Active Learning Methods: - Objectives

Active Learning Methods
• Objectives
Participants of this training will be able to:
 Define active learning in their own words
 Identify the different types of active learning
methods
 Apply some of the active learning methods in their
classrooms
Active Learning Methods
Defining Active Learning
ACTIVITY
1. What do you understand by the term “Active
Learning”?
2. Write down a maximum of six key words or
phrases that may be included in the
definition of ACTIVE LEARNING
Mind Map
List as many components of Active learning as
you can.
Problem
solving Class
Game
Learning
Cell
Daily Active Reading

Journal Learning Quiz
One Minute Think-

Paper
pair-share
Student
Debate
Mind map (Contd.)
• Examples of mind map

Decisio Round
Fish n Line Robin
bowl
Active
Buzz Learning
Group Cooperativ
e Learning
Debates Hot
seating Case
study
Examples of Active Learning Methods
Mind-Map
Mind Map (Contd.)
• Mind mapping involves writing down a central
idea and thinking up new and related ideas
which radiate from the central idea. It requires
thinking of an idea and looking for branches
out and connections between the ideas –
mapping knowledge in a manner which help
understand and remember new information.
Think-pair-share
Think-pair-share(Contd.)
• "Think-Pair-Share" is an active learning strategy
that engages students with material on an
individual level, in pairs, and finally as a large
group. It consists of three steps. First, the
instructor poses a prepared question and asks
individuals to think (or write) about it quietly.
Second, students pair up with someone sitting
near them and share their responses verbally.
Third, the lecturer chooses a few pairs to briefly
summarize their ideas for the benefit of the
entire class.
• When used at the beginning of a lecture, a
Think-Pair-Share strategy can help students
organize prior knowledge and brainstorm
questions. When used later in the session, the
strategy can help students summarize what
they're learning, apply it to novel situations,
and integrate new information with what they
already know.
• The strategy works well with groups of various
sizes and can be completed in as little as two
or three minutes, making it an ideal active
learning strategy for classes in which lecture is
the primary instructional method.
Focused Listing
Focused Listing (Contd.)
• Focused listing is a strategy in which students
recall what they know about a subject by
creating a list of terms or ideas related to it. To
begin, the instructor asks students to take out
a sheet of paper and begin generating a list
based on a topic presented on a PowerPoint
slide. Topics might relate to the day's assigned
reading, to a previous day's lecture material,
or to the subject of the current session.
Focused Listing (Contd.)
• Instructors often move around the room and look
at students' lists as they write, briefly
summarizing major trends or themes as a way of
closing the exercise. Others ask students
randomly to share the contents of their lists
before moving on with their lecture. In either
case, focused listing need not take more than a
few minutes. It's an effective way to get students
to actively engage material, and it offer feedback
that the instructor can use to tailor the
subsequent presentation of material to students'
needs.
Brainstorming
Brainstorming (Contd.)
• Like focused listing, brainstorming is an active
learning strategy in which students are asked to
recall what they know about a subject by
generating terms and ideas related to it. In
brainstorming, however, students are encouraged
to stretch what they know by forming creative
connections between prior knowledge and new
possibilities. To initiate the strategy, the instructor
asks students, via a PowerPoint slide, what they
know about a topic.
• Students are instructed to begin with those
things they know to be true and systematically
work toward formulating surprising relationships
they hadn't considered before.
• Brainstorming can work well at the beginning of a
lecture to gain students' attention and prepare
them to receive the day's material, or it can be
used at the end of a lecture to summarize and
help students formulate connections between
what they've just learned and the world outside
the classroom.
• Like the previous strategies we've discussed,
brainstorming can be adapted to large or
small classes and can be completed in as little
as a minute.
Round Robin
• Students are asked to take turns responding to
a question or concept. All students must
answer.
• Use this method as alternative to brain
storming.
• Example: Why is the “renaissance dam” said
to be special?
One Minute Paper
• One Minute Paper: Ask students to take out a
piece of paper and write answers to a
question within one minute. The question
could be about summary of previous lesson.
Example: What was the main point of
yesterday’s lesson?
Reading Quiz
Reading Quiz
• This is a way of forcing students to read assigned
material. This can be used as an effective
measure of student comprehension. If you
continue asking similar questions in subsequent
reading quizzes, students will get a clue as to
what information to look for in a written
material. The questions that appear in the quiz
might be asked to know which student has read
the material and/or

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Active Learning Methods

Daily Active Reading

One Minute Think-

• Examples of mind map

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