Active Learning
  • Active classrooms are most effective for learning
MINT Learning Objectives

  • This is an introduction to the IVV format.

  • Students assume responsibility for their own learning.

  • Students develop an appreciation for active learning style classes.

National Standards Alignments:

  • Vision and Change Core Concepts and Competencies (http://visionandchange.org)

    • Core Competencies:

      • Ability to apply process of science: Biology is evidence based and grounded in the formal practices of observation, experimentation, and hypothesis testing.

      • Ability to tap into the interdisciplinary nature of science: Biology is an interdisciplinary science.

  • Process of Science Skills

    • Interpreting/evaluating data

      • Visual representations used for interpretation of data

Interactive Video Vignette Information
IVV Title: Hands On/Minds On
IVV URL for Students:  
  • Copy the URL to the Clipboard. Either paste it into an email to your students, or use it to create a link in your course management system.
IVV Description
Two students compare experiences in an active vs. a passive classroom setting. Two professors also debate the merits of student-centered vs. instructor-centered strategies. One of the professors leads the user through several pieces of data showing that students learn more in a hands-on/minds-on environment.
Novice Ideas and IVV Learning Goals
Novice Ideas

  • Lecture-only classes are just as effective as active-learning classes

  • Students learn more if they just listen to the professor talk

  • A good instructor delivers all of the information in an organized manner; students absorb the information

  • Instructors who use active-engagement strategies do very little work, only the students do work

  • Students don’t realize that cognition and learning can be studied

Ideas addressed in the IVV

  • People remember active experiences more than passive experiences

  • Research demonstrates active engagement strategies lead to improved learning

  • Good instructors change their strategies/approaches based on student performance/feedback

  • Cognition and learning can be studied

Recommended In-class Curricular Material
Please see the MINT FAQ page for general information on the use of MINTs and IVVs with your class. The following curricular materials are provided as examples of resources that may be used in class to further student learning towards IVV and MINT learning objectives.

  • Cavanagh AJ, Aragón OR, Chen X, et al. Student Buy-In to Active Learning in a College Science Course. CBE Life Sci Educ. 2016. 15(4):ar76.

  • Freeman S, Eddy SL, McDonough M, et al. Active learning boosts performance in STEM courses. Proc Natl Acad Sci U S A. 2014. 111(23) 8410-8415; DOI: 10.1073/pnas.1319030111

  • Smith, G. First-day Questions for the Learner-Centered Classroom. The National Teaching & Learning Forum. 2008. 17(5):1-4. http://d32ogoqmya1dw8.cloudfront.net/files/introgeo/firstday/first_day_questions_learner-ce.pdf

  • Following IVV completion, instructors can lead a class discussion. These questions may help to focus class conversation.

    • Think of something you can do well.  Describe how you got to the point where you can do that thing well. 

    • Describe something you know well.  Describe how you got to the point where you know that thing well.

    • What are the responsibilities of an instructor?

    • What are the responsibilities of a student?

    • Compare and contrast teaching and learning.

Assessment Question Information
The research team has developed multiple select questions for assessing IVV effectiveness. Please contact the research team if you are interested in assessing IVV use in your course.
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Acknowledgement

This material is based in part upon work supported by National Science Foundation (NSF) grants 1432286 and 1432303. Any opinions, findings and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

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