TOPIC: EDUCATION FOR ALL

QUESTION: HOW CAN active learning in secondary

INTRODUCTION
Active learning engages students in the process of learning through activities and/or discussion in class as
opposed to passively listening to an expert. It emphasizes higher order thinking and often involves group work
(Freeman, 2014).
There is a growing body of research within specific scientific teaching communities that supports and validates
the new approaches to teaching that have been adopted. (Michael, J. 2006). In this study, scheduled
implemented exercise/movement breaks in the classroom will be observed as a potential additional strategy
that may help first grade students to develop increased attention spans (Stasch, 2014). My research will be
looking on how active learning improves low attention span in Germany and Japan as my global perspective
and the USA as my national perspective.

GLOBAL PERSPECTIVE
Japan
Japan’s core educational concept is “Zest for Life,” which first appeared in 1998. The principle is based on
principles of the traditional holistic approach “Chi-Toku-Tai” (academic prowess, moral, physical, and mental
health). Zest for Life is a goal of the before education system, and its values and concepts are embedded in the
revised Basic Act on Education (Abiko, 2006).
In general terms, active learning involves instructional methods aimed at engaging students in the learning
process (Prince, 2004). Rather than dependence on passive input from teacher-centred instruction, an active
process of student-centred learning is the definitive goal describes active learning as student involvement in
most of the work required to study ideas, engagement in problem solving and applying what has been learned.
(Silberman, 1996). Japan mentions the need for students to be engaged in activities that are meaningful and
require them to think about the task at hand. Increasing the rapid growth by 31.4%. (Bonwell, 1991)

Germany
It took a long time before children learn to use active learning strategies. It requires a lot of patience on the
part of the teacher: ‘‘You do not have silence in classrooms’’. The teacher must have the skills of organising and
differentiating, as well as time for tutoring. There are so many varying and contradictory expectations of the
role of teachers and students among students, teachers and parents (Niemi, 1996). When teachers use active
learning methods, they have to clarify objectives and goals to themselves, and they must accept a long
continuous learning process of metacognitive strategies, which is necessary in active learning. The teachers
were very committed to apply active learning methods. There seemed to be very organized to active learning
methods and much additional work. (Niemi 2002)

NATIONAL PERSPECTIVE
In the US before introducing the concept of active learning large space hampered communication between
teacher and student and among students, the instructor can create the perception of a smaller space by
arriving before class and talking to students, moving around during class sessions, and personally returning
exams and distributing handouts to students. Such actions send the message that the large lecture hall need
not be a deterrent to frequent personal interaction (Bonwell 1991)
In the field of biology education research, active engagement in the learning process has been found to
positively impact student outcomes, including test performance, course grades, and persistence (Braxton,
2008);(Freeman, 2014). Evidence of student engagement as a positive aspect of learning raises the question of
how students become engaged. Relatively unstudied are the student-level mechanisms that contribute to this
engagement. Currently, this area of research may be more beneficial to education efforts than additional
studies that again replicate the comparative benefits of active learning (Dolan, 2015).

PERSPECTIVE EVALUATION
In Japan, education is guided by the concept of “Zest for Life,” which promotes holistic development, including
academic, moral, physical, and mental health, with active learning playing a central role. In Germany, active
learning is challenging due to the need for patient and skilled teachers who must navigate varying expectations
and a long learning process for students to develop metacognitive strategies. In the US, active learning is linked
to improved outcomes like better test performance, though distractions like mobile phones and social media
significantly hinder student engagement. Despite these differences, all three countries emphasize the
importance of student engagement in the learning process and face similar challenges in implementing active
learning, whether through cultural approaches, teacher skill requirements, or technological distractions.

EVALUATION OF SOURCES
The sources used are reliable and well-established in the academic community. Freeman (2014), Cavanagh
(2016), and Mpinga (2017) are credible scholars in the field of education, and their works are widely cited in
research related to active learning and student engagement which makes them reliable. The studies used in
this paper come from peer-reviewed journals, ensuring their authenticity. While some articles may focus on
specific educational systems (e.g., the U.S. or Germany), the findings are applicable globally, offering insights
into how active learning can address challenges like low attention spans. These sources are objective and
contribute to a balanced understanding of the topic without showing noticeable bias.

COURSE OF ACTION
To improve student engagement and attention, schools can implement interactive methods such as group
work, hands-on activities, movement breaks, and problem-solving tasks to keep students actively involved.
Clear mobile phone policies can help reduce distractions, while discussion-based sessions in online learning
can further enhance engagement. Tailoring teaching methods to students’ needs with a combination of active
learning strategies—like collaborative tasks and practical applications—can significantly boost attention and
improve outcomes.

REFLECTION
Earlier, I believed that student disengagement was mainly due to a lack of interest in the subject matter or
poor teaching methods. However, after conducting this research, I now realize that the issue is much more
complex. Factors like distractions from technology, the need for more interactive and hands-on learning, and
the importance of movement breaks. The research highlights that active learning is key to improving student
engagement and attention. Methods like group work, hands-on activities, and problem-solving tasks encourage
active involvement, making learning more meaningful. Managing distractions, such as mobile phones, through
clear policies and movement breaks also helps maintain focus. Tailoring teaching methods to students’ needs
boosts engagement and outcomes. While countries like Japan and Germany are already using active learning,
challenges like tech distractions remain. In the U.S., student "buy-in" is crucial for success. Overall, active
learning can greatly enhance attention and learning in secondary schools.

WORDS: 997

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