Revision and stabilization

on
1.Uses of ALMs
2. Challenges of Implementing
ALMs
3. strategies to overcome the
challenges
Reflective Activity: Be in a group and discuss on the following
issues so that your ideas will be presented to your colleagues.

1.List the functions of active learning and teaching

methods for both the teacher and the students.

2. Many teachers suggest that using active learning

methods is challenging. What are the challenges
according to your opinions and how can they be
solved?
 1. Uses of Active Learning
methods
From: To:

Teacher-centered Learner-centered
classroom classroom
Product-centered Process-centered
learning learning
Teacher as a ‘transmitter Teacher as an organizer
of knowledge’ of knowledge
Teacher as a ‘doer’ Teachers as an ‘enabler’,
facilitating students in
their learning
Subject-specific focus Holistic learning focus
From: To:
Being passive recipients Active and participatory
of knowledge learners
Focus on answering Asking questions
questions
Being ‘spoon fed’ Taking responsibility for
their own learning
- Becoming reflective
learners
Competing with one Collaborating in their
another learning
Learners of individual Connecting their learning
subjects
Wanting to have their Actively listening to
own say opinions of others( learn
social interaction skills such as turn
taking)
2. Challenges of Implementing Active Learning
Methods
 Lack of knowledge and skill about utilization of
ALMs
 Large class size and Instructors’ workload
 Shortage of resources and facilities
 Nature and amount of course/module content
 Students’ attitude towards ALMs
 Instructors’ attitude towards ALMs and their

unwillingness to use it
 Lack of management support
 Lack of planning, preparation and time management

are some of them.

 Activity 3 on page 35

Read the following scenarios based on real life examples in HEIs.

Consider or think about them(the problems) in order to
identify effective strategies.

1. Instructors have tried to implement interactive learning

methods but students are reluctant to participate. The
students feel the instructor’s role is to tell them what they need
to know for the examination. Students are dependent and
expect ‘spoon fed’

2. An HDP candidate says that the introduction to interactive

learning during HDP is very general. The candidate further
remarks that it is very difficult to apply interactive learning
when teaching mechanical engineering and the candidate
3. An HDP graduate says, “During the HDP my teaching was
observed by the Higher Diploma Leader and some of my
peers. Now there is no systematic observation in my
institution. It seems no one really cares about using active
learning methods so I don’t bother anymore.” Attention
is not given by others.

4. An instructor says, “The physics course/module I am

teaching has very rich curricular contents. I have to get
through the contents with my students. This situation
forces me to become teacher-centered. Interactive
learning takes too long and I will not be able to finish the
course/module.” Lack of modification skills
5. Another teacher reports, “Using interactive
learning requires preparation and planning
before my sessions. I am very busy with my 12
credit hours per week and don’t have time for
preparation. In any case, I have my notes and these
are sufficient for teaching.” Time taking

6. A graduate assistant observes, “I would like to use

more interactive learning but it sometimes requires
more resources. Usually I only have two pieces of
chalk and a board to write on. This means I have to
use a teacher-centered approach.” Shortage of
resource
7. “My usual class size is 60/70 and may be more and for
some of my colleagues who teach common courses the
number of students may exceed a hundred. This makes
using interactive learning impossible but I would like to
try it.” complained an instructor. Problem with Class
size

8. A long time faculty observed, “I was forced to complete

the Higher Diploma Program but really I know all about
teaching after 20 years of experience of teaching and I
found nothing new in the course. I make sure my
students know what is needed. I tell them what they
need to know and no one has complained. So what’s the
problem?” Teacher centered, passive, not reflective,
traditional, does not try new findings
Some strategies to help overcome the
challenges to using ALMs
 3. Some strategies to help overcome the challenges to using ALMs

1. strategies to overcome lack of knowledge and skill about

ALMs
 Staff development strategies and trainings to address the

issues of ALMs.
 updating oneself with the contemporary learning strategies.

 Departments and other concerned stakeholders need to

prepare seminars and conferences focusing on ALMs.

2. strategies to overcome large classes/groups
 Prepare session plans with group activities and establish

ground rules.
 Arrange seats in the rooms in a way that students must sit in

groups.
 Walk around the room in order to impress on students that

you are watching their activities

3. strategies to overcome limited resources
 Start with whatever instructional materials available

 Manage the material that you already have ;

 Involve your students in making/providing resource

4. strategies to overcome bulky course/module content

 select the most appropriate active learning methods for the

topics to be covered.
 Encourage students to become independent learners and to

take ownership of their own learning.

 Allocate part of the module syllabus for students to cover in

their own time with guidance and supervision.

5. strategies to overcome students reluctances and resistances to
active teaching methods
 walk around the room and show them your follow ups

 approach non-participating students

 use/show them an encouraging conduct to build their confidence

of independent learning
 invite questions,

 develop a routine so students will make it practice or culture of

the class
 grade on participation

 design clear activities for participation and let the students be

clear with the instruction

 Let them know their step by step progresses
Some Methods Of Active Teaching

Activity 4 on Page 36
(10m’ discussion to decide
answers )
 Read the following descriptions carefully and match them with the appropriate
methods.

 Microteaching: HDCs have been asked to prepare a lesson on teaching an

aspect of a course. HDL asks them to prepare a 15-minute lesson, with
objectives, activities and resources using materials easily found in the
surrounding environment. They present this lesson to their peers. HDLs
and their peers evaluate the effectiveness of the lesson and provide
feedback on the quality of the teaching
 Jigsaw Groups: You have divided the class into 10 groups. The topic for the
next four sessions is child psychology. Each group is given a different aspect
of the topic to research over the next three sessions. In the fourth session,
each group brings the materials that they have collected and you help to
bring all the pieces of the topic together.
 Buzz Group: During your session on curriculum course, you stop every few
minutes and ask students in a group of four sitting closely together to
brainstorm their ideas on a particular aspect of the topic; e.g. their
understanding of the word curriculum, which subjects are essential in the
school curriculum, the relative value of different subjects, and the abilities
developed through different subjects. They are allowed a short time for
 Balloon Game: In History, students are given the names of five
important professionals (a teacher, an accountant, an engineer, a
medical doctor, and a journalist) who are sitting in the basket of a hot
air balloon in the sky above the Indian Ocean. The balloon is going
down, and the only way to keep it from falling into the sea is to ‘throw
out’ one of the professionals. Which professional would you throw out
first? Second? Third? This method can be used, for example with
famous scientists, modern inventions, characteristics of good teachers,
etc
 Crossover Group: Students are divided into groups to discuss a given
topic in any subject. After five minutes, two members of each group
move to the next group to share ideas from the first group and to join a
new discussion. After another five minutes they move again, so that
during the course of the lesson all students have been able to share
information. This avoids the need for a lot of feedback.
 Hot Seating: One member of the class is assigned to be a character from
literature ,history, science, etc. This member is placed in the center of
the room to role play the character. Other members of the group direct
questions to the person in the center who has to respond in role. After
 Cooperative Learning : You organize students into groups for a particular topic
give clear instructions and explain how you want them to work together. You
may assign different group behaviors to each member of the group e.g
facilitator, note-taker, time keeper, leader, observer, reporter. Students ar
expected to interact, share ideas and ask their peers first if they need help
They are all responsible for the outcomes, which are evaluated against agreed
criteria. Over a series of sessions, each group member can be asked to take on
different responsibilities so all students are encouraged to develop differen
skills.
 Case Study : You are planning a lesson on the characteristics of good teaching
Instead of giving students a list of these characteristics, you provide
description of six different teachers and what they do in their classrooms. Th
students have to identify the positive and negative characteristics of each
teacher. The whole class then comes to an agreement of the characteristics o
good teaching.
 Decision Line: You want to encourage students to think about a topic and
form an opinion that they can defend. Example: Genetic engineering can help
in food security. Students are asked to physically move and stand in a line
that represents a continuum from strong agreement with the statement to
strong disagreement with the statement. Students then have to find a
partner and explain why they chose to stand at a particular point on the line
 Activity 5 on page37
1.Which of the above ALMs could be suitable/unsuitable for
your course? Explain with practical examples.

2.Using the AVK model identify useful active learning methods

for supporting different types of learners and discuss their
implications for classroom instruction.

Learning style Helpful method

Visual

Auditory

Kinesthetic
Thank You for
your
dedication!