students would be for this approach.
It is somewhat intimidating because you are taking risks.
It's very easy to go the traditional route with standard lecture style.
Active learning is a bit scary initially, and you might think well,
are the students even going to be very receptive to this?
I was really surprised at how eagerly and how enthusiastically students engaged
and were excited about active learning.
They wanted something different.They wanted something they couldn't get out of the textbook.
So, in my classes when we do active learning exercises, when we do role playing games
when we do simulations and things like that
these are things that students cannot get from the textbook
or that they will not necessarily get from more traditional lectures.
They have a reason to be there.
Something that they are participating in, something that they will take away as a memory.
Hopefully, will take that in as learning.
And I have found that students are extremely excited about these exercises.
Well, my advice to any faculty member who
is thinking about switching up their teaching style and going to more active-learning exercises
is that it is remarkably easy to do.
You don't have to change everything at once, you can start off small.
My first year, I tried one or two small exercises.
They worked well.
The next year I added more and more. So you can build into them.
By now, after having taught BIO 111 for seven years, I have developed a wide range of different activities.
Things that I can swap out, in and out, depending on what works and what doesn't.
I refine them from year to year.
And students are remarkably forgiving.
That's the other thing that's really good.
That sometimes these exercises that I have made don't go as well as I have predicted.
In my mind, it's easy to sort of think about how they might go
but in the real world when you are teaching it
they don't always go as well but students are very understanding.
They are understanding about it and they do understand what you are trying to do.
So don't get discouraged if they don't work out because you can fix them.
I designed this exercise that has a class of 400 students.
I had bought hundreds of foam balls
and I had students acting out the roles of lynxes
and other students acting out the roles of hares.
And the lynxes would predate on the hares by throwing the foam balls
and if they were successful
the hares died and if the lynx were successful enough they ate enough hares
that they could reproduce and their numbers would go up.
And we used our clicker system, our personal response system,
to sort of collect data from generation to generation
and see how these two different species populations fluctuated over time.
In principle, this was a very straightforward thing.
Of course, in reality, you put a couple hundred students in with foam balls throwing around,
it got a little bit out of control, but I learned a lot about it.
We still got some useful data out of the exercise.
I got some good feedback from students with ways to improve it
and so I am really looking forward to next year and refining those protocols
to make it a more effective exercise.
I have students that come up to me at graduation and say,
I remember an active-learning exercise we did in first year
and I still remember why we did it and I still remember what it means.
That's really rewarding to me as an instructor,
but I think even more importantly
it's more rewarding to the students
because it means they are actually benefiting from being in that class.
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