Active learning describes “types of instruction and pedagogy that calls for students to participate more fully with the course content” using evidence-based strategies into the delivery of the curriculum (SALTISE). Active learning approaches require students to engage with the course content and become participants in their learning process.
Below are eleven learning techniques that promote active learning:
|Learning Jigsaws are used to help students become actively engaged in their learning. Student's learn a piece of content and then teach it to their fellow students. This activity takes about an hour of class time. Learning jigsaws work best when the content can be chunked into smaller pieces.
How to implement a Learning Jigsaw
Numbered Heads Together
Take a Stand
Meet Your Match
|The Muddiest Point learning technique is a simple yet effective technique you can use. This technique provides a high information return for a very low investment of time and energy.
How to implement the Muddiest Point techniqueThe technique consists of asking students to jot down a quick response to one question: "What was the muddiest point in ______?" The focus of the Muddiest Point assessment might be a lecture, a discussion, a homework assignment, a play, or a film.
Student Generated Test Questions
|Student Generated Test Questions allow teachers to see what their students consider important or memorable, what they consider to be fair and useful test questions, and how well they can answer the questions other students have posed.
Learner's responding to these questions helps them to assess how well they know the material. This can help focus their studying.
TimingThis particular technique should be used at the end of any of the following:
FeedbackIt is extremely important to give students feedback on how their questions compare to the actual test questions.
One Sentence Summary
|The One Sentence Summary technique involves having students answer the questions "Who does what to whom, when, where, how and why?" (WDWWWWHW) about a given topic. The students must do this in one informative and grammatical sentence (usually a long one). This technique will help faculty find out how well students can concisely and appropriately summarize information on a selected topic.
How to implement a One Sentence Summary
|Concept Maps are drawings or diagrams showing the mental connections that students make between a major concept stressed in class and other concepts they have learned. This technique provides an observable and assessable record of the students' conceptual schemata (the patterns of associations they make in relation to a given focal concept). Concept maps allow you to discover the web of relationships that your students bring to the task at hand-their starting points-and compare their understanding of relevant conceptual relations to your own. By literally drawing the connections they make among concepts, students gain more control over their connection making.
How to implement Concept Maps