PROF ED 3

Active Learning Strategies

Techniques and activities
 Problem-based Learning
 Flipped Classroom
 Collaborative Learning and Group Work

Problem-based learning

is an instructional method where students learn by engaging in real-world, complex

problems without predefined solutions. Instead of being directly taught, students work in
groups to investigate, explore, and solve these problems. PBL encourages critical thinking,
collaboration, and self-directed learning, as students must research and apply knowledge
from various disciplines to find solutions. The teacher acts as a facilitator, guiding the
learning process rather than providing answers.

How to Plan for Project-Based Learning

When planning a PBL unit, it is key to think of something that is relevant and meaningful to
your students. Are they currently into a certain XYZ (toy, author, genre, game)? Is there a
real problem you are encountering in your classroom that you can turn into a project and
work to solve?

Sometimes, the idea for the end project might come first. Others, you will simply begin with
the standards you need to cover. In either case, it’s important to map out the standards and
processes you want to cover across the content areas right from the start. You’ll want to map
out the following:
Topic -What are your students interested in? What science/Social studies units are coming
up? What problem are you encountering in your classroom?
Content-What standards connect well to the unit? What knowledge and skills do you want
your students to gain through this experience?
Driving question-This will guide your unit. The final product should do something to
answer this question.
Product/audience-What might your students create to showcase what they learned,
communicate to the audience, and answer the driving question?
Steps to implement Problem-Based
Learning (PBL) in classroom activities:
1.Introduce the Problem

Present a real-world problem that relevant to the subject.

2.Form groups- Organize students into small, collaborative teams.
3. Problem Exploration-Have students analyze the problem, identify what they know, and
determine what they need to learn.
4.Reseach-Guide students as they research and gather information to address the problem.
5.Develop Solutions -Students brainstorm and create possible solutions.
6.Present Solutions- Groups present their findings and solutions to the class.
7. Reflection-Facilitate a discussion on the solutions and the learning process.
Subject: Social Studies
Problem: “How can our school help support environmental sustainability?”
Example
Process:
 Students work in groups to research environmental issues and develop a sustainability
plan for the school (e.g., waste reduction, energy saving, green spaces).
 Each group presents its plan to the class, complete with actionable steps and justifications
for their approach.
Flipped classroom
In a flipped classroom model, traditional lecture and homework elements are reversed. Students
first engage with new content at home, typically through video lectures or reading materials,
allowing them to learn at their own pace. Class time is then dedicated to interactive activities,
discussions, and problem-solving exercises that reinforce the material. This method promotes
deeper understanding and allows teachers to provide more personalized support during class.
How apply the flipped classroom model to enhance student engagement
1 . Prepare Learning Materials for Pre-Class
 Create or curate videos, readings, or interactive content that students can access at home.
These materials introduce key concepts before the class.
 Ensure content is concise, engaging, and relevant to the in-class activities.

2.Assign pre-class work

 Ask students to review the materials and complete short quizzes or reflective questions to
ensure they engage with the content.
 Use digital platforms (e.g., Google Classroom) to monitor completion and understanding.
3. Design Interactive In-Class Activities
 Use class time for active learning: group discussions, problem-solving exercises, debates,
or case studies.
 Incorporate project-based learning, collaborative work, or hands-on experiments that
apply the pre-class knowledge.
4.Facilitate don’t Lecture
 During class, act as a facilitator or coach, guiding students as they work through activities
and providing individualized support as needed.
 Encourage peer-to-peer teaching and collaboration to enhance engagement.
5.Use technology for feedback
 Implement real-time assessment tools (like Kahoot or Poll Everywhere) to assess student
understanding during class and encourage participation.
 Provide immediate feedback to correct misconceptions and deepen understanding.
6.Encourage Reflection

 End each class with a reflective activity where students discuss what they’ve learned,
challenges they faced, and how they applied the pre-class content.
 Use exit tickets or reflective journals for this purpose.

Some of the benefits of a flipped classroom are:

 it's flexible
  students can learn at their own pace
 students take responsibility for their learning
 students learn rather than encounter material in class
 there are more opportunities for higher level learning
 it does not waste time transferring information to students when that information is available to them in
books or online (Mazur 2009)
 instructors and TFs work more closely with students, getting to know students better and providing
better assistance

Example

Before Class (At Home)

 Students are assigned to watch a 10-minute video explaining the water cycle, covering
topics like evaporation, condensation, precipitation, and collection.
 They are also given a short article and an interactive quiz to check their understanding.
 Students are asked to come to class with at least one question about the topic.

During Class (In School)

 The teacher begins with a brief discussion, addressing students' questions about the water
cycle from the at-home content.
 Students then break into small groups for a hands-on activity where they create a model
of the water cycle using simple materials (e.g., plastic cups, hot water, ice, etc.).
 The teacher moves around the room, providing guidance and feedback.

Collaborative learning and group work

Collaborative learning involves students working together in groups to achieve shared learning
goals. This approach emphasizes teamwork, communication, and the exchange of diverse
perspectives. Students engage in activities such as discussions, projects, and peer teaching,
which fosters a sense of community and enhances critical thinking. Collaborative learning
encourages students to take responsibility for their own learning and that of their peers, leading
to deeper understanding and retention of knowledge.

How to facilitate collaborative learning and group work effectively?

1.Set a clear Objectives

Define the purpose of the group work and the expected outcomes. Ensure that students
understand the goals of the collaboration.

2. Form Diverse group

Create diverse groups that mix skills, backgrounds, and perspectives. This enhances creativity
and problem-solving.

3. Establish Roles and Responsibilities

 Assign specific roles within each group (e.g., facilitator, note-taker, presenter) to ensure
accountability and engagement.
 Encourage rotation of roles in different activities to develop various skills.

4. Provide Structured Activities

Design activities that require collaboration, such as problem-solving tasks, projects, or

discussions.

Use structured guidelines to guide group interactions (e.g., protocols for discussing ideas).

5. Use Collaborative Tools

Integrate technology tools (like Google Docs, Padlet, or Microsoft Teams) to facilitate
communication, document sharing, and collaboration, especially for remote learning.

6. Monitor and Support Groups

 Circulate among groups to observe interactions, provide support, and address any issues
that arise.
 Offer guidance and facilitate discussions if groups struggle.

7. Encourage Reflection

 After group activities, have students reflect on their collaboration experience. Discuss
what worked well and what could be improved.
 Use reflective journals or group discussions to encourage feedback.

8. Assess Group Work

 Develop assessment criteria that focus on both the group process (collaboration,
participation) and the final product (quality of work).
 Consider peer evaluations to give students a voice in the assessment process.

9. Foster a Positive Environment

Create a classroom culture that values respect, open communication, and inclusivity. Encourage
students to share ideas and listen to one another.

10. Provide Time for Team Building

Include team-building activities at the beginning of the course or project to help students build
rapport and trust.

Example-

Activity: Children are divided into small groups and given a large sheet of paper or canvas. The
theme of the artwork could be "Our Neighborhood" or "The Animal Kingdom."

Materials: Crayons, markers, paint, paper cut-outs, glue, and other craft supplies.

Example

Process:

 Each child is assigned a part of the mural to work on, but they are encouraged to
collaborate and share ideas with their peers.
 Children can discuss what to draw, which colors to use, and how to make their individual
sections fit into the larger artwork.
 The teacher acts as a facilitator, guiding the conversation and helping children cooperate.

Design Strategies to Engage Students in Both Large and Small Class Settings

Large Class Settings

Active Learning Techniques:

 Think-Pair-Share: After posing a question, have students think individually, then discuss
their ideas with a partner, and finally share with the class.
 Polls and Quizzes: Use technology to conduct real-time polls or quizzes to gauge
understanding and keep students engaged.

Group Work and Breakout Sessions:

  Organize students into smaller groups for discussions or problem-solving tasks within the
larger class.
 Use digital tools like breakout rooms in online classes for group activities.

Peer Teaching:

 Have students explain concepts to their classmates. This reinforces learning and fosters
collaboration.

Flipped Classroom:

 Provide materials (videos, readings) for students to review before class, and then use
class time for discussions, hands-on activities, or problem-solving.

Small Class Settings

Personalized Feedback and Interaction:

 Provide more individualized attention by giving direct, real-time feedback and addressing
student concerns.
 Build rapport by knowing students’ names, interests, and learning preferences.

Project-Based Learning:

 Implement hands-on, collaborative projects that allow students to apply what they’ve
learned in real-world contexts.
 Assign long-term projects that can be presented to the group for peer feedback.

Experiential Learning:

 Plan field trips, simulations, or lab activities that connect theory with practice, enhancing
student engagement.
 Allow students to reflect on and discuss their experiences with the class.

Flexible Grouping:

 Create opportunities for students to work in pairs or small groups, with each group
focusing on different aspects of a topic, then come together to share their findings.

Strategies for Both Large and Small Class Settings

Use of Technology:

 Tools like learning management systems (Google Classroom, Blackboard) or apps

(Kahoot, Quizlet) can enhance learning and engagement across class sizes.

Clear Objectives and Expectations:

 Establish and communicate clear learning goals for each session, making it easier for
students to stay focused and engaged.

Collaborative Learning:

 Encourage group problem-solving, discussions, and peer review, whether in small

breakout sessions or across larger groups.

Evaluate the Impact of Active Learning Strategies on Student Outcomes

Improved Retention and Understanding:

Active learning involves engaging students in activities like discussions, problem-solving, and
hands-on tasks. This approach enhances long-term retention and deepens their understanding of
concepts compared to passive listening. Students are more likely to remember information
when they participate actively in the learning process.

Higher Engagement and Motivation:

By encouraging participation and collaboration, active learning strategies increase student

engagement. Students become more motivated to learn when they feel involved and responsible
for their learning outcomes. This engagement leads to improved class participation and
enthusiasm for the subject.

Greater Student Achievement:

Research shows that students involved in active learning tend to achieve higher grades and
perform better on assessments. This improvement is linked to their increased involvement and
the opportunity to apply knowledge practically, which reinforces learning.

Development of Collaboration and Communication Skills:

Group activities and discussions are common in active learning environments. These strategies
help students improve their communication skills, learn to work effectively in teams, and
develop the ability to articulate their ideas clearly.

Personalized and Inclusive Learning:

Active learning allows for differentiation, as it accommodates diverse learning styles and needs.
Instructors can tailor activities to students’ abilities, ensuring that each student can participate
and benefit. This approach is especially effective in inclusive classrooms where students have
varying academic and social abilities.

Immediate Feedback and Reflection:

Active learning often provides opportunities for immediate feedback, allowing students to
reflect on their progress and understand their mistakes in real-time. This process helps them
adjust their learning strategies and improve over time, fostering a growth mindset.

Increased Student Ownership of Learning:

Active learning shifts the focus from teacher-led instruction to student-centered learning.
Students take greater responsibility for their learning, which encourages independence and self-
directed learning.