Chapter 8-Using Active Learning in the Classroom Active learning shifts the focus from the teacher and deliv- course content on ass ssments.The spoils have tended ery of course content to the student and active engagement to go to students with good short-term memories and with the material Through active learning techniques and reading skills. modeling by the teacher,students shed the traditional role as passive receptors and learn and practice how to apprehend Among the student population,there have always been knowledge and skills and use them meaningfully. those who have the wherewithal to make connections among course concepts,generate and ask themselves meaningful 。Vhat is“active learning"? questions and then search for answers,and interact with Integrating Active Learning into the Classroom readings through annotations(i.e.,dialoguing with the texts through notes in the margins rather than the copious high- A Sampling of Active Learning Techniques lighting that leaves most textbooks filled with more secondary Additional Active Learning Activities colors than black on white). Resources for Active Learning However,the majority of students need to be provided with active learning opportunities to approach this ideal;and ever those who are self-directed will learn more and be able to What is"active learning"? apply their learing more adeptly when based on active learning. Active learning involves providing opportunities for stu- dents to meaningfully talk and listen,write,read,and reflect Active learning shifts the focus of instruction from what on the content.ideas.issues.and concerns of an academic should you,the instructor,teach or deliver to students to subject.(Meyers &Jones,1993,p.6) what do you want students to be able to do with course mate Research and anecdotal evidence overwhelmingly support rial.Similarly,students must enter class prepared to use the claim that students learn best when they engage with assigned readings and reviewed material from past classes, course material and actively participate in their learning. etc.Not only are students expected to be up-to-date on course Yet the traditional teaching model has positioned students material,but to have assimilated the material so they can use as passive which teachers deposit concepts and build on it.When students recognize that your course in- volves active learning.they will also recognize that they must and information.The model has emphasized the delivery of course material and rewarded students adept at reflecting the be active if they are to succeed in the course. nstruction at FSU Han
Page 75 Instruction at FSU Handbook 2010 course content on assessments. The spoils have tended to go to students with good short-term memories and reading skills. Among the student population, there have always been those who have the wherewithal to make connections among course concepts, generate and ask themselves meaningful questions and then search for answers, and interact with readings through annotations (i.e., dialoguing with the texts through notes in the margins rather than the copious highlighting that leaves most textbooks filled with more secondary colors than black on white). However, the majority of students need to be provided with active learning opportunities to approach this ideal; and even those who are self-directed will learn more and be able to apply their learning more adeptly when course activities are based on active learning. Active learning shifts the focus of instruction from what should you, the instructor, teach or deliver to students to what do you want students to be able to do with course material. Similarly, students must enter class prepared to use assigned readings and reviewed material from past classes, etc. Not only are students expected to be up-to-date on course material, but to have assimilated the material so they can use and build on it. When students recognize that your course involves active learning, they will also recognize that they must be active if they are to succeed in the course. Active learning shifts the focus from the teacher and delivery of course content to the student and active engagement with the material. Through active learning techniques and modeling by the teacher, students shed the traditional role as passive receptors and learn and practice how to apprehend knowledge and skills and use them meaningfully. • What is “active learning”? • Integrating Active Learning into the Classroom • A Sampling of Active Learning Techniques • Additional Active Learning Activities • Resources for Active Learning What is “active learning”? Active learning involves providing opportunities for students to meaningfully talk and listen, write, read, and reflect on the content, ideas, issues, and concerns of an academic subject. (Meyers & Jones, 1993, p. 6) Research and anecdotal evidence overwhelmingly support the claim that students learn best when they engage with course material and actively participate in their learning. Yet the traditional teaching model has positioned students as passive receptors into which teachers deposit concepts and information. The model has emphasized the delivery of course material and rewarded students adept at reflecting the Chapter 8 - Using Active Learning in the Classroom
Active learning techniques are not educational magic bul- students that best reflect both your own teaching style and lets.Ofcourse some of your students maynot be willingto the material,types of thinking.and approaches to the subject abandon their passive roles.But between those who are self necessary to comprehend and apply the topic.Doing so will motivated and those who choose to sink,there is most likely a make you an"active teacher,"and you will cross beyond the large middle group who,with some facilitating from you,will essential,but incomplete,role of content expert.Content ex- be active learers and markedly improve their performance pertise and active teaching will provide students the opportu and long-term command of the material. nity to become engaged learners and dynamic thinkers. The obstacle to integrating active learning techniques into your class is contained within Confucius's aphorism: Active Learning Techniques Support I hear and Iforget.Isee and I remember.Ido and the University's Instructional Goals Iunderstand. When students learn actively,they retain more content for a longer time and are able to apply that material in a broader Unfortunately,in most physical and virtual classrooms,we range of contexts. are limited to the very senses Confucius claims to be inef- fective pathways for understanding.When used in isolation, Many faculty members assume that their role is to teach hearing or seeing (or reading)does not make for the kind of Instead.think:My role is to help students learn. learning we aspire to create in the classroom.We have all been students listening to lectures and filled with trepidation New research shows that faculty who are facilitators,col- that we would be responsible for information that,even as we laborators,leaders,and organizers are having great success heard it,was slipping through our grasp.We have watched in helping students prepare for lifelong learning and making them more capable to work in fields where they must acquire slides or videos and wondered how we could integrate the images into our knowledge banks to be accessible for use in new skills and knowledge regularly some future exam. This chapter presents active learing techniques that can help mitigate the limitations of most classroom situations.Still, grasping the principles of active learning will do far more for your teaching than simply using these activities as if they are templates to be filled in with your respective content.Rather use active learning principles to develop activities for your age 76 Instruction at FSU Handbook 2010
Page 76 Instruction at FSU Handbook 2010 students that best reflect both your own teaching style and the material, types of thinking, and approaches to the subject necessary to comprehend and apply the topic. Doing so will make you an “active teacher,” and you will cross beyond the essential, but incomplete, role of content expert. Content expertise and active teaching will provide students the opportunity to become engaged learners and dynamic thinkers. Active Learning Techniques Support the University’s Instructional Goals When students learn actively, they retain more content for a longer time and are able to apply that material in a broader range of contexts. Many faculty members assume that their role is to teach. Instead, think: My role is to help students learn. New research shows that faculty who are facilitators, collaborators, leaders, and organizers are having great success in helping students prepare for lifelong learning and making them more capable to work in fields where they must acquire new skills and knowledge regularly. Active learning techniques are not educational magic bullets. Of course some of your students may not be willing to abandon their passive roles. But between those who are selfmotivated and those who choose to sink, there is most likely a large middle group who, with some facilitating from you, will be active learners and markedly improve their performance and long-term command of the material. The obstacle to integrating active learning techniques into your class is contained within Confucius’s aphorism: I hear and I forget. I see and I remember. I do and I understand. Unfortunately, in most physical and virtual classrooms, we are limited to the very senses Confucius claims to be ineffective pathways for understanding. When used in isolation, hearing or seeing (or reading) does not make for the kind of learning we aspire to create in the classroom. We have all been students listening to lectures and filled with trepidation that we would be responsible for information that, even as we heard it, was slipping through our grasp. We have watched slides or videos and wondered how we could integrate the images into our knowledge banks to be accessible for use in some future exam. This chapter presents active learning techniques that can help mitigate the limitations of most classroom situations. Still, grasping the principles of active learning will do far more for your teaching than simply using these activities as if they are templates to be filled in with your respective content. Rather, use active learning principles to develop activities for your
Integrating Active Learning have them submit a pageor two of theirown active reading. into the Classroom at first,and comment on it,showing them where one more vertical step in their thinking about the text,or how using the Active learning can be applied to most commonly used text to reflect on the larger subiect of the course can broaden course activities,depending on whether they involve the and sharpen their thinking and learning. student or they position the student as a receptacle passively receiving content. Make your examples sufficient and competent,but do not make them so superior to your students'efforts that they Even lecturing,which may seem to be inherently passive, demoralize the very audience you are trying to inspire.Cross can be an active learning experience if the following outs in the marginsor,in something like a journal exercise. are integrated: questions that reveal your own uncertainty on an issue or Students are provided with a set of questions as well as about a concept can help students see that knowledge isofter constructed rather than iust hooked swiftly in a process avail- instructions to look for answers within the lecture. able only to the chosen. During pauses in the lecture students are asked tojot down questions.The following class may then begin with Similarly,you may periodically stop discussions and of- these questions,which can function as connectors from fer suggestions for how students may have modified their the previous class to the present class. comments to engage and build on what another student or Students are periodically asked throughout the lecture to students have said (or,if online,posted).You can model ways (silently)make connections between the current material students can cooperatively build validity and move vertically and course materials covered previously. in their discussions rather than simply free associating and moving horizontally away from the focus of discussion. Additional Methods for Cultivating As you may have inferred from the discussion above,facilitat Active Learning in the Class ing active learning may require that you put yourself at risk In addition to using active learning techniques in your class -you model learning:you give up the unilateral flow of the (such as the ones described in this chapter) traditional teaching format;you uncover the topic at hand and permit students the inevitable chance of asking about model the principles.For example,your students may have some corner of it with which you may not be totally at ease o passively read throughout their lives,soa simple direction about which you may need to say:"I'm not sure,but I'll to annotate and interact with text may not lead your students refine my own thoughts and present them first thing next to actively read.Show them your own examples of active reading,using a page from their own assigned reading.Then class"(or on the discussion board,ifyou are teaching via a coursewebsite). nstruction at FSU Hand
Page 77 Instruction at FSU Handbook 2010 have them submit a page or two of their own active reading, at first, and comment on it, showing them where one more vertical step in their thinking about the text, or how using the text to reflect on the larger subject of the course can broaden and sharpen their thinking and learning. Make your examples sufficient and competent, but do not make them so superior to your students’ efforts that they demoralize the very audience you are trying to inspire. Crossouts in the margins or, in something like a journal exercise, questions that reveal your own uncertainty on an issue or about a concept can help students see that knowledge is often constructed rather than just hooked swiftly in a process available only to the chosen. Similarly, you may periodically stop discussions and offer suggestions for how students may have modified their comments to engage and build on what another student or students have said (or, if online, posted). You can model ways students can cooperatively build validity and move vertically in their discussions rather than simply free associating and moving horizontally away from the focus of discussion. As you may have inferred from the discussion above, facilitating active learning may require that you put yourself at risk – you model learning; you give up the unilateral flow of the traditional teaching format; you uncover the topic at hand and permit students the inevitable chance of asking about some corner of it with which you may not be totally at ease or about which you may need to say: “I’m not sure, but I’ll refine my own thoughts and present them first thing next class” (or on the discussion board, if you are teaching via a course website). Integrating Active Learning into the Classroom Active learning can be applied to most commonly used course activities, depending on whether they involve the student or they position the student as a receptacle passively receiving content. Even lecturing, which may seem to be inherently passive, can be an active learning experience if the following are integrated: • Students are provided with a set of questions as well as instructions to look for answers within the lecture. • During pauses in the lecture students are asked to jot down questions. The following class may then begin with these questions, which can function as connectors from the previous class to the present class. • Students are periodically asked throughout the lecture to (silently) make connections between the current material and course materials covered previously. Additional Methods for Cultivating Active Learning in the Class In addition to using active learning techniques in your class (such as the ones described in this chapter), you can also model the principles. For example, your students may have passively read throughout their lives, so a simple direction to annotate and interact with text may not lead your students to actively read. Show them your own examples of active reading, using a page from their own assigned reading. Then
For your risk,what do you get in return? Are some teaching contexts not conducive to using active learning techniques? Students who may get excited about the subject You may reasonably think that if you teach large lecture Students who may learn not only information about sections that actively involving your students in the learning the subiect but also how to think about the subiect (And imagine how valuable that skill is in disciplines process is not feasible.It may be a bit more difficult to conceptualize how you can make it work but most active where paradigms and ideas are quickly changing learning techniques,with some modifications,can be applied and increasing.) in large classes. Students who may believe that you are passionate about learning the subject and who catch your enthusiasm The guiding principle can be applied to any learning situa- tion.You cannot force students in a lecture hall toengage And even if you do not know that you have touched more actively with the material,but you can give them the oppor- than a few students,you will know that you provided oppor- tunity.For example,a handout with basic questions not only tunity for students to make better use of their ability to learn. prepares students for your presentation,but also provides the student,under your direction,a chance to summarize the Initial Preparation Time material as answers to the questions. It is reasonable to think that integrating active learning If you teach a survey course that requires covering a broad techniques into your teaching is going to take more tim expanse of material,you may think that using active learning to prepare.However,once active learning is incorporated techniques will not permit you to cover the course material into your class,you can use and refine the techniques relatively easilv. Many professors have an overwhelming need to"cover all the material."This approach may not be an efficient strategy And because your students will be making course material Consider these statistics reported by Mevers and part of their long-term memory and will be able to apply essential course concepts and theories,less course time will Jones(1993). be needed for reviewing material and answering questions Students are not attentive to what is being said ina lec- on content,and more time can be used for higher-level ture0%of the time. thinkingactivities. Students retain 70%of the information in the first ten minutes of a lecture but only 20%in the last ten minutes age 78 Instruction at FSU Handbook 2010
Page 78 Instruction at FSU Handbook 2010 For your risk, what do you get in return? • Students who may get excited about the subject • Students who may learn not only information about the subject but also how to think about the subject (And imagine how valuable that skill is in disciplines where paradigms and ideas are quickly changing and increasing.) • Students who may believe that you are passionate about learning the subject and who catch your enthusiasm And even if you do not know that you have touched more than a few students, you will know that you provided opportunity for students to make better use of their ability to learn. Initial Preparation Time It is reasonable to think that integrating active learning techniques into your teaching is going to take more time to prepare. However, once active learning is incorporated into your class, you can use and refine the techniques relatively easily. And because your students will be making course material part of their long-term memory and will be able to apply essential course concepts and theories, less course time will be needed for reviewing material and answering questions on content, and more time can be used for higher-level thinking activities. Are some teaching contexts not conducive to using active learning techniques? You may reasonably think that if you teach large lecture sections that actively involving your students in the learning process is not feasible. It may be a bit more difficult to conceptualize how you can make it work but most active learning techniques, with some modifications, can be applied in large classes. The guiding principle can be applied to any learning situation. You cannot force students in a lecture hall to engage actively with the material, but you can give them the opportunity. For example, a handout with basic questions not only prepares students for your presentation, but also provides the student, under your direction, a chance to summarize the material as answers to the questions. If you teach a survey course that requires covering a broad expanse of material, you may think that using active learning techniques will not permit you to cover the course material. Many professors have an overwhelming need to “cover all the material.” This approach may not be an efficient strategy. Consider these statistics reported by Meyers and Jones (1993). • Students are not attentive to what is being said in a lecture 40% of the time. • Students retain 70% of the information in the first ten minutes of a lecture but only 20% in the last ten minutes
Four months after taking an introductory psychology Active Listening course,students know only8%more than students who had never taken the course The Intention The implication of such research is that you need to evaluate Active listening gives students a chance to practice restating and perhaps discuss with others in your department depth in their own words what they have heard.As students form vs.breadth of coverage.You may want to ask a professor who and restate concepts in their own words,they both gain a teaches the next course in your curriculum what is neces- deeper understanding of the material and recognize where sary for students to know when they begin that course.You their grasp of the material is insufficient. might just find that it is much more concentrated on analysis and use of content than recall of the content. The Activity Paraphrasing spoken statements A Sampling of Active .Students pair up.You do not have to classify students as Learning Techniques those who understand and those who do not-simply ask students to pair. All active learning techniques are intended to help learners make relevant connections among course materials;trans- .One student explains a concept,principleor method forming course materials from opaque language or ideas into to another. something learners can integrate into their own long-term The listener paraphrases what the teller has said and memory and knowledge bank.The activities that follow are seeks clarification if necessary.The listener may use such intended to help learners achieve these objectives.Instruc- phrases as"What I hear you saying is..."and"You're tors may.however.find that some just do not fit their stvle saying..."The listener seeks mainly to reflect the teller's of teaching or that others would work well in their classroon statements back to the teller accurately and does not try or online environment with modifications.Other instructors to analyze,judge,or lead the direction of discussion. may find that many activities they have done or currently do in class need only be infused with active learning principles to become active learing techniques. nstruction at FSU Hand
Page 79 Instruction at FSU Handbook 2010 • Four months after taking an introductory psychology course, students know only 8% more than students who had never taken the course. The implication of such research is that you need to evaluate and perhaps discuss with others in your department depth vs. breadth of coverage. You may want to ask a professor who teaches the next course in your curriculum what is necessary for students to know when they begin that course. You might just find that it is much more concentrated on analysis and use of content than recall of the content. A Sampling of Active Learning Techniques All active learning techniques are intended to help learners make relevant connections among course materials; transforming course materials from opaque language or ideas into something learners can integrate into their own long-term memory and knowledge bank. The activities that follow are intended to help learners achieve these objectives. Instructors may, however, find that some just do not fit their style of teaching or that others would work well in their classroom or online environment with modifications. Other instructors may find that many activities they have done or currently do in class need only be infused with active learning principles to become active learning techniques. Active Listening The Intention Active listening gives students a chance to practice restating in their own words what they have heard. As students form and restate concepts in their own words, they both gain a deeper understanding of the material and recognize where their grasp of the material is insufficient. The Activity Paraphrasing spoken statements • Students pair up. You do not have to classify students as those who understand and those who do not - simply ask students to pair. • One student explains a concept, principle or method to another. • The listener paraphrases what the teller has said and seeks clarification if necessary. The listener may use such phrases as “What I hear you saying is…” and “You’re saying…” The listener seeks mainly to reflect the teller’s statements back to the teller accurately and does not try to analyze, judge, or lead the direction of discussion