What is active learning?

Active learning is an approach to instruction that involves actively engaging students with the course material
through discussions, problem solving, case studies, role plays and other methods. Active learning approaches
place a greater degree of responsibility on the learner than passive approaches such as lectures, but instructor
guidance is still crucial in the active learning classroom. In class, students practice skills, solve problems,
struggle with complex questions, make decisions, propose solutions, and explain ideas in their own words
through writing and discussion.

Having defined what active learning is, can you draw a comparison between it and the conventional methods
of teaching? Which one do you think is better? Why?

Why active learning?

1. The conventional methods of teaching EFL DO NOT teach learners how to think in English. They
can’t stop cross-translation in learner’s head. In active learning the ability to think in English is
formed subconsciously while the innate habit of cross-translation is turned off automatically.

2. Active learning in the classroom ensures that each student has a voice in their own learning, thus
maximizing student engagement over the course of the school day.

3. According to a recent study, students who are exposed to active learning strategies feel like they
know themselves better as learners and thinkers. These students are then better equipped to
extend their own learning independently over the course of their education.

4. Students who have learned to be more active in class are also more prepared to pursue the ideas
and questions that matter to them and to feel engaged and motivated during the time they spend
in school.

And also some of Active Learning most important benefits for the teacher are that:
5. Teachers may gain more insight into student thinking by observing and talking with them as they
work.

6. Knowing how students understand the material helps teachers target their teaching in future
lessons.

Google search of the exact phrase "how to learn English fast" produces 86,000 references; and yet, this
question is asked again and again. Why? (Ask for their opinions)
Because we forget about Albert Einstein’s famous quote: No problem can be solved by the same kind of
thinking that created it.
To offer an answer of value to the title question then we must describe:
 The problems encountered when learning English as a foreign language (EFL).
 The conventional teaching methods that resulted in the problem .
  How those teaching methods should be modified to get successful results.

The Problems Adults Encounter When Learning English as A Foreign Language.

Τhe majority of EFL students demonstrate the inability to effectively use English outside the classroom, despite
many years of instruction. The conventional methods of teaching EFL have the following deficiencies:

1. They do not teach learners how to think in English.

2. They can’t stop cross-translation in learner’s heads.

3. They belong to passive learning because conventional pedagogies dissect the language into
individual components and teach reading, speaking, pronunciation, and grammar separately.

4. Most of them teach vocabulary lists outside of authentic context and use some sort of flashcards
to memorize the words and phrases.

5. Support in the native language is substituted by images or photos that inevitably reinforce cross-
translation in the head.

6. In most cases, a classroom with about 20 learners, each learner has only a chance to speak for a
minute or two; the remaining time he or she is listening to the teacher or the broken English of
peers.

We all know the fact that about 85% of the Egyptian population are learning English, and only 30% are capable
of speaking English fluently and accurately. There are millions of English learners who can read and write in
English but can’t speak fluently. These learners have extensive passive vocabulary; it means they understand
the English words, but can't use them in conversation because they remembered the words as translations
into the native language.

The Conventional Teaching Methods that Resulted in these Problems.

The conventional thinking in the last 5 decades didn’t demonstrate any major breakthrough. Most educators
and teachers still believe that because their learners spend 80% of their class time speaking in English, they are
using active learning. However, this is not necessarily the case; this can be a simple case of what is called
conscious passive learning.

To differentiate active learning from passive learning, we recommend a simple rule:

 If a learner performs 1 or 2 actions while learning – he is doing conscious passive learning.
Examples: Reading and listening, or watching and listening, or speaking.
 If a learner performs 3 or more actions while learning concurrently – he is doing subconscious
active learning. Example: Simultaneously reading the text, listening to the recording of this text,
and speaking or imitating the recording.
The difference between the conscious passive learning and the subconscious active learning of English skills is
similar to the difference between flat-earth thinking and round-earth thinking.
Active learning lessons engage all the senses, not just listening. In multi-sensory learning, we read, listen,
and speak at the same time, using all our senses. This activates more areas of your brain, so you retain more of
what you learn.
Conventional methods of learning English don’t teach the learner how to stop thinking in the native
language and that is why they have a very high failure rate. Unfortunately, nobody can think in a language that
he or she is learning. You learn a new language by translating the words into your native language and
remembering them as translations to your native language. By the way, this cross-translation in the head
occurs, even in those cases when the teacher does not use the native language in the classroom. This creates a
huge problem; learners continue thinking in the native language while trying to speak in a foreign language. It is
nearly impossible.

How the Conventional Teaching Methods Should Be Modified to Get Successful Results.
We should be aware that the new concepts need to be accepted by our way of thinking. For example:
 Adults can't learn EFL as children do.
 Flashcards should be avoided because they reinforce cross-translation into the native language .
 Language skills are trained subconsciously much faster than consciously learned .
 The one-language approach is inefficient; support in the native language is mandatory.
 Students should know they are learning a whole culture, not just a language.

Adults can't learn EFL as children do because the more we use our native language - the more it comes to
dominate our linguistic map space. Most adults, when learning a foreign language, subconsciously revert to
cross-translation to and from their mother tongue. The native language support is mandatory for adults to make
the texts comprehensible; however, it should be designed in a special way that eliminates cross-translation.
(Discuss the reading cycles approach of teaching literature for example) (For support, refer to whole contexts,
not mere words or phrases)

Talking to students about active learning

Many students are beginning to expect their classes should include some interaction and opportunities to
practice, discuss, or apply what they are learning. The best way to ensure that you and your students have a
positive experience with active learning is to be transparent about how you will use it and why.
On the first day of class:
 Let students know that your course uses active learning and that they will be expected to
participate.
 Explain why you are using active learning and how it will help them succeed in your class.
 Use a quick icebreaker or two to help students become comfortable working with one another.
  Introduce an active learning activity to set the expectation for an interactive class.

Active learning works best if there are well-articulated goals in mind. Clear objectives help teachers construct
and facilitate activities that allow students to achieve mastery while also learning how to participate in groups
and in their own learning. Though there are challenges with active learning, they can certainly be overcome with
thoughtful planning.

Some active learning activities

Ask students to write a response to a Quickly read through at least half of

Clear Skies (Insights) single question. The focus here could be the responses, looking for a pattern in
a reading, presentation, in class what students identify as points of
discussion/activity, or class prep task. understanding/connection related to
course materials/concepts.

After teaching about an important Pick out a broad range of examples

Application Cards lesson, ask students to write down at and present them to the class.
least one context-specified application
for what they have just learned.

In small discussion groups, individuals

Students should respond to the collaborate to create a 3-2-1 that can
3, 2, 1... Response following: be shared with the entire class for
follow up discussion. Teachers might
 3 things learned – ideas, issues, or collect each group-generated 3-2-1
insights. response to review and draw on as
 2 examples of how to apply them to a the basis for follow up full group
scenario or problem. discussion.
 1 unresolved “something,” which you
can express as a question, an area of
confusion, or a difficulty.

Ask students to write test questions and Make a rough tally of the questions
model answers for specified topics. This your students propose and the topics
Ss. Generated Test Qs. will engage students in evaluating course that they cover. Evaluate the
topics, reflecting on what they questions and use the good ones as
understand, and in learning to develop prompts for discussion. You may also
good questions. want to revise the questions and use
them on the upcoming exam.
 Students summarize knowledge of a Evaluate the quality of each summary
One-sentence Summary topic by constructing a single sentence. quickly and holistically. Note whether
The purpose is for students to define students have identified the essential
features of an idea. concepts of the class topic and their
interrelationships. Share observations
with your students.

Jigsaw Puzzles

Learning cycle from the brain’s perspective

As learning consists of making new long-term pathways between
brain-cells, from the brain’s perspective, the Learning Cycle looks like
this:

1. Prior Knowledge: Ensure there is something to connect to

2. Presentation: Initiate the pathway
3. Challenging Task: Activate the pathway
4. Feedback for Improvement: Check that it’s the right pathway
5. Spaced Repetition: Secure long-term connections by re-using
the pathway over a period of time

Step 1: Prior Knowledge

It is the knowledge the student already has before you start the topic. Our
understanding of how the brain makes memories tells us that your student can
only understand what you are telling them if they can link it to something they
already know. This means that assessing it is a vital first step to ensure your
words do not ‘fall on deaf ears’. If you find that it is missing, repairing this is an
important first step in their learning.

Step 2: Presenting New Material

This step includes methods and important considerations to use when

addressing your students. These include:
1. Recognizing the Working Memory limit to ensure that you do not
overload your students with too much new information at one time.
 2. Linking to the previous step to help students make connections
which lead to good long-term memories.
3. Using a Multi-sensory approach to make use of more parts of
your students’ brains for learning.
4. Linking abstract ideas to concrete examples to enable students
to understand the more difficult ideas you teach.

Step 3: Challenge (Challenging Task)

These are ways to set your students tasks which are most likely to make
their learning of the new material effective.
1. To know what the task is, you can use modeling to show what a good
answer would look like.
2. You can get your students to improve their planning, monitoring and
evaluation using metacognition.
3. If students work effectively in groups, Cooperative or Collaborative
methods are effective to promote thinking.
4. Thinking tasks, such as problem solving and hypothesis testing can
deepen your students’ knowledge and consolidate the surface thinking.

Step 4: Feedback

This shows the student how to improve. Note the importance that they
implement it, not simply receive it! There is no ‘best’ way to give (and
receive) it. You could give it verbally or written. Students get it by marking
their own (or another student’s) work.

Step 5: Repetition

These are methods which give the student the opportunity to develop long-
term memories by revisiting the new material over time. The evidence, both
from the classroom and from neuroscience, is that the spaced forms of it are
vital to create long term memories.
This means that it is not so much the individual teaching methods that are
important, it is whether the student has been taken through the Learning
Cycle.

Step ___: ______________________ Step ___: ___________________

It is the knowledge the student This step includes methods and

already has before you start the topic. important considerations to use when
Our understanding of how the brain addressing your students. These
makes memories tells us that your include:
student can only understand what you
are telling them if they can link it to 5. Recognizing the Working Memory
something they already know. limit to ensure that you do not
overload your students with too
This means that assessing it is a vital much new information at one time.
first step to ensure your words do not 6. Linking to the previous step to
‘fall on deaf ears’. If you find that it is help students make connections
missing, repairing this is an important which lead to good long-term
first step in their learning. memories.
7. Using a Multi-sensory approach
to make use of more parts of your
students’ brains for learning.
8. Linking abstract ideas to
 concrete examples to enable
students to understand the more
difficult ideas you teach.

Step ___: _________________ Step ___: _________________

These are ways to set your students This shows the student how to
tasks which are most likely to make improve. Note the importance that
their learning of the new material they implement it, not simply receive
effective. it!

1. To know what the task is, you can There is no ‘best’ way to give (and
use modeling to show what a good receive) it. You could give it verbally
answer would look like. or written. Students get it by marking
2. You can get your students to their own (or another student’s) work.
improve their planning, monitoring
and evaluation using metacognition.
3. If students work effectively in
groups, Cooperative or Collaborative
methods are effective to promote
thinking.
4. Thinking tasks, such as problem
solving and hypothesis testing can
deepen your students’ knowledge
and consolidate the surface
thinking.

Step ___: ___________________ Step ___: ___________________

These are methods which give the These are methods which give the
student the opportunity to develop student the opportunity to develop
long-term memories by revisiting the long-term memories by revisiting the
new material over time. The new material over time. The
evidence, both from the classroom evidence, both from the classroom
and from neuroscience, is that the and from neuroscience, is that the
spaced forms of it are vital to create spaced forms of it are vital to create
long term memories. long term memories.
This means that it is not so much the This means that it is not so much the
individual teaching methods that are individual teaching methods that are
important, it is whether the student important, it is whether the student
has been taken through the Learning has been taken through the Learning
Cycle. Cycle.

Step ___: ___________________ Step ___: ___________________

These are methods which give the These are methods which give the
student the opportunity to develop student the opportunity to develop
long-term memories by revisiting the long-term memories by revisiting the
new material over time. The new material over time. The
evidence, both from the classroom evidence, both from the classroom
and from neuroscience, is that the and from neuroscience, is that the
spaced forms of it are vital to create spaced forms of it are vital to create
long term memories. long term memories.

This means that it is not so much the This means that it is not so much the
individual teaching methods that are individual teaching methods that are
important, it is whether the student important, it is whether the student
has been taken through the Learning has been taken through the Learning
Cycle. Cycle.

Step ___: ______________________ Step ___: ___________________

It is the knowledge the student This step includes methods and

already has before you start the topic. important considerations to use when
Our understanding of how the brain addressing your students. These
makes memories tells us that your include:
student can only understand what you
are telling them if they can link it to 1. Recognizing the Working Memory
something they already know. limit to ensure that you do not
overload your students with too
This means that assessing it is a vital much new information at one time.
first step to ensure your words do not 2. Linking to the previous step to
‘fall on deaf ears’. If you find that it is help students make connections
missing, repairing this is an important which lead to good long-term
first step in their learning. memories.
3. Using a Multi-sensory approach
to make use of more parts of your
 students’ brains for learning.
4. Linking abstract ideas to
concrete examples to enable
students to understand the more
difficult ideas you teach.

Step ___: _________________ Step ___: _________________

These are ways to set your students This shows the student how to
tasks which are most likely to make improve. Note the importance that
their learning of the new material they implement it, not simply receive
effective. it!

5. To know what the task is, you can There is no ‘best’ way to give (and
use modeling to show what a good receive) it. You could give it verbally
answer would look like. or written. Students get it by marking
6. You can get your students to their own (or another student’s) work.
improve their planning, monitoring
and evaluation using metacognition.
7. If students work effectively in
groups, Cooperative or Collaborative
methods are effective to promote
thinking.
8. Thinking tasks, such as problem
solving and hypothesis testing can
deepen your students’ knowledge
and consolidate the surface
thinking.

Step ___: ______________________ Step ___: ___________________

It is the knowledge the student This step includes methods and

already has before you start the topic. important considerations to use when
Our understanding of how the brain addressing your students. These
makes memories tells us that your include:
student can only understand what you
are telling them if they can link it to 9. Recognizing the Working Memory
something they already know. limit to ensure that you do not
overload your students with too
This means that assessing it is a vital much new information at one time.
first step to ensure your words do not 10. Linking to the previous step to
‘fall on deaf ears’. If you find that it is help students make connections
missing, repairing this is an important which lead to good long-term
first step in their learning. memories.
11. Using a Multi-sensory approach
to make use of more parts of your
students’ brains for learning.
12. Linking abstract ideas to
concrete examples to enable
students to understand the more
difficult ideas you teach.

Step ___: _________________ Step ___: _________________

These are ways to set your students This shows the student how to
tasks which are most likely to make improve. Note the importance that
their learning of the new material they implement it, not simply receive
effective. it!

5. To know what the task is, you can There is no ‘best’ way to give (and
use modeling to show what a good receive) it. You could give it verbally
answer would look like. or written. Students get it by marking
6. You can get your students to their own (or another student’s) work.
improve their planning, monitoring
and evaluation using metacognition.
7. If students work effectively in
groups, Cooperative or Collaborative
methods are effective to promote
thinking.
8. Thinking tasks, such as problem
solving and hypothesis testing can
deepen your students’ knowledge
and consolidate the surface
thinking.
Step ___: ______________________ Step ___: ___________________

It is the knowledge the student This step includes methods and

already has before you start the topic. important considerations to use when
Our understanding of how the brain addressing your students. These
makes memories tells us that your include:
student can only understand what you
are telling them if they can link it to 13. Recognizing the Working Memory
something they already know. limit to ensure that you do not
overload your students with too
This means that assessing it is a vital much new information at one time.
first step to ensure your words do not 14. Linking to the previous step to
‘fall on deaf ears’. If you find that it is help students make connections
missing, repairing this is an important which lead to good long-term
first step in their learning. memories.
15. Using a Multi-sensory approach
to make use of more parts of your
students’ brains for learning.
16. Linking abstract ideas to
concrete examples to enable
students to understand the more
difficult ideas you teach.

Step ___: _________________ Step ___: _________________

These are ways to set your students This shows the student how to
tasks which are most likely to make improve. Note the importance that
their learning of the new material they implement it, not simply receive
effective. it!

9. To know what the task is, you can There is no ‘best’ way to give (and
use modeling to show what a good receive) it. You could give it verbally
answer would look like. or written. Students get it by marking
10. You can get your students to their own (or another student’s) work.
improve their planning, monitoring
and evaluation using metacognition.
11. If students work effectively in
groups, Cooperative or Collaborative
 methods are effective to promote
thinking.

12. Thinking tasks, such as problem

solving and hypothesis testing can
deepen your students’ knowledge
and consolidate the surface
thinking.

Step ___: ______________________ Step ___: ___________________

It is the knowledge the student This step includes methods and

already has before you start the topic. important considerations to use when
Our understanding of how the brain addressing your students. These
makes memories tells us that your include:
student can only understand what you
are telling them if they can link it to 17. Recognizing the Working Memory
something they already know. limit to ensure that you do not
overload your students with too
This means that assessing it is a vital much new information at one time.
first step to ensure your words do not 18. Linking to the previous step to
‘fall on deaf ears’. If you find that it is help students make connections
missing, repairing this is an important which lead to good long-term
first step in their learning. memories.
19. Using a Multi-sensory approach
to make use of more parts of your
students’ brains for learning.
20. Linking abstract ideas to
concrete examples to enable
students to understand the more
difficult ideas you teach.
Step ___: _________________ Step ___: _________________

These are ways to set your students This shows the student how to
tasks which are most likely to make improve. Note the importance that
their learning of the new material they implement it, not simply receive
effective. it!

13. To know what the task is, you There is no ‘best’ way to give (and
can use modeling to show what a receive) it. You could give it verbally
good answer would look like. or written. Students get it by marking
14. You can get your students to their own (or another student’s) work.
improve their planning, monitoring
and evaluation using metacognition.
15. If students work effectively in
groups, Cooperative or Collaborative
methods are effective to promote
thinking.
16. Thinking tasks, such as problem
solving and hypothesis testing can
deepen your students’ knowledge
and consolidate the surface
thinking.

Step ___: ______________________ Step ___: ___________________

It is the knowledge the student This step includes methods and

already has before you start the topic. important considerations to use when
Our understanding of how the brain addressing your students. These
makes memories tells us that your include:
student can only understand what you
are telling them if they can link it to 21. Recognizing the Working Memory
something they already know. limit to ensure that you do not
overload your students with too
This means that assessing it is a vital much new information at one time.
first step to ensure your words do not 22. Linking to the previous step to
‘fall on deaf ears’. If you find that it is help students make connections
missing, repairing this is an important which lead to good long-term
first step in their learning. memories.
 23. Using a Multi-sensory approach
to make use of more parts of your
students’ brains for learning.
24. Linking abstract ideas to
concrete examples to enable
students to understand the more
difficult ideas you teach.

Step ___: _________________ Step ___: _________________

These are ways to set your students This shows the student how to
tasks which are most likely to make improve. Note the importance that
their learning of the new material they implement it, not simply receive
effective. it!

17. To know what the task is, you There is no ‘best’ way to give (and
can use modeling to show what a receive) it. You could give it verbally
good answer would look like. or written. Students get it by marking
18. You can get your students to their own (or another student’s) work.
improve their planning, monitoring
and evaluation using metacognition.
19. If students work effectively in
groups, Cooperative or Collaborative
methods are effective to promote
thinking.
20. Thinking tasks, such as problem
solving and hypothesis testing can
deepen your students’ knowledge
and consolidate the surface
thinking.
Step ___: ___________________ Step ___: ___________________

These are methods which give the These are methods which give the
student the opportunity to develop student the opportunity to develop
long-term memories by revisiting the long-term memories by revisiting the
new material over time. The new material over time. The
evidence, both from the classroom evidence, both from the classroom
and from neuroscience, is that the and from neuroscience, is that the
spaced forms of it are vital to create spaced forms of it are vital to create
long term memories. long term memories.

This means that it is not so much the This means that it is not so much the
individual teaching methods that are individual teaching methods that are
important, it is whether the student important, it is whether the student
has been taken through the Learning has been taken through the Learning
Cycle. Cycle.
 Prior
Knowledge
 Presenting
New Material
Challenge
Feedback
Repetition