This session will showcase the Exploratory Learning technique for classroom teaching. Exploratory Learning is a collaborative, constructivist, student-centered, and problem-based approach to active learning in the classroom, and has been shown to be more effective than traditional classroom methods in promoting memory for material (Duffy & Jonassen, 1992; Loyens, Jones, Mikkers, & van Gog, 2015; Schwartz, Lindgren, & Lewis, 2009; Weaver, Chastain, DeCaro, & DeCaro, 2018; Wise & O'Neill, 2009). The Exploratory Learning technique involves groups of students working to solve problems for which the solutions have not yet been introduced during lecture. When using the exploratory approach, students are given a prompt that is open-ended and related to a real-world problem. The instructor serves as the facilitator of the activity, however, does not directly deliver lesson content. While students work collaboratively to develop solutions to the problem, they employ critical thinking skills and apply their shared knowledge. The instructor immediately introduces the topic at the conclusion of the activity when students have already gained a deeper appreciation for the material. That is, students have already considered the problems solved by the new information and can intuitively understand how the new information fits with old information. In this way, the Exploratory Learning technique is a juxtaposition to a more traditional active learning paradigm- one where activities are completed only after a topic has been covered in a more direct, lecture-based format. This session will contain a brief literature review, tips for implementation in the classroom, a run-down of the types of material that will fit the best for this technique, pitfalls to avoid, and a short demonstration.
Learning Outcomes: Attendees will be able to use the Exploratory Learning technique in their own classrooms, apply lessons from the session to their techniques, and evaluate their own programs.
