Scribd
Upload
53 views

Principle 5. Active Learning

Active learning engages students directly in the learning process through meaningful activities that require thinking and collaboration. It helps students personally connect with material and enhances higher-order thinking. Effective active learning strategies include think-pair-share activities, discussions, project-based learning, and learning by teaching others. Research shows active learning leads to greater comprehension, improved critical thinking and problem-solving skills, and more positive attitudes towards learning compared to traditional lectures.

Uploaded by

Mae Clarence Ticoy
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
53 views

Principle 5. Active Learning

Active learning engages students directly in the learning process through meaningful activities that require thinking and collaboration. It helps students personally connect with material and enhances higher-order thinking. Effective active learning strategies include think-pair-share activities, discussions, project-based learning, and learning by teaching others. Research shows active learning leads to greater comprehension, improved critical thinking and problem-solving skills, and more positive attitudes towards learning compared to traditional lectures.

Uploaded by

Mae Clarence Ticoy
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 2

GUIDING PRINCIPLES FOR TEACHING AND LEARNING IN MTBMLE

Active Learning Defined

Students are involved in active learning when they’re participants in the learning process. The
widely accepted academic definition comes from researcher Michael Prince. “Active learning is generally
defined as any instructional method that engages students in the learning process. In short, active
learning requires students to do meaningful learning activities and think about what they are doing.”
Simple, right? Yet active learning is so much more.

The goal of active learning is for students to personally engage with the material. To participate in
the class. And to collaborate with one another. Thus, active learning is often defined by the activities that
students do to construct knowledge and insight. The activities themselves vary. Yet they all push students
to think both about the work they’re doing and the purpose behind it. This enhances higher-order thinking.
Things like evaluating, creating and analyzing. All of which are critical to the real-world application of
knowledge.

Teaching for active learning means:

 Becoming a facilitator and guide


 Fostering independent, critical and creative thinking
 Focusing on the why rather than the how of learning
 Encouraging effective collaboration
 Transforming students from passive listeners to active participants
 Developing and implementing interactive, student-centered activities

Active Learning in Action

Many types of teaching activities facilitate active learning. From learning through play and project-
based learning to group work and technology-based learning. If students are participating in the learning
process through experience, it’s active learning.

Active learning strategies include asking students to:

 Demonstrate a process
 Analyze an argument
 Conduct experiments
 Apply a concept to a real-world situation
 Produce short written exercises
 Engage in problem-solving
 Conduct research and present findings
 Discuss concepts with peers
 Participate in real-world simulations
 Hold a debate
 Create videos
 Go on real or virtual field trips
 Work collaboratively

Incorporating active learning into a lecture-based curriculum can be challenging. Two methods
have proven useful: The mini-lecture and the active-listening lecture.

 To use the mini-lecture approach, the instructor delivers information in short chunks. About ten
to twenty minutes at a time. He or she then pauses to enable students to consolidate their notes,
find gaps, and work with classmates to fill in gaps.
 The active listening format asks students to listen attentively for short chunks of time. Without
writing notes. Then, students work in pairs or small groups. Together they restate, clarify, and
elaborate on the lecture’s content.

Other techniques include:

 Think-pair-share. Think-pair-share activities have become a mainstay of active learning.


Following a lesson, students take a moment to think about the content. Then share their thoughts
with one or more peers. The final step is to share their thoughts with the class. During this final
phase, the instructor steps in as a guide as needed to clarify information
 Class discussion. Using the Socratic method to provoke thoughtful dialogue promotes higher-
order thinking.
 Small group discussion. Breaking into subgroups helps more students actively participate.
Creative variations include turning the discussion into a game, competition or assignment.
 The “one-minute paper.” Short written responses are a great way to review materials and
assess student understanding.
 Peer review. Students review and comment on one another’s materials.
 Role-playing. This method can be adapted in many ways. Students can take the perspective of
fictional or historical characters. They can be challenged to look at a topic, question or
controversy.
 Game-based learning. Competitive or cooperative activities count. They can run the gamut from
the traditional to the creative or tech-enhanced to live-action.
 Collaborative learning groups. Groups of several students are given an assignment or task to
work on together. This could be anything from responding to a question to a hands-on project.
Any of which can be presented to the entire class.
 Learning by teaching. Students gain deep knowledge then instruct their peers.

The Benefits of Active Learning

Several other studies have shed light on the positive effects of active learning vs. traditional
lectures. These benefits include:

 Greater comprehension and memory


 Increased content knowledge
 Improved critical thinking and problem-solving abilities
 More positive attitudes towards learning
 Increased enthusiasm in both students and instructors
 Greater development of creative thinking, adaptability, communication and interpersonal skills

Conclusion: Active Learning Works

Learning should not be a spectator sport. Both students and teachers thrive when classes are
designed with an active, student-centered approach. When students are invited to participate in
structuring their own learning, both final outcomes, and motivation along the way increase. Students
become more invested in their own learning. And the skills they gain position them for future career and
college readiness.

You might also like