Approaches to Active Learning
"Within this context, it is proposed that strategies promoting active learning be defined as instructional activities that involve students in doing things and thinking about what they are doing.” (Bonwell and Eison 1991, iii)
The Minute Paper
The Minute Paper is a very commonly used classroom assessment technique. It really does take about a minute and, while usually used at the end of class, it can be used at the end of any topic discussion. Its major advantage is that it provides rapid feedback on whether the professor's main idea and what the students perceived as the main idea are the same. Additionally, by asking students to add a question at the end, this assessment becomes an integrative task. Students must first organize their thinking to rank the major points and then decide upon a significant question. Sometimes, instead of asking for the main point, a professor may wish to probe for the most disturbing or most surprising item. It is thus a very adaptable tool.
Think-Pair-Share
Think-Pair-Share (TPS) is a cooperative learning activity that can work in varied size classrooms and in any subject. Instructors pose a question, students first THINK to themselves prior to being instructed to discuss their response with a person sitting near them (PAIR). Finally, the groups SHARE out what they discussed with their partner to the entire class and discussion continues. Students get time to think critically, creating a learning environment that encourages high quality responses (Rowe, 1972). TPS provides an opportunity for students to work in groups toward a common goal, increasing their own and others’ understanding in a safe environment to make mistakes (Johnson & Johnson, 1999).
Jigsaw
This cooperative-learning reading technique gives students the opportunity to specialize in one aspect of a topic, master the topic, and teach the material to group members. Asking students to work together in a Jigsaw builds comprehension, encourages cooperation, and improves communication and problem-solving skills.
Exam Wrapper
Exam Wrappers are tools for students to examine their test readiness, identify specific strategies to improve readiness and examine how effective those strategies are so adaptations can be made for future exams.
Brainwriting
One way to make sure that everyone gets a fair hearing is to use brainwriting. Instead of sharing your thoughts out loud, brainwriting gives your people time to write them down. And when you come to talk through their ideas, there's often a richer selection to explore than if you'd used brainstorming alone.
Peer Review
Peer assessment, or review, can improve overall learning by helping students become better readers, writers, and collaborators. A well-designed peer review program also develops students’ evaluation and assessment skills.
Discussions
Discussions are online spaces that enable asynchronous written conversations to be posted and shared among students via “threads” and “replies.” (There is an embedded tool for this in Blackboard, and it may be used in both FTF and ONLN classes.) Discussions can encourage reflection, engagement, and collaborative peer-to-peer learning surrounding course content in in-person, blended, and online courses. They allow students to solidify their understanding of course content through conversation, or by posing and answering questions to peers.
Pre-Post Quiz
Pre-post quizzes are brief surveys that are used before and after an event. They are ideal for helping you understand whether or not your audiences have learnt key aspects of the content you are trying to convey. Their purpose is to focus specifically on your content (not on other things your audience might or might not know).
In-class Demonstrations
Classroom demonstrations are a staple in many classrooms (especially in science and engineering disciplines). Further, students rate demonstrations as being one of their favorite types of classroom activities. However, discipline-based education research indicates that this teaching practice has intricacies that dramatically impact its effectiveness on student learning.
Case Studies
Most case assignments require students to answer an open-ended question or develop a solution to an open-ended problem with multiple potential solutions. Requirements can range from a one-paragraph answer to a fully developed group action plan, proposal or decision.
Two-Stage Exam
Two-stage exams (also called tiered exams, pyramid exams, group quizzes, collaborative testing, cooperative exams, and team-based tests) allow students to work in groups or teams as a second step in the exam process that leverages assessment in order to promote and enhance learning and content retention.
The Minute Paper is a very commonly used classroom assessment technique. It really does take about a minute and, while usually used at the end of class, it can be used at the end of any topic discussion. Its major advantage is that it provides rapid feedback on whether the professor's main idea and what the students perceived as the main idea are the same. Additionally, by asking students to add a question at the end, this assessment becomes an integrative task. Students must first organize their thinking to rank the major points and then decide upon a significant question. Sometimes, instead of asking for the main point, a professor may wish to probe for the most disturbing or most surprising item. It is thus a very adaptable tool.
Think-Pair-Share
Think-Pair-Share (TPS) is a cooperative learning activity that can work in varied size classrooms and in any subject. Instructors pose a question, students first THINK to themselves prior to being instructed to discuss their response with a person sitting near them (PAIR). Finally, the groups SHARE out what they discussed with their partner to the entire class and discussion continues. Students get time to think critically, creating a learning environment that encourages high quality responses (Rowe, 1972). TPS provides an opportunity for students to work in groups toward a common goal, increasing their own and others’ understanding in a safe environment to make mistakes (Johnson & Johnson, 1999).
Jigsaw
This cooperative-learning reading technique gives students the opportunity to specialize in one aspect of a topic, master the topic, and teach the material to group members. Asking students to work together in a Jigsaw builds comprehension, encourages cooperation, and improves communication and problem-solving skills.
Exam Wrapper
Exam Wrappers are tools for students to examine their test readiness, identify specific strategies to improve readiness and examine how effective those strategies are so adaptations can be made for future exams.
Brainwriting
One way to make sure that everyone gets a fair hearing is to use brainwriting. Instead of sharing your thoughts out loud, brainwriting gives your people time to write them down. And when you come to talk through their ideas, there's often a richer selection to explore than if you'd used brainstorming alone.
Peer Review
Peer assessment, or review, can improve overall learning by helping students become better readers, writers, and collaborators. A well-designed peer review program also develops students’ evaluation and assessment skills.
Discussions
Discussions are online spaces that enable asynchronous written conversations to be posted and shared among students via “threads” and “replies.” (There is an embedded tool for this in Blackboard, and it may be used in both FTF and ONLN classes.) Discussions can encourage reflection, engagement, and collaborative peer-to-peer learning surrounding course content in in-person, blended, and online courses. They allow students to solidify their understanding of course content through conversation, or by posing and answering questions to peers.
Pre-Post Quiz
Pre-post quizzes are brief surveys that are used before and after an event. They are ideal for helping you understand whether or not your audiences have learnt key aspects of the content you are trying to convey. Their purpose is to focus specifically on your content (not on other things your audience might or might not know).
In-class Demonstrations
Classroom demonstrations are a staple in many classrooms (especially in science and engineering disciplines). Further, students rate demonstrations as being one of their favorite types of classroom activities. However, discipline-based education research indicates that this teaching practice has intricacies that dramatically impact its effectiveness on student learning.
Case Studies
Most case assignments require students to answer an open-ended question or develop a solution to an open-ended problem with multiple potential solutions. Requirements can range from a one-paragraph answer to a fully developed group action plan, proposal or decision.
Two-Stage Exam
Two-stage exams (also called tiered exams, pyramid exams, group quizzes, collaborative testing, cooperative exams, and team-based tests) allow students to work in groups or teams as a second step in the exam process that leverages assessment in order to promote and enhance learning and content retention.