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The majority of us believe we understand what active learning entails. The word “engagement” comes to me right away. Or, to put it another way, we define what it isn’t: passive learning. There are many definitions of active learning, but the one given by Bonwell and Learner, centered in an early (and now classic) monograph is commonly cited: “engaging students in doing thoughts out about things they are doing.” Those are excellent choices, but as interest in independent learning has grown—and its worth has been scientifically established—what qualifies as active learning has expanded. “Active learning is a fairly broad notion that covers or is connected with a broad variety of learning methodologies,” Carr, Palmer, and Hagel noted recently (p. 173). Differentiated instruction; learning by doing (hands-on) are examples of this type of learning. Lab work; role-playing; case-based having to learn; group activities of various kinds; tech methods such as simulation results, tournaments, clickers, and various smartphone apps; and student engagement, with engagement and debate probably being one of the most widely used of any and all active instructional strategies. Beyond techniques, there are theories like constructivism, which have spawned a slew of student-centered methods that promote individual autonomy, self-direction, and self-regulation.
Some ways can assist you in incorporating active learning tactics into your classroom. Consider the following scenario:
Because some learners may not be competent or very well for multiple active learning approaches at once, start small. Choose one easy method from the active learning strategies to test in class, for instance. Explain the advantages of employing active learning approaches and tie the exercise to the class’s learning objectives. Consider how you’ll make the process go more smoothly at each stage. How will you, for example, present the active learning activity? How much time do you plan to devote to students? What method will you use to debrief?
Consider how to get students (a small and large bunch of students) back on course after participating in active learning. Check-in with students on a regular basis, both through informal and formal feedback, to see how the active learning strategies are affecting their class experience.
It’s not easy to incorporate a more participatory learning framework into your classroom. The following are some of the most typical hurdles to active learning:
Will I have to restructure my course entirely to accommodate these new techniques?
Active learning can be consciously included in individual tasks or incremental improvements to a course over time. Professor Fei Wen changed her upper-level chemistry engineering class to include a video assignment and noticed significant increases in concept memory without modifying the lectures, homework, or tests. Professor Lisa Young increased her students’ writing skills in her course by gradually introducing active learning, making tiny adjustments to writing and lectures for each iteration of both the courses.
Is my class too large for active learning techniques?
Some tactics may be difficult to implement in a lecture class of 100 (or 400! ), but they can be done. Simple strategies such as pair-and-match are a good place to start. Professor David Gerdes used technology to poll students and gauge their understanding in real-time, which he shared.
Will it require too much time to explain technologies, tools, or techniques?
The technological and pedagogical aspects of active learning can be supported by resource hubs such as CRLT, the Language Resource Center (LRC), or Scholar Space. Professor Nicholas Henriksen enlisted the LRC’s assistance in creating screencast movies to educate technical software features so that he could devote more time to discussing the software’s applications in student projects.
Will I still be able to manage enough content if I use class time for active learning?
There’s no denying that even the most basic active learning strategies divert time from more traditional information delivery methods like lecturing. Professor Remington, for example, “flips” his classroom by having kids work through self-study units before class to cover topics and then using the actual class session to assess and augment their learning. Professor Gabaron maintains the structure and pedagogical coherence of her top half-French class while leveraging on her students’ diverse interests by having them bring in the subject.
What if pupils refuse to participate in active learning? What if I want them to speak with a neighbor, and they flatly refuse?
These concerns are legitimate and important hurdles to introducing active learning in the classroom, but as more instructors adopt this technique, students have become more accepting of it. In 18 U-M engineering with 1051 students, a recent study indicated that students showed “minimal resistance to active learning” (Finelli, et al, 2018). They also discovered that two sets of tactics increased students’ willingness to participate in active learning: 1) Describe the objective of actions and why they would be valuable using explanation tactics.
Also read: Let’s Put What We’ve Learned Into Practice: Faculty Development on its Head
FAQs
What are some techniques for putting active learning into practice?
Role-playing, case studies, project's economic, think-pair-share, cooperative learning, debates, Only Teaching, and quick examples followed by classroom discussions are all examples of active learning strategies. There are two simple strategies to use the debate to enhance active learning.
What are some examples of active learning activities?
Any learning activity in which the student actively participates or interacts with the learning process rather than passively absorbing knowledge is referred to as active learning. Students do better when they are given the opportunity to actively engage with the content they are learning.
What are the benefits of active learning exercises for students?
Active learning encourages students to establish connections between their existing knowledge and new concepts, allowing them to reflect on their comprehension. Students are frequently asked to make their reasoning explicit in active learning assignments, which helps instructors to assess student learning.
What are the benefits of active learning for teachers?
In the past, lectures were used to introduce new concepts to pupils, and active learning was used to help them master them. Teachers and students have more one-on-one engagement during active learning activities, with students receiving regular and quick feedback from instructors.
