Principle 1: Faculty-Student Contact
Principle 2: Collaborative Learning
Principle 3: Active Learning
Principle 4: Prompt Feedback
Principle 5: Time on Task
Principle 6: High Expectations
Principle 7: Diverse Learners
Why Active Learning?
Learning is not a spectator sport. Students do not learn much just by sitting in classes listening to teachers, memorizing pre-packaged assignments, and spitting out answers. They must talk about what they are learning, write about it, relate it to past experiences and apply it to their daily lives. They must make what they learn part of themselves.
Learning is not a spectator sport. Students do not learn much just by sitting in classes listening to teachers, memorizing pre-packaged assignments, and spitting out answers. They must talk about what they are learning, write about it, relate it to past experiences and apply it to their daily lives. They must make what they learn part of themselves.
Strategies
Diagram Creation/Completion: Have learners create or complete a large diagram of a system or process on the floor, tabletop, or outside on a sidewalk or parking lot. Then have everyone gather around the diagram. Pose various situations that learners have to think through and discuss using the diagram. With floor models, you could have learners walk through the diagram and interact with it as they are explaining their solutions to the problems you pose. Example: United States Map Activity; Blank Map
Learners Construct a Wall Display: As participants arrive for the program or class, give them each a piece of a puzzle representing a part of a system or process they will be learning. Ask them to spend a few minutes constructing the puzzle on the wall display or tabletop; then discuss. Learners can share their initial understanding of the system and ask questions. Leave the completed display in the room for the duration of the program.
Partners Share Each Other's Knowledge: At the start of a program or class, have everyone interview a partner to find out what they already know or have experienced about the topic at hand. Then have people introduce their partners and share with the the class a piece of the partners' knowledge or experience. In longer programs, you could have volunteers record this knowledge directly on a large wall mural, or partners could create a pictogram of their partners' knowledge and post on the wall.
Question Balls: After an encounter with new learning material, ask learners to write a question they have on a piece of paper. Have everyone stand and ball up their question. Then tell them that at a signal, they will have a 30-second snowball fight. After 30 seconds, have them stop and unravel the question call they are holding. Give them 5 minutes to research the answer to their question using anyone and anything in the room. Then have each person read their question and give their answer. Variations to game.
Learning Songs: Rewrite the lyrics of a well-known tune with words that capture important course content. Distribute handouts with the lyrics or display them on a screen and ask the class to sing the tune together. As an alternative, ask teams to write their own lyrics with course content. Example: It's in Your Syllabus; CID Handout
Learners as Living Props: Create signs or three-dimensional objects depicting concepts, steps in a process, or components of a system. Ask for volunteers to come to the front of the room and hold or wear these objects during the presentation. If appropriate, they can also act out the system or process under your direction. Example: Caramel Apple Directions
Game Show Quiz Game: To review content, create a variety of questions (true/false, multiple choice, short answer) of varying difficulty. Enter these into a software package for creating your own learning games or create your own Jeopardy-style board. Divide learners into teams and have them play the game. Award prizes as appropriate. Example: Heads Up (Apple or Android App)
Learners Construct a Wall Display: As participants arrive for the program or class, give them each a piece of a puzzle representing a part of a system or process they will be learning. Ask them to spend a few minutes constructing the puzzle on the wall display or tabletop; then discuss. Learners can share their initial understanding of the system and ask questions. Leave the completed display in the room for the duration of the program.
Partners Share Each Other's Knowledge: At the start of a program or class, have everyone interview a partner to find out what they already know or have experienced about the topic at hand. Then have people introduce their partners and share with the the class a piece of the partners' knowledge or experience. In longer programs, you could have volunteers record this knowledge directly on a large wall mural, or partners could create a pictogram of their partners' knowledge and post on the wall.
Question Balls: After an encounter with new learning material, ask learners to write a question they have on a piece of paper. Have everyone stand and ball up their question. Then tell them that at a signal, they will have a 30-second snowball fight. After 30 seconds, have them stop and unravel the question call they are holding. Give them 5 minutes to research the answer to their question using anyone and anything in the room. Then have each person read their question and give their answer. Variations to game.
Learning Songs: Rewrite the lyrics of a well-known tune with words that capture important course content. Distribute handouts with the lyrics or display them on a screen and ask the class to sing the tune together. As an alternative, ask teams to write their own lyrics with course content. Example: It's in Your Syllabus; CID Handout
Learners as Living Props: Create signs or three-dimensional objects depicting concepts, steps in a process, or components of a system. Ask for volunteers to come to the front of the room and hold or wear these objects during the presentation. If appropriate, they can also act out the system or process under your direction. Example: Caramel Apple Directions
Game Show Quiz Game: To review content, create a variety of questions (true/false, multiple choice, short answer) of varying difficulty. Enter these into a software package for creating your own learning games or create your own Jeopardy-style board. Divide learners into teams and have them play the game. Award prizes as appropriate. Example: Heads Up (Apple or Android App)
Research
Educause: 7 Things You Should Know About Research on Active Learning Classrooms
A Guide to Teaching in Active Learning Classrooms: History, Research, and Practice
Encourage Active Learning
A Guide to Teaching in Active Learning Classrooms: History, Research, and Practice
Encourage Active Learning
Need more ideas? Visit the Curriculum and Organizational Development team located on the 2nd floor of the library for support!