1. Active learning methods
Active learning is "a method of learning in which students are actively or experientially involved in the learning process and where there are different levels of active learning, depending on student involvement. (Bonwell & Eison 1991). Active learning pursues different role of student and teacher as in a passive learning methods or traditional learning methods. In model of active learning teacher plays a role of facilitator or guide, and the responsibility for learning is put at the hands of the learners themselves. The main advantages or benefits of active learning methods are:
- development of critical thinking and problem-solving
- development of creative thinking, collaborative, and interpersonal skills
- through engagement the motivation to learn can increase.
Examples of active learning methods:
Class discussion performed in a face to face or online environment, it is effective for smaller groups, where active participation of all is ensured. The class discussion should be conducted with support of the instructor or leader. Discussion requires the learners to think critically on the subject matter and use logic to evaluate their and others' positions. Some of the benefits of using discussion as a method of learning are that it helps learners explore a diversity of perspectives, it increases intellectual agility, it shows respect for learners’ voices and experiences, it develops habits of collaborative learning.
Think-pair-share activity to encourage all students to interact with the material. In this activity, the instructor states an open-ended question. Ask students to spend a minute or two thinking about and writing a response. Then ask students to pair with a partner to discuss their responses. Reconvene the class after a few minutes, and call on individual students to share the pair’s responses. A "think-pair-share" exercise is useful in situations where learners can identify and relate what they already know to others. Prepare learners with sound instruction before expecting them to discuss it on their own. This teaching method functions as a great way for all the students in the class to get involved and learn to work together and feel comfortable sharing ideas. It can also help teachers or instructors to observe students and see if they understand the material being discussed. This is not a good strategy to use in large classes because of time and logistical constraints (Bonwell and Eison, 1991).
Short written exercise or "one-minute paper” it is a way to review materials and provide feedback. At the end of class or just before a break, teacher asks either: “What are the two most important points from today’s session?” or “What was the muddiest (least clear) point from today’s session?” Teacher gives students 1-2 minutes to write brief responses to turn in anonymously as they leave the classroom. Address student responses either during the next class or online.
Peer Instruction – teacher pauses during class and asks students a conceptual question. Teacher gives students a few minutes to think about the question, and then have them provide answers, possibly using clickers. Then, have students spend a few minutes talking about their answers, usually in pairs, and try to convince each other that their answer is correct. Then have students answer again.
Reaction to a video - the video helps the student to understand what they are learning at the time in an alternative presentation mode. It is important that the video relates to the topic that they are studying at the moment. Teacher can include a few questions before starting the video so they pay more attention and notice where to focus at during the video. After the video is complete teacher divides the students either into groups or pairs so that they may discuss what they learned and write a review or reaction to the movie. (McKinney, Kathleen. (2010). Active Learning. Normal, IL. Center for Teaching, Learning & Technology.)
Small group discussion - it is more likely for students to participate in small group discussions than in a normal classroom lecture because they are in a more comfortable setting amongst their peers, and from a sheer numbers perspective, by dividing the students up more students get opportunities to speak out. There are so many different ways a teacher can implement small group discussion in to the class, such as making a game out of it, a competition, or an assignment.
Case studies - student groups can discuss case studies to apply course content to solve real problems in a specific field. It supports development of the solving problems skills and creative thinking.
Gallery Walk - students in groups move around the classroom or workshop actively engaging in discussions and contributing to other groups and finally constructing knowledge on a topic and sharing it.
Go to Exercises