Scribd
Upload
6 views

Active Learning Method

Active Learning is an instructional approach that engages students through discussions, problem-solving, and other interactive methods, promoting higher-order thinking skills. The methodology emphasizes the active involvement of students in their learning process and includes techniques such as group work and reflective activities. The document also discusses the importance of mind mapping as a tool for enhancing understanding and retention of information.

Uploaded by

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

Active Learning Method

Active Learning is an instructional approach that engages students through discussions, problem-solving, and other interactive methods, promoting higher-order thinking skills. The methodology emphasizes the active involvement of students in their learning process and includes techniques such as group work and reflective activities. The document also discusses the importance of mind mapping as a tool for enhancing understanding and retention of information.

Uploaded by

fyzasubair
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 33

Active Learning

Method

Submitted by
Fyza Subair
Activity Learning Method
• Active Learning is an approach to instruction that involves
activity engaged students with the course material through
discussion, problem solving, care studies, role plays and other
methods.
• Active learning activities help promote higher order thinking
skills such as application of knowledge , analysis and synthesis.
• Active Learning refers to techniques where students do more
than simply listen to a lecture. Students are doing something
including discovering, processing and applying information.
Active learning derives from two basic assumptions:
1. That learning is by nature an active endeavour
2. That different people learn in different ways (Meyers and
Jones, 1993)
Active learning is involving students directly and actively
in the learning process itself.
Active learning is
• Engaging students in doing something other than listening to a
lecture and taking notes.
• Students may be involved in talking and listening to one
another,
• Or writing, reading and reflecting individually or in small
groups.
• Active Learning Methodology is a new concept in school
education . Active Learning Methodology was an initiate of
Rajya Shiksha Kendra, Chennai in India. It was first adopted in
Tamil Nadu State of India.
• According to Bonwell and Eison students must do more than
just listen.
• The activities in ALM improve skills in critical thinking, increase
motivation and retention and interpersonal skills.
Principles of Active learning
1. Reflective – Students’ reflection on the meeting of what is
learned.
2. Negotiated – negotiation of goals and methods of learning
between students and teachers.
3. Critical – student appreciate different ways and means of
learning the content
4. Complex- students compare learning tasks with complexities
existing in real life and making reflective analysis.
5. Engaged – real life tasks are reflected in the activities
conducted for learning.
Active Learning Techniques
• Think-Pair-share
• Use a one minute paper test
• Providing feedback
• Cooperative learning
• Class discussion
Active Learning Module
• Individual Work
 Take 20 minutes over the following exercise
Read the above passage
Underline the words difficult to understand
Read the passage again not understand clearly
Answer the question

• Small Group
Sit small group not more than 5 groups
15 minutes
Answer to the question
• Large Group
Gather together as a class
Teacher begins by asking question for each group to answer
Role of teacher
In ALM while it has been recognized that the best teacher is
one who is willing to learn. The teacher’s role with students
must cover the following:
To set the context and the tone
To watch over the interactions and responses of the students
Program in life term
To respond to the information, difficulties and unusual events
humanely and with fairness
To report unusual events and problems with a view to finding
sensible and humane solution
To ensure effective teaching-learning processes with
assessment and support
Importance of Active Learning
Methodology in Mathematics
• TIGER FORMAT
T- Teacher as a Facilitator
I - Individual work
G – Group work
E- Evaluation
R- Reinforcement
Features of TIGER METHOD
• Realize the happiness of learning mathematics
• Realize mathematics is not only with formulas and theorems
• Could solve even the tough problem by their own
• Realize relationship among each topics
• Learn to generalize the knowledge of mathematics only by
learning TIGER method
Steps in TIGER Method
1. Recall
 Teacher ask some questions to check the previous knowledge
of the students.
 Teacher develop the thinking capability of the students which
leads to the topic of the day
Survey
 The teacher directs the students to check the page number
and topic to be taken.
 Students glance on the main headings, sub headings, diagrams
and definition
2. Understanding
• Gives importance to the knowledge of concept and the
development of problems solving skills
• The teacher should clearly explain the definitions and
formulas needed to the class and write it on the black board.
Concept
• The teacher direct the students to analyse the given concept.
• By giving step by step explanation, the teacher should develop
the following skills
Conceptual skill
Sequential skill
Arithmetic skill
Individual Solving Problem
 Teacher ask the students to do the similar problem in the
exercise done by him individually.
3. Group work
 Group work is an important one for mathematics learning.
Discussion always help us to proper understanding of the
problem.
Challenging Problems
 Teacher gives the challenging problems to the students in
group wise. Group contains five to six students only.
 Teacher clear the doubts by orally or writing on the
blackboard.
Group Activity
• The group activity given should be related to the topic. The
teacher supervises the groups whether they are doing the
work correctly

Presentation

• An average student from each group presents their problem


on the blackboard. After finishing the problem, all students
are asked write it on their note book
4. Evaluation:
Evaluation is an important task in the teaching –learning
process.

Large Group Reinforcement


The teacher writes the formula and concepts on the
blackboard. The teacher makes the pupil to draw mind map and
flow chart

5. Home work:
The simple problems in the exercise are given as home
work. If needs the teacher gives hints also.
Activities-Based Learning principles for the
digital classroom
• Act as a guide rather than a lecturer
• Maintain open communication with students
• Encourage student interaction
• Be flexible and creative
• Explore interactive online tools.
Advantages of Active Learning Method

• Opportunities to process course material through thinking,


writing, talking and problem solving give students multiple
avenues for learning.
• Promote research based learning through investigation
• Students engage in higher –order thinking tasks such as
analysis, synthesis and evaluation.
• Encouraging leadership skills of the students through self
development activities,
Limitation of ALM
• It is Time Consuming
• Sometimes memorization is necessary
• It discourages listening to elders
• Students could develop misconceptions
• Not all outcomes are predicatble
MIND MAP
Mind Map
• A mind map is a diagram in which information is represented
visually, with a central idea placed in the middle and
associated ideas arranged around it,
• Mind mapping is a way of linking key concepts using images,
lines and links. A central concept is linked via lines to other
concepts which in turn are linked.
• Mind mapping is a technique invented by Tony Buzan in 1970
• It is used to increase memory and understand concepts ,
ideas, key terms and information
• Mind mapping was developed as an effective method for
generating ideas by association.
• Mind map is a tool for the brain that captures the thinking that
goes on inside you head.
• Mind maps can be created in many different ways, but they
share the same basics.
Definition
• Buzen (1993), the inventor of mind map, claimed mind
mapping is vastly superior to traditional note-taking methods,
• Biktimirov and Nilson (2006), mind mapping has been defined
as ‘visual, non-linear representations of ideas and their
relationships’.
• Petro (2010), mind mapping increases the learning and
maintenance of information by 10% if used correctly. It
increases one’s ability to take notes.
Purpose of mind map
• To present information effectively
• To improve reading comprehension
• To inspire creativity
• To improve memory and recall
Mind map is used for
• Taking notes in a lecture and listening for the most important
points
• Showing link and relationship between the main ideas.
• Brainstorming all things you know about an essay question
• Reviewing learning in preparation for a test or examination
Components of a Mind map
• Main idea/topic/concept
• Subtopic/concept
• Concept/definition /terms
Mind map - Example
Steps draw a mind map
• Write the main idea in the center of the paper,
• Draw branches that point away from the center.
• From each branch more ideas can branch off
• If necessary use colours and images whenever possible.
Use of min map for teachers
• Mind mapping for lesson plan can help teachers or trainers
identify teaching route and increase recall of the subject
matter. This can boost teaching confidence
• As a pedagogical tool, mind map provides an effective
approach for promoting better understanding in students.
• It is a useful strategy for introducing new concepts and
research projects.
Uses of mind map for students

• Promotes greater creativity for all learners


• Mind mapping was developed as an effective method for
generating ideas by association.
• Used for generating, visualizing, organizing, note-taking,
problem – solving ,decision making, revising and clarifying a
course content.
• Students also displayed a positive attitude towards using mind
–mapping as a pre-writing activity.

You might also like