Quick Guide to Active Learning

Teacher’s Quick Guide

7 ideas you can use tomorrow to promote active learning

Cheri MacLeod

Background What is active learning?

Active learning is a simple process.

In active learning students do activities such as reading, writing, discussion, or problem solving…but this is not ‘busy work. Being busy is not the same as actively learning.

Activities are planned to support making connections, critical thinking, and analysis of course content.

More definitions: • From Cornell University • From University of Minnesota

Why bother with active learning?

• Research has proven it is effective and supports and reinforces learning.

• It increases engagement and motivation.

• It provides a chance for learners to think, talk about and work with course topics and materials.

• It develops thinking and learning skills needed in the workplace and for lifelong learning.

• It is flexible – activities can be included in any lesson and can be long or short, fun or challenging.

Contents 1. Think-pair-share

5. Two-stage Quizzing

2. One Minute Writing

6. Gallery Walk

3. Games

7. Learner Questions

4. Jigsaw

1 Think-pair-share This is probably the most popular and commonly used active learning technique.

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Ask learners to share their ideas and reasoning with a partner.

Ask pairs to share ideas from their discussion with the class.

Comment briefly on the ideas, or better yet, ask students to do so.

It encourages deep thinking, and can be adapted to any topic.

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How to 1. Provide an issue, topic or question worthy of discussion.

2. Ask learners to spend one minute thinking (and perhaps making some quick notes about their ideas).

Examples: Ask learners to discuss the topic and…

• identify steps in a process • choose between options to answer a question • identify 2-3 key ideas that learners need to understand • write a one sentence summary

2 One Minute Writing Providing ‘quiet’ time to think and write is a simple way to encourage thinking.

It requires choosing a topic or question, and writing materials (paper and pen OR mobile device).

How to 1. Create a ‘good’ question for use at any point in a lesson – before/during/after.

2. Ask learners to spend one minute writing down their ideas or creating a mindmap.

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Ask learners to share their ideas and reasoning with a partner.

Ask pairs to share ideas from their discussion with the class.

Option: collect and review and use 1-2 points to introduce the next lesson.

Examples: Ask learners to write about…

• what they already know or want to know about a topic • what they found useful, interesting or surprising • solution(s) to a problem • the key points all learners need to recognize

3 Games

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Learners of all ages love games and they are great for active learning.

Games require planning but almost any learning activity can be adapted into a game.

How to 1. Prepare 10-20 questions that require solving problems, gathering information or identifying ‘correct’ answers.

2. Create small teams (so everyone must participate).

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Set rules for gaining points (who can/must answer, time limit, who judges).

Give a question.

Keep score and have fun.

Examples: Ask learners to…

• answer multiple choice questions • give short explanations • give definitions • draw or label diagrams • make calculations • explain ‘the best’ solution • find information in notes, readings or online Optional Online Tools Kahoot, Socrative, JeopardyLabs

4 Jigsaw

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This active learning technique is modelled on a jigsaw puzzle.

Information, in any format, is divided among learners and all must share what they know to complete a task.

How to 1. Choose a reading, set of short audio recordings or videos. Divide information into 2-5 pieces.

2. Group 2-5 learners and give each person a different piece of information to review.

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Give learners a task.

Ask learners to share their information with their group to complete the task.

Ask groups to share ideas with the class or collect items for review.

Review learners’ ideas at the start of the next lesson.

Examples: Ask learners to complete a task…

• list steps in a process • draw a timeline • fill in a table of features, benefits/challenges or advantages/disadvantages • write a short summary

5 Two-stage Quizzing This technique generates real debate and discussion.

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Collect the quizzes.

Form small groups of 2-4.

Consider the best way to do this (assigned, self-chosen).

Give groups one copy of the same quiz. Ask groups to discuss and complete the quiz together.

Collect the group quizzes.

It requires preparing the questions and giving learners two opportunities to complete the quiz.

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How to 1. Prepare a quiz.

2. Explain learners will do the quiz twice, once alone and once with a group and that they will get two marks.

3. Ask each learner to complete the quiz (within a suitable time limit).

Suggestions: • explain group quiz scores are usually higher for everyone • include a few challenging questions • encourage discussion during the group quiz • give 70/30% or 80/20% for individual/group quizzes

6 Gallery Walk

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This is a great way to get learners out of their seats, encourage thinking and generate discussion.

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Ask learners to ‘tour’ the gallery (in pairs or groups) and to complete a task.

Ask learners to discuss and to share their ideas and reasoning in their group.

Ask learners to share ideas with the class.

Comment briefly on the ideas, or even better, ask students to do so.

It requires selecting and displaying appropriate images, documents or objects.

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How to 1. Choose images, documents or objects that learners will examine, discuss, analyze, compare, evaluate or comment on. Display these around the room or in a hallway.

Examples: Ask learners to complete a task…

• identify differences • evaluate quality/features • discuss meaning • write ideas/comments on chart paper beside items

7 Learner Questions

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Ask learners to form groups of 2-3, challenge others with their questions and review possible answers.

Ask volunteers to share their ‘best question and answer’ with the class.

Ask students to comment briefly on the ideas.

Creating great questions is a good way to review and encourages deep thinking

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It requires only identification of the topic.

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How to 1. Identify an issue, topic, reading, video or learning material.

2. Ask learners to work alone or with a partner, to review the topic and to generate 3 questions that ‘require thinking’ and prepare a model answer.

Examples: Ask learners to create questions that…

• highlight important ideas • might be used on a test • promote thinking rather than just remembering facts • require forming an opinion or evaluating the quality of an idea or practice