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Techniques of Active Learning

Teaching and learning

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sahithass2002
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24 views

Techniques of Active Learning

Teaching and learning

Uploaded by

sahithass2002
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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TECHNIQUES OF ACTIVE

LEARNING
submitted by
sahitha s s
ACTIVE LEARNING
Active learning is “ anything that involves student
in doing things and thinking about the things that are
doing.”
-Bonwell and Eison(1991)
Active learning as “ anything course related that all
students in a class session are called upon to do other than
simply watching, listening and taking notes”
-Felder and Brent (2009)
Principles of activelearning
1. Effort produces Achievement:
Inherited intelligencemainly determines academic
achievement.
Given theright conditions and support can achieveat high
levels.
2. Learning is about making connections:
Knowledge is a “constructive Process”. We learn
by adding new knowledge to the knowledge already
have and interesting it with that knowledge.
3.We learn with and through others:
Most learning is done in a setting in which others are
present. We teach one another, exchange ideas,
reinforce concepts, solve problems, debate ideas, and
challenges assertions with others.
4. The teacher Matters:
all teachers in the school in a given subject taught as
well as the best teacher, the result would be for higher
student achievement. throughout theschool.
The quality of the teaching is the key to school
improvement.
5. Focused teaching Promotes accelerated learning:
Thekey to accelerating learning lies in matching
instruction to thelevel of thelearner. Teaching that aligns
with instruction is referred to as “ focused teaching
6. All students should experiencea “ thinking Curr iculum”:

It is a common belief that somepeople areborn smart and


others not, and that thereis nothing that can bedoneabout it.

Challenging tasks that support deep thinking will stimulate


intelligent behaviour.
TECHNIQUES OF ACTIVE
LEARNING
i. Think pair share
ii. Role playing
iii. Discovering plate boundaries
iv. Peer Review
v. Discussion
vi. problem solving using real data
vii. Game based learning
i. Think pair share:
To encourageall students to interact with thematerial.
Ask to spend a minute or two thinking about and writing
a response.
Student ponder the answer to a question and then share
their thoughts with a neighbour.
ii. Role playing
Student look at the topic from the perspective of a
character, who will affect and be affected by a chosen topic.
For example, every student could imagine himself being
affected by a particular event such as earth quake. In this
way students can be made to understand the issues of earth
science and their impact on human life.
iii. Discovering plate boundaries:
This is a group discussion method employing
many aspects of cooperating learning.
eg: Students use the Jigsaw technique to learn
more about plate tectonics
iv. Peer review:
Students review and comment on materials
written by their classmates
v. Discussion:
Promoting a successful discussion depends on
correctly framing question. Discover tips for framing
discussion question to promote higher order thinking.
vi. Problem solving using real data:
Students use a variety of data to explore scientific
question.
vii. Game Based learning:
Uses competitive exercise, either pitting the students
against each other or through computer simulations
Implications
This is a highly effective technique for checking
student progress, both in understanding the
material and in reacting to course material.
After the end of the classroom teaching, every
students is asked to take out a blank sheet of
paper and pose a question and give them one
minute to respond.
By going through the answers given by the
students, teacher can assess how far they have
understood the content of the lesson.
Similar to ‘one minute paper’.
Asking students to report their emotional reactions
instead of answering what they have learned in the
class. This could be used in language and social
science classes and not in subjects like
mathematics and science
This combines the advantages of the above
techniques.
Give more time is given to students to think over
deeply and then answer the questions.
For example, the teacher can implement this
technique by allotting ten minutes in the class time
or give as a home assignment
This may treated as an assignment to students for

compulsory reading of an assignment content area

in the subject.

Reading quiz can also be used as an effective

measure of student comprehension of the

readings
While teaching, especially after explaining a
difficult concept or defining a concept, the teacher
provide a little long pause to find out whether a
students need any further clarifications.
Go round and clarifies the doubts individually.
Socrates, the great Greek Philosopher used this
question- answer method.
This method could be used in classrooms, by
asking questions to test the knowledge of students
during the course of the lecture.
Teacher would try to elicit the expected answer by
asking question to a particular student.
In this method, after a student answers the
teacher’s question, another student will be asked
to summarize the answer given.

All students to attentively listen, observe and take


part in the classroom activities.
Students are given index cards, and asked to write
down one question concerning the course material.
Directed to ask a question of clarification
regarding some aspects of the material which do
not fully understood.

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