Active Learning: 5 Tips for Implementing the Approach — from techlearning.com by Erik Ofgang
Active learning provides ways to get your students engaged without needing to revamp how you teach.
Excerpts:
However, neither listening to a lecture or reading a textbook is the most efficient way to learn or what active learning is truly about. “What exactly do we mean by active learning?” Deslauriers says. “We mean that first, you have to be engaged. Obviously, that’s number one. Number two, you have to be engaged productively. And number three, the productivity has to be toward a goal that is deemed worthwhile*.”
— Louis Deslauriers, Director of Science Teaching and Learning
in the Faculty of Arts and Sciences at Harvard University
From DSC:
I appreciated seeing/reading this solid article. Just a couple of reflections and highlights here…
* But worthwhile for whom? For the faculty members? The teachers? The trainers? Or for the learners, the students, or the employees? Where is agency here? Where does more choice and control come into play here? Where’s the motivation for me to learn something if someone keeps telling me what’s important to THEM? What’s relevant to THEM? Why should I care about this topic? How is it relevant? How will it help me get a job and/or make a positive difference in this world? Can I choose how deep I want to dive in?
Later…Deslauriers goes on to make a great point when urging a pause for students to practice some metacognition:
- Does this make sense to me?
- How is this relevant? <– DSC: There it is.
- Does it connect with something I already know? And if so, how do I integrate with what I already know?
- What sort of questions do I have right now?
- Can I repeat what the instructor just did? Or is it going to require a lot of practice?
“There’s no way you can undergo these mental processes when someone keeps talking,” Deslauriers says. But if educators pause during their lectures and encourage this type of focus, they can help their students learn more efficiently.
Instructors can hand out electronic clickers, use web-based tools such as Google forms, or even go completely low-tech by giving color-coded cards to students that correspond to different answers.
Also see:
