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I think if the barrier to entry was lower that they would buy in. I am trying to get a set of materials that they can use as is or modify as desired.
Show them the comparative finals and show them the difference in learning as well as the comments from students.

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Usually they did more active learning in K-12 than in college, so they've DONE it; remind them they have and ask what they liked about it and didn't. 

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Usually they did more active learning in K-12 than in college, so they've DONE it; remind them they have and ask what they liked about it and didn't. 

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If you have a large class and have TAs, and the TAs do not have 100% buy-in, they will completely undermine your efforts

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If you have a large class and have TAs, and the TAs do not have 100% buy-in, they will completely undermine your efforts

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What are admin saying, for those of you who have gotten push back?

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Generally, colleagues are supportive of introducing active learning into the classroom...I think more, they would be interested in the techniques I will / have tried, if I put my own spin on it in anyway, and how students responded. (This is the same as how I would pitch it to Faculty Colleagues)

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I think there is a lot of prep work as an instructor (and for the student) to maintain an effective active learning environment...so how do you avoid burn out for everyone involved? Especially if a student is in a majority of classes that have turned to active learning...

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I get so excited to implement new things, but I'm so tired of each year feeling like a big overhaul! How do I keep the long view in this practice of implementing active learning?!

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If the students will negatively react due Zoom fatigue/video watching from online classes. Convincing them this is not just an artifact from COVID shutdowns.

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Generally, colleagues are supportive of introducing active learning into the classroom...I think more, they would be interested in the techniques I will / have tried, if I put my own spin on it in anyway, and how students responded.

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Student buy-in. Past negative experiences with flipping the classroom can lead to push-back/bias that makes it harder to carry them along. They need to engage!

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They are actually encouraging us to move towards active learning. I just met with the Dean of Academic Success and the head of the First Year Program (she set up the meeting) last Tuesday right after our workshop, sharing my experience and data from Spring 2021, also asking for money for learning assistants

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They are actually encouraging us to move towards active learning. I just met with the Dean of Academic Success and the head of the First Year Program (she set up the meeting) last Tuesday right after our workshop, sharing my experience and data from Spring 2021, also asking for money for learning assistants

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Using the growth and goals module prevents me from having to sale my own product.

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Empowering students with metacognition skills, using pillars of goal-setting, self-regulated learning (SRL), mindfulness, and growth mindset.

The Growth and Goals Module is designed to empower students with the learning skills they need to thrive and continually adapt in today's dynamic world. They develop skills of metacognition-identifying what they know, don't know, and strategizing accordingly-goal-setting, self-regulated learning, mindfulness, and mindsets. The module is integrated with courses and aligned with each course's intended learning outcomes, thereby meeting students where they are, and during their learning.

Arising from Alison Flynn's Chair in University Teaching (2016-2019), the module is the result of a collaborative effort with students, uOttawa's Teaching and Learning Support Service, Student Academic Support Service, uOttawa's Centre for Research on Educational and Community Services, and professors at uOttawa and Trent University. To have the greatest impact, the module is continually evaluated and iteratively improved. To date, over 5000 students have used the module at over 10 institutions. The project has also engaged six students on the project teams, through uOttawa's Work-Study, UROP, and Honours projects.

Our goal is to reach all students, not only those who are fortunate enough to have the support in their environment or find themselves in dire situations and may seek help too late.

We have just updated the Growth & Goals module to our next version, based on feedback from stakeholders over the past year, especially learners-thank you!!!

Self-regulated learning (SRL), mindfulness, metacognition, growth mindset
Self-regulated learning (SRL)

We are using an SRL model that involves stages of forethought, performance, and reflection (Zimmerman, Bonner, & Kovach, 1996; Zimmerman, 1990, 1998, 2000). In the same way that athletes are taught to set goals, monitor their progress, and reflect on their performances (Olympic.org, 2015), academic SRL skills can be increased through educational interventions (Schunk & Ertmer, 2000; Zimmerman & Schunk, 2011).

The strategic control of thoughts, actions, and motivations to achieve personal goals and adaptively respond to environmental demands

Zimmerman, 2008

Metacognition
Metacognition is a critical part of SRL and can be broken down into two parts: metacognitive knowledge (knowing what you know) and metacognitive control and regulation (deciding what to do for your learning). In order to help students become better self-regulated learners, we give them strategies to become more metacognitive.

In a growth mindset, people believe that their most basic abilities can be developed through dedication and hard work-brains and talent are just the starting point. This view creates a love of learning and a resilience that is essential for great accomplishment.

Carol Dweck, in her book Mindset: The New Psychology of Success

1) Use the concept of self-regulated learning and its associated 3-phase learning cycle to:

Describe self-regulated learning in your own words

Describe each of the three phases of the self-regulated learning cycle in your own words

Identify common myths about learning

Self-assess study habits and thinking

Rate personal feelings towards a course

2) Use the concept of mindfulness to:

Recognize that thoughts and feelings are natural products of the mind, and by exercising control, you can let them pass without becoming entangled or distracted

Learn to not be overpowered by emotions or thoughts in directing your actions

Practice developing mindful awareness through meditation activities

Incorporate mindfulness into daily activities

Apply the mindfulness skills learned in the Growth & Goals module to future courses and life challenges

3) Use the concept of mindset to:

Describe a growth and fixed mindset in your own words

Identify growth and fixed mindset statements

Transform fixed mindset statements into growth mindset statements

Construct strategies to deal with failure and build resiliency

4) Use goal-setting skills to:

Identify and construct SMART goals

Construct a personalized schedule for a university semester to achieve goals

Define and refine your priorities and use them to set your own goals for a course or personal endeavour

5) Use the concept of metacognition to:

Rate your current ability towards the course's learning outcomes and provide an explanation for your rating

Identify resources and strategies that you will use to reach your goals

Explain to what extent the skills acquired from the module can be used in other settings

Apply skills from the Growth & Goals module to other courses and life challenges (Note: this learning outcome is currently not addressed but will be added to the module)

Describe the course's intended learning outcomes in your own words (Note: this learning outcome is currently not addressed but will be added to the module)

We will conduct a practical participatory evaluation (P-PE) to evaluate this initiative (Cousins & Whitmore, 1998; Cousins, 2013). The goal of this P-PE is to involve key stakeholders in the evaluation's design, data collection, analysis, implementation and sharing of findings. By conducting such an evaluation (as opposed to doing one from and outsider's perspective), the insights of the stakeholders will be used to drive the focus of inquiry, making the project more meaningful and useful. I will work with uOttawa's Centre for Research on Educational and Community Services (CRECS) to facilitate the evaluation process.

Learn more about P-PEs from Professor Bradley Cousins: https://goo.gl/psRgTj

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Empowering students with metacognition skills, using pillars of goal-setting, self-regulated learning (SRL), mindfulness, and growth mindset. The Growth and Goals Module is designed to empower students with the learning skills they need to thrive and continually adapt in today's dynamic world. They develop skills of metacognition-identifying what they know, don't know, and strategizing accordingly-goal-setting, self-regulated learning, mindfulness, and mindsets.

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How do I ensure department, school, administration that if potential problems arise that they are not due primarily to implementing active learning pedagogy?

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Share  your experience with colleagues during division and full faculty meeting. 

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Share  your experience with colleagues during division and full faculty meeting. 

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groups working at different speeds, optimal grouping so that strong students don't dominate weak students, managing time on activities without rushing students

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I'd focus on retention and attrition statistics, student satisfaction, etc. Basically, the parts that would help with tuition $$ and alums talking up the university after they've had an awesome active learning experience. :)

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If students are resisting/doing very poorly, how do you resist reverting to "traditional" learning?

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Show data and present it to who admin that this was of teaching is a unique opportunity students will buy into and want to attend the university. Also show data about the gains in student knowledge. For admin there needs to be a cost-to-benefit ratio that is demonstrated.

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try something in your class and chat it up at dept meeting/ informal chats

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try something in your class and chat it up at dept meeting/ informal chats

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Demonstrate with a simple example! If students see an example and how they benefit from it, then there can be greater buy-in.

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How to address student concerns such as "my prof. is not giving me the answer", or "I really do not like the people in my group"

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How to address student concerns such as "my prof. is not giving me the answer", or "I really do not like the people in my group"

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Put it in the syllabus! Explain why it's valuable.

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Usually I explain to my students the type of active learning they will be doing at the beginning of the semester and tell them the benefits of it... and then we talk about it.

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Share the data of how it's working in your classroom. Be willing to share what you've done with your colleagues - this might aid with the "Additional work load" barrier

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I'd want to present something I tried in a department meeting or school meeting, using anecdotes from my experience and also the support for the strategy from the literature.

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Students think that watching the videos and coming to class is duplicative. Many of our students are non-traditional and have jobs. Claim they don't have time and resist methods like flipping

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Students think that watching the videos and coming to class is duplicative. Many of our students are non-traditional and have jobs. Claim they don't have time and resist methods like flipping

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Are the Moodle materials/access available after this workshop? We have learned so much that I will need frequent reminders/guidelines

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Are the Moodle materials/access available after this workshop? We have learned so much that I will need frequent reminders/guidelines

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We really don't have constraints from administration

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We really don't have constraints from administration

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Provide them with easy, more simple ideas specific to the classes they teach

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My colleagues (and administrators) are going to want data on if things work or not.

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Does having a Teaching and Learning Center make this easier?

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Show them the data! Data can mean $$ to them

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Show them the data! Data can mean $$ to them

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On the first day of the course I always explain why it is beneficial to become an active learner with research data.

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I would share something that worked for me during a faculty meeting and show data of how it was effective (or not). We need to have more conversations about pedagogy in our faculty meetings.

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We're scientists, we like to see evidence that active learning methods result in better learning gains/outcomes.

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Our department is trying to implement a Learning Assistant program where AL is needed

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Our department is trying to implement a Learning Assistant program where AL is needed

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Trying too much too soon - which to start with? Etc - as new faculty member, I feel like I need to get my bearings in the department first

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Explain the benefits of active learning and include real data

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Explain the benefits of active learning and include real data

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"Sell" Active learning to administrators by pointing to the gains made among traditionally underrepresented groups (closing the achievement gap).

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explain to them the reasoning behind active learning including data showing how grades improve using certain techniques

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Show them evidence that it works. Demonstrate on day 1

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Show them evidence that it works. Demonstrate on day 1

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...meet them where they are, share how busy we know they are, and how much active learning can make their class time more efficient and help them learn.

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I inform students that much research indicates active classrooms result in more learning and I show them some of the papers/books I've been reading.  I also tell them it will feel hard.

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Continuously keep explaining WHY you are doing this

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Continuously keep explaining WHY you are doing this

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It can be overwhelming to introduce *all* different forms of active learning to colleagues unfamiliar with it, so I would pick one that really works for me, and share only that one. Also I'd pick something easy to implement rather than requiring lots of prep.

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It can be overwhelming to introduce *all* different forms of active learning to colleagues unfamiliar with it, so I would pick one that really works for me, and share only that one. Also I'd pick something easy to implement rather than requiring lots of prep.

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- start a discussion about active vs. passive learning, and ask them to reflect on what things they do that feel most helpful and least helpful.
- then, introduce the ways that I plan to use active learning in the classroom w/ data that supports why that way of learning is beneficial for students.

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I think I would pitch it to students as a way that they can actually help steer the direction of what we cover in class. I would also address their concerns and provide evidence as to how active learning is more helpful to them beyond just the chemistry course they are in.

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Explain why it is good for them and what are non-content related benefits 

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Explain why it is good for them and what are non-content related benefits 

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Explain to students why you are doing what you're doing. Give them a way "out" as an option (i.e. let's try this for 3 weeks and see how what everyone things) - the thought of options seems to help with acceptance

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I would love to have more pedagogy discussions during department meeting. We've started a second (optional) department meeting to address DEI issues, and much of the pedagogy discussions ended up there this year.

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Talk about before and after stories (with real data)

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Talk about before and after stories (with real data)

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Time used in class is actually like studying for exam or HWK

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If enough faculty are interested, then it's easier to make the case to admin.

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In some spaces, there was so much push back to online learning that anything that seems "non-traditional" is being attacked. This seems to presents so complications to active learning strategies like flipped learning.

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Be upfront and clear with plan, reasoning, expectations