Teaching Strategies for Active Learning

Education Caf?

March 2011

Teaching Strategies for Active Learning

Manuel Dias

Centre for University Teaching

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Research in the field of learning has significantly improved our understanding of this complex activity. The majority of researchers appear to agree on one key point: learning does not occur passively. On the contrary, it requires active involvement in activities and life experiences (Nilson, 2010). This approach to learning means a major reconsideration of teaching, and especially of the strategies traditionally used in university teaching. A new paradigm is necessary: we must move away from teaching centred on the professor's actions to an active approach that is focused on those of the students.

The expression "active learning" implies that students are involved and fully engaged in what they want to learn. A change in the approach to university courses is therefore necessary, so that students are not limited to simply listening to their professor speak, but rather are invited to

participate in a number of activities involving a range of learning strategies.

What is active learning?

Active learning suggests that students are involved in a learning process that leads them to reflect on what they are doing in the classroom (Chickering and Gamson, 1987). Essentially, students must do more than listen: they have to read, write, discuss, and be involved in reflective activities, as well as in application activities (situation scenarios, simulations, etc.). This is a significant transformation in the dynamic of a course and often requires the development of new student-centred teaching practices and the use of strategies that will enhance their learning experience. If students are engaged in reflection and encouraged to do so through active learning strategies, they will learn more effectively and be more likely to understand the key concepts of a course.

collaboration are useful to foster participation and student interaction. Group activities give students a sense of support that often make them feel like they accomplish more than when they work individually.

Moving to a more active teaching approach requires clearly identifying the desired learning outcomes and then selecting strategies that will help achieve these outcomes. Additionally, it is important to discuss the rationale behind the use of each strategy with your students in order for them to understand how these approaches will help them achieve their goals. Expectations related to student participation must be clear from the outset to avoid any confusion or difficulty. This planning phase takes time and one must be prepared to revisit the teaching and learning strategies currently used.

Ideas to foster active learning

This section offers a group of strategies that will help students become more active in their learning. The first few ideas listed are strategies that can fit into your existing teaching practices. Further on, strategies become more complex and will require a greater investment in time and planning.

Using new strategies

Strategies that encourage a more active approach to learning are varied and can be either individual or collective. Moreover, these strategies can be integrated into a university course in different ways depending on the course content and the students being taught. For instance, activities that require

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Strategic breaks during a lecture

An easy way to encourage active learning during a lecture is to hold breaks at strategic times so that students can complete their notes while discussing material with a classmate. These breaks should only last a few minutes and give students a chance to talk about the material that has been presented and think about how well they understand it. Breaks can be followed by a question to help

students focus on a key piece of information or on the next part of the lecture.

The "One-minute paper"

This strategy allows you to verify student comprehension at the end of a teaching session. The process is simple: take a few minutes at the end of a class and ask students to respond individually, in writing, to a question about an important issue covered during the class or to identify a concept that they have trouble understanding (Cameron, 2010). Compiling these responses should reveal the level of comprehension in the class and identify common areas of difficulty. Problem areas can be addressed at the beginning of the next class. This strategy is an easy and effective way of adapting course content to actual student needs without having to make any drastic changes to your teaching strategies.

In-class discussion

Enabling communication between students and the professor is a key factor in establishing a classroom environment that fosters learning and discussion. Including class discussions is especially important to encourage student participation and also to help develop their critical thinking skills. Increasing communication means using effective strategies to formulate questions and encourage students to engage in thinking processes that will allow them to find answers. It is important to spend time planning activities based on relevant questions that relate to the learning outcomes and are adapted to the

students' abilities (Wood, 2010). Questions may be answered orally or in writing depending on the number of students in the group and the intended purpose. For instance, a brain-storming session before an activity or a presentation of a new concept can help students identify what they already know.

Visual aids

To support learning and encourage student participation, visual aids such as graphics, word clouds, and concept maps can be used to improve comprehension levels in certain parts of the course. Classroom discussions based on a visual aid are an effective way to summarize information or explicitly show important connections between concepts.

For example, using concept maps allows students to identify the main points and understand how they relate to each other more quickly while spending less time explaining certain key concepts. Visual aids can also be an effective way to foster classroom discussion and give students a chance to interact with each other and/or the instructor (Bonwell and Eison, 1991).

Working in pairs

Working in pairs gives students an opportunity for more active learning. In an activity such as "Think, Pair, Share," students are first asked to take a few minutes to think about a concept. Next they partner with a classmate to discuss and to pool their ideas and, lastly, if called upon, be prepared to share with the entire class. This

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strategy is particularly useful for challenging questions that call for higher order thinking (Felder and Brent, 2006). Working with a partner also has the benefit of reducing student anxiety when being called upon to share thoughts or answer a question in a large group.

Working with a classmate can also be useful outside of the classroom, such as in generating feedback. If, for instance, students have been given a writing assignment, each student could be asked to review the work of one of their classmates and provide feedback on the quality of the ideas, reasoning and/or spelling. This method helps them to develop critical thinking skills as they will need to formulate honest and relevant comments in order for the exercise to be productive (U of G, 2010). Working in pairs this way is intended to make students accountable for their learning by making them aware of the importance of proofreading their written assignments.

Classroom presentations

Another way of helping students become active learners is to make them responsible for the presentation of key course concepts. Either individually or in small groups, students can carry out research on a specific topic and present it to the class. In some cases, a course can be structured so that these types of research projects and presentations become central to it. This type of collaborative work requires students to take responsibility for course content and consequently their learning.

Problem-based learning

Problem-based learning is a strategy where students construct knowledge by exploring situations that involve complex, realistic problems. This approach originated in the medical sciences but has now spread to a number of disciplines. The collaborative work, the reflection and the analysis involved are key elements to this approach (Hmelo-Silver, Duncan and Chinn, 2007). Scaffolding, strategic questioning, the selection of resources and timely discussions are some of the strategies used to allow students to play an active role in their learning process.

Case studies

Assigning case studies is another way to make the classroom a more active place. Case studies offer an opportunity to relate course content to real-life situations. The chosen cases are usually based on past situations, although they could also be research-based. Designing a case study requires the consideration of key concepts and how these are related to the theoretical aspects of a course in order for students to build a framework that they may use as they begin tackling the issues at hand. Identifying possible strategies for solving a case is important, as well as ensuring that students have acquired enough theoretical knowledge to deal with the task successfully. Case studies can be used in most disciplines, but are especially well-adapted to courses with a significant practical component (medicine, biology, law, education, etc.). Case studies are often used in group projects, giving

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students an opportunity to develop their thinking skills and exchange ideas in the pursuit of plausible solutions.

Field study

This strategy involves bringing students into the field and relating course content to their immediate environment. The possibilities are unlimited and could include visits to a: museum, branch of government, industrial site, nature preserve, etc. The destination will mainly depend on course context and the discipline it relates to. This type of activity is an excellent motivational tool and a great way to get students engaged in the course content. Leaving the classroom and relating content to concrete real-life situations allows students to rediscover their environment, and see it in a new light.

providing students the opportunity to actively engaging with it. This is to say that time spent on each activity is related to specific learning outcomes and is adapted to the knowledge and skills that the students have already acquired.

Classroom management can present another kind of challenge, especially during discussion activities and group work where efficient management become essential. Lastly, implementing active learning strategies may be challenging in classrooms where desks and chairs cannot be moved, necessitating a little more flexibility and creativity.

Conclusion

Active teaching and learning requires a review of one's teaching approach and a significant paradigm shift where student learning by means of active participation is the goal. Class questions, discussions, case studies, and problem solving are all strategies that favour an active learning approach and are gaining popularity in the University Teaching environment.

Possible challenges

A few challenges may arise as you introduce active learning strategies in your course. The most common challenge will relate to the determination of an ideal balance between covering content and

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