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INTS 3330 Final Project

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Caleb Hall

The document outlines an agenda and lesson plan for a teacher training workshop on active learning. The workshop introduces the theory and importance of active learning, provides examples of techniques, and allows time for discussion and activities. Key topics covered include the benefits of engaging students in the learning process through techniques like questioning, group work, and relating material to real-world examples. The goal is for teachers to learn how to develop and apply active learning in their own classrooms.

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Active Learning in the Classroom Texas Tech University INTS 3330-S01, SPRING 2016
Today’s Agenda Introduction/Definition 8:00 AM – 9:00 AM Theory of Active Learning 9:00 AM – 10:00 AM Purpose/Effectiveness of Active Learning 10:00 AM – 11:00 AM Lunch 11:00 AM – 12:00 PM Review Previous Material 12:00 PM – 12:30 PM Examples of Active Learning Techniques 12:30 PM – 1:30 PM The Practice of Active Learning 1:30 PM – 2:30 PM Q&A 2:30 PM – 3:00 PM Group Activity to Discuss Material 3:00 PM – 4:00 PM
Introduction  Personal Introduction  Introduce yourself to the teachers being trained.  Discuss your teaching background to establish your credibility on the subject.  Take a couple of minutes for the teachers to discuss their teaching backgrounds with the others sitting around them.  Discuss the learning outcomes  Learn the theory of active learning and the importance of using it in the classroom.  Learn how to develop active learning activities and classroom applications  Discuss the agenda for the day.  Let them know when the breaks occur and when they should be back from the break. Definitions  Active Learning- o The term ‘active learning’ is used to describe a range of academic approaches from the simple asking of questions in a class through highly structured problem based learning exercises and simulations to practical experiential learning in the community outside the classroom (Drew & Mackie, 2011).  Problem Based Learning- A method of teach where students learn through the experience of open-ended problems.
 Practical experiential learning- Any learning that supports students in the application of knowledge to real-world problems or situations.  Social constructivism- The nature of learning and also that knowledge is constructed through social interaction.  Communicative language teaching- emphasizes interaction but the main goal is to learn or study.  Cooperative learning- variety of children on small teams that involve learning activities to improve their understanding skills.  Critical thinking – a way to evaluate the thinking process.  Activity time- Question and Answer o Ask the group to define some of the above terms, in their own words. o Wait around 15 seconds before calling on someone to answer.  This gives everyone a chance to think of their answer before someone answers. o After someone has answered, call on another person to re-word the answer that was just given. Theory of Active Learning  Research shows teachers need to make sure that they challenge their students’ thinking. o Modern-day concepts of learning and teaching styles recognize that students are active participants in the learning process (Drew & Mackie, 2011).  Students learn more from participating in class discussions than they do from just listening to a lecture.
o Students build knowledge and understanding in response to opportunities provided by their teacher (Drew & Mackie, 2011).  Communicative Language Teaching (CLT) is a form of instruction emphasizing communicative competence instead of grammatical competence (Richards, 2005). In other words, CLT can be used to instruct students in the common, everyday uses of language (Savignon, 1991) instead of grammatical competence, the extent of which is studied in textbooks and practiced according to a set of certain, prescribed, and, in many cases, static technical rules (Richards, 2005).  This idea of communicative competence, according to Richards (2005), has many aspects: o Knowing how to use and vary one’s usage of language according to different settings, purposes, functions, and participants. o Knowing how to develop and understand various forms of texts. o Knowing how to communicate effectively with someone in spite of having a limited understanding of one’s own language knowledge. CLT, in short, emphasizes communication and interaction rather than simply memorizing grammatical rules and formulas.  CLT is beneficial to learning a language: o It emphasizes communication in a variety of different settings since teachers are allowed to create different scenarios in which language would be used. o It stresses accuracy, as well as fluency, by giving the students the freedom to choose their words, thereby giving them the opportunity to practice word choice
and ensuring that their verbal thoughts are clear and understood by others in the conversation. o And by giving the opportunity to practice their language skills in a comfortable, familiar environment (Belchamber, 2007).  When students engage in active learning they are doing more than just listening. Students actually retain the material more effectively and quickly. o Active learning also leads to, increased content knowledge, critical thinking and problem-solving abilities, and positive attitudes towards learning in comparison to traditional lecture-based delivery (Anderson et al, 2005).  The effective method of teaching social constructivism incorporates collaboration and social interaction. The theory of 'social constructivism' says that learning happens mainly through social interaction with teachers and/or other students (Powell & Kalina, 2009). Learners develop their existing knowledge and understanding in order to achieve deeper levels of understanding. Skilled teachers make these deeper levels of understanding more possible by providing learning environments, opportunities, interactions, tasks and instruction that foster deep learning (Powell & Kalina, 2009).  Active listening exercises that are effective include: Individual exercises, question and answering exercises, immediate feedback exercises, critical thinking motivators, share and pair exercises, and cooperative learning exercises.  By having students participate in active learning, students are responsible for their understanding of the material. This is often done by making teachers guide instruction rather than being a one-way source for information.
 Student participation in the learning process helps increase confidence and encourages students to accept more responsibility for their own learning. Learner engagement is the process by which the learner makes the learning his or her own (Moustakin, 2007). o By having an open discussion, students can learn in ways that are interesting to them. o Students are held responsible for their learning because they are often working together with their classmates, thus making themselves partially responsible for other students learning.  Activity time- finger signals o Have all the trainees face the instructor. o Ask a series of true/false questions about the theories of active learning.  Have the trainees hold up one finger in front of their chest if they think the answer is true.  Have them hold up two fingers if they think the answer to the question is false. o Ask some multiple choice questions about the theories of active learning.  Have the trainees hold up one finger if they think the answer is A.  Have them hold up two finger if they think the answer is B.  Have them hold up three fingers if they think the answer is C.  Have them hold up four fingers if they think the answer is D. o If, during the finger signal exercise, there is a question that a lot of people did not get correct, go over that material again to clarify understanding.
Purpose/Effectiveness of Active Learning  There are numerous benefits that can be taken from active learning. In studies concerning the benefits that children get from participating in games, for instance, it has been found that students who participate in interactive games while learning had more effective learning experiences than those who did not. This is because games engage and stimulate multiple parts of the mind: fantasy, representation, senses, challenge, mystery, assessment, and control, all of which contribute to these experiences (Wilson, 2009).  Studies suggest that “active learning leads to better student attitudes and improvements in students’ thinking and writing” (Prince, 2004 p.3). If the student has a positive experience in the classroom, they will get positive attitudes. When students are engaged, their thinking and writing improvements increase because they are interested in learning.  Prince (2004) also argues that “students will remember more content if brief activities are introduced to the lecture” (P.7). This means that instead of lecturing all day, teachers should do something fun before the lesson to get the students’ attention so that they are engaged before the lecture.  Active learning also benefits teachers and, potentially, the surrounding community. It benefits teachers by creating a more positive and interactive learning environment (Olgun, 2009).  Engaging Elementary Preservice Teachers with Active Learning Teaching Methodologies, (Olgun, 2009) is a research article published in The Teacher Educator, that focuses on
how training teachers using active learning methods increase the teacher’s overall attitude towards teaching, specifically towards science. This study was carried out in Turkey and compares the change in attitude towards teaching, of two different groups of third year teachers undergoing preservice training. The control group went through a traditional style preservice training, while the experimental group was trained using active learning techniques. o The study found that teachers who are trained using active learning techniques, felt more confident about the material presented then those who were trained using traditional methods.  It can benefit the surrounding community if active learning is community based, in that it is equivalent to service-learning: working and putting classroom theory to practical use while still in the process of mastering it (Hildebrand & Schultz, 2015). Thus there are many benefits that can be taken from various forms of active learning.  Active Learning techniques can be used in the classroomwith little to no materials required  This can be accomplished in many different ways, all of which can range from very simple to very complex. The simplest is teachers pausing to allow students the time to reflect mentally on what has been said. The most complex is taking students on excursions to see how classroom theory translates to the real world. In the middle are other activities such as games and other forms of group activities (O’Neal & Pinder- Grover, n.d.). So there are many different forms that active learning can take.  Activity time- Think/pair/share
o Have the trainees break into pairs with the person sitting next to them. o Have them spend 6-10 minutes discussing what they have learned from this section. o Use some questions to guide their discussions.  Why should we use active learning in the classroom?  What are some of the benefits of using active learning in the classroom?  What part of this section makes the most sense to you? o Allow one person from each group to stand and share their groups answers with the rest of the group. Examples of Active Learning Techniques  Immediate Feedback (Faust & Paulson, 2016) o These techniques are performed during the lecture. o This allows the teacher to evaluate student understanding during the lecture. o Teachers can focus on the material that the students are have trouble with. Finger signals (Faust & Paulson, 2016)  Teacher asks a multiple choice, or a true-false, question.  The student then holds up the correct number of fingers in front of their chest to show their answer.  For true-false, 1 finger = true and 2 fingers = false  For multiple choice questions, 1 finger = A, 2 fingers = B, 3 fingers = C, and 4 fingers = D  Question and answer (Faust & Paulson, 2016)
o This is the traditional style of evaluating student understanding.  The teacher will ask a question and then call on a student to answer the question.  If the student does not know the answer to the question, the teacher will either call on another student to answer or ask for a volunteer to answer the question. o This method can have some disadvantages, including;  Students being singled out and embarrassed if they do not give the correct answer.  Teachers tend to favor only a small part of the class.  After a student has answered a question they stop paying attention because they usually don’t have to answer again. o This method can still be effective if the teacher uses some simple techniques to get multiple students involved. Wait Time (Faust & Paulson, 2016)  Establish the 15 second rule, where the instructor will wait about 15 seconds after asking a question before calling on someone to answer.  No students will be allowed to raise their hands during this time.  This allows all the students to think about their answer before being called on. Student summary of another student’s answer (Faust & Paulson, 2016)
 After a student has answered the initial question, ask another student to summarize their classmate’s response, in their own words.  This promotes active participation by all students and causes students to pay more attention to their classmate’s responses.  Individual student (Faust & Paulson, 2016) o Can be used without disturbing class time. o Provides feedback of student understanding. o Can lead to higher retention rates. o Allows teachers to focus on parts that are unclear. Clearest Point o Wait until the end of the lecture or when there is a natural break, then ask students to identify what is the clearest point of the lecture o Can also phrase the question “which part of the lecture makes the most sense to you?” o May be used with groups so more responses can be shared with the rest of the class.  Share/pair (Faust & Paulson, 2016) o Have the students partner up with the person sitting next to them. o This gives each person the ability to share their opinions and to hear the opinions of their classmates. o With this method each student must participate in the discussion and students are often more comfortable discussing with a classmate rather than a teacher.
o This method does not require as much time as it takes to break into large groups, and can be done without disturbing too much class time. Ten-Two Strategy (Some basic active learning techniques, n.d.)  Teacher spends 10 minutes talking.  Allow two minutes for students to get into pairs.  Pairs can share ideas and clarify information with each other. Think/pair/share (Some basic active learning techniques, n.d.)  Allow 6 – 8 minutes for this activity.  Students turn to their partner and summarize what they have learned.  Students can also answer a pre-determined question about the lecture.  Cooperative learning (Faust & Paulson, 2016) o Arrange students into groups of three or more. o Students working in groups help each other learn. o Won’t embarrass students who do not fully understand the material. Round Table (Some basic active learning techniques, n.d.) o Teacher asks a question. o Students write one answer on a group paper.  Students share their answers with the rest of the class.  Critical thinking motivators (Faust & Paulson, 2016) o Have students think critically about topics being presented in the course. o Presents students something that can be approached and engaged from multiple perspectives.
Paradox/Puzzle (Faust & Paulson, 2016) o Teacher presents a puzzle related to the topic of interest. o Without help, the teacher divides the class to work in small groups to solve an issue. o By the end of class, everyone will be gathered to discuss their different approaches to solving the puzzle. o Allows students to think critically and build cooperation. The Practice of Active Learning  Active learning in English o One way that everyone can learn the alphabet is by drawing 26 lines on the chalk board and each person goes up to the board and writes the next letter.  This way they will learn the alphabet and how to write the letters. And this uses the resources that they have and includes everyone.  If there are more than 26 people in the class, they can keep starting over so people learn writing all the letters. This way it is an interactive way to learn with a big group and minimal supplies.  This method can be effective for students who are just starting to learn English and need extra practice learning how to write their letters. o Another activity that can be done for the students who already have a grasp of their letters and are starting to learn their words is to have a group spelling bee.  In this activity split the students into small groups and inform them that they will be one team.
 Tell the first group the word you wish them to spell.  The words chosen can be very simple or more difficult, depending on the level of the students involved.  Give the group up to a minute to discuss with each other the way they think the word should be spelled.  The group then chooses one person to give their answer to the rest of the class. If that group gets the answer correct they gain one point.  If the group does not answer the question correctly, they are given no points and the next group has the opportunity to spell the word correctly.  The group with the most points at the end of the game wins.  Active Learning in History o Road trip with historical figures o Have the students break into large groups, with 10 to 20 kids per group o Tell the children “We are going on a road trip, and we are going to bring our heroes with us.” o The first student starts off the game by saying “I am going on a road trip and I am bringing _________ with me” (have them say a historical figures name in the blank). o The next student then continues the story by saying “I am going on a road trip and I am bringing, (First students answer) and _________ with me.”
o The third student then continues the pattern by saying, “I am going on a road trip and I am bringing, (First students answer), (Second students answer), and _________ with me.” o The pattern will continue until a student cannot remember the list, then the activity will start again with student who could not remember the list starting the next round.  Active Learning in Math o Have the students get into groups with 4 or 5 students per group. o Instruct the groups to imagine they are given a certain amount of money (maybe $20 USD) and they need to go to the market and they have to spend it all. o Then assign values to certain items that can be found in the market, some examples might be.  Bananas cost $1 USD  Apples cost $2 USD  Bread cost $3 USD  Beef cost $5 USD o The students will then decide as a group how many of each item they wish to purchase so that the total cost comes out to the amount they started with. o Then have each group share how many of each item they decided to purchase. o This can demonstrate to the class how there are many ways to get to the same answer and will help to strengthen their addition and subtraction skills.
 Active activity- Have teachers break into groups of 3 or 4 and spend the last hour developing at least one active learning use for in their classroom
References Anderson, W. L., Mitchell, S. M., & Osgood, M. P. (2005). Comparison of student performance in cooperative learning and traditional lecture‐based biochemistry classes. Biochemistry and Molecular Biology Education, 33(6), 387-393. Belchamber, R. (2007). The advantages of communicative language teaching. The internet TESL journal, 13(2). Drew, V., & Mackie, L. (2011). Extending the constructs of active learning: implications for teachers' pedagogy and practice. Curriculum Journal, 22(4), 451-467. doi:10.1080/09585176.2011.627204 Faust, J. L., & Paulson, D. R. (2016). Active and cooperative learning. Retrieved from https://www.calstatela.edu/dept/chem/chem2/Active/index.htm Hildenbrand, S. M., & Schultz, S. M. (2015). Implementing Service Learning in Pre-Service Teacher Coursework. Journal of Experiential Education, 1053825915571748. Moustakim, M. (2007). From transmission to dialogue: promoting critical engagement in higher education teaching and learning. Educational Action Research, 15(2), 209-220. doi:10.1080/09650790701314734 Olgun, Ö. S. (2009). ENGAGING ELEMENTARY PRESERVICE TEACHERS WITH ACTIVE LEARNING TEACHING METHODOLOGIES. The Teacher Educator, 44(2), 113-125. doi:10.1080/08878730902721772 O’Neal, C.,&Pinder-Grover, T. (n.d.). Active learning strategies. Retrieved from http://www.crlt.umich.eud/sites/default/files/resource_files/Active%20Learning%20Co ntinuum.pdf
Prince, Michael. (July 2004). Does Active learning work? A review of research. Journal of Engineering Education, Vol.93. Retrieved from http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/Prince_AL.pdf Powell, K. C., & Kalina, C. J. (2009). Cognitive and Social Constructivism: Developing Tools for an Effective Classroom. Education, 130(2), 241-250. Richards, J. C. (2005). Communicative language teaching today. New York: Cambridge University Press. Savignon, S. J. (1991). Communicative language teaching: State of the art. TESOL quarterly, 25(2), 261-278. Some basic active learning techniques. (n.d.). Retrieved from https://www1.umn.edu/ohr/prod/groups/ohr/@pub/@ohr/@ctl/documents/asset/ohr _asset_314707.pdf Wilson, K. A., Bedwell, W. L., Lazzara, E. H., Salas, E., Burke, C. S., Estock, J. L., ... & Conkey, C. (2009). Relationships between game attributes and learning outcomes review and research proposals. Simulation & Gaming, 40(2), 217-266.
Additional Resources Bonwell, C. C., & Eison, J. A. (1991). Active Learning: Creating Excitement in the Classroom. 1991 ASHE-ERIC Higher Education Reports. ERIC Clearinghouse on Higher Education, The George Washington University, One Dupont Circle, Suite 630, Washington, DC 20036- 1183. Cohn, D., Atlas, L., & Ladner, R. (1994). Improving generalization with active learning. Machine learning, 15(2), 201-221. Detlor, B., Booker, L., Serenko, A., & Julien, H. (2012). Student perceptions of information literacy instruction: The importance of active learning. Education for Information, 29(2), 147-161. Kember, D., & Leung, D. Y. (2005). The influence of active learning experiences on the development of graduate capabilities. Studies in Higher Education, 30(2), 155-170. McCarthy, J. P., & Anderson, L. (2000). Active learning techniques versus traditional teaching styles: two experiments from history and political science. Innovative Higher Education, 24(4), 279-294. Thaman, R., Dhillon, S., Saggar, S., Gupta, M., & Kaur, H. (2013). Promoting active learning in respiratory physiology–Positive student perception and improved outcomes. National Journal of Physiology, Pharmacy and Pharmacology, 3(1), 27-34.

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Caleb Hall
 
Statics
Caleb Hall
 
INTS 3300 Annotated Bibliography
Caleb Hall
 
CalebHall_INTS3300_FinalResearch
Caleb Hall
 

INTS 3330 Final Project

  • 1. Active Learning in the Classroom Texas Tech University INTS 3330-S01, SPRING 2016
  • 2. Today’s Agenda Introduction/Definition 8:00 AM – 9:00 AM Theory of Active Learning 9:00 AM – 10:00 AM Purpose/Effectiveness of Active Learning 10:00 AM – 11:00 AM Lunch 11:00 AM – 12:00 PM Review Previous Material 12:00 PM – 12:30 PM Examples of Active Learning Techniques 12:30 PM – 1:30 PM The Practice of Active Learning 1:30 PM – 2:30 PM Q&A 2:30 PM – 3:00 PM Group Activity to Discuss Material 3:00 PM – 4:00 PM
  • 3. Introduction  Personal Introduction  Introduce yourself to the teachers being trained.  Discuss your teaching background to establish your credibility on the subject.  Take a couple of minutes for the teachers to discuss their teaching backgrounds with the others sitting around them.  Discuss the learning outcomes  Learn the theory of active learning and the importance of using it in the classroom.  Learn how to develop active learning activities and classroom applications  Discuss the agenda for the day.  Let them know when the breaks occur and when they should be back from the break. Definitions  Active Learning- o The term ‘active learning’ is used to describe a range of academic approaches from the simple asking of questions in a class through highly structured problem based learning exercises and simulations to practical experiential learning in the community outside the classroom (Drew & Mackie, 2011).  Problem Based Learning- A method of teach where students learn through the experience of open-ended problems.
  • 4.  Practical experiential learning- Any learning that supports students in the application of knowledge to real-world problems or situations.  Social constructivism- The nature of learning and also that knowledge is constructed through social interaction.  Communicative language teaching- emphasizes interaction but the main goal is to learn or study.  Cooperative learning- variety of children on small teams that involve learning activities to improve their understanding skills.  Critical thinking – a way to evaluate the thinking process.  Activity time- Question and Answer o Ask the group to define some of the above terms, in their own words. o Wait around 15 seconds before calling on someone to answer.  This gives everyone a chance to think of their answer before someone answers. o After someone has answered, call on another person to re-word the answer that was just given. Theory of Active Learning  Research shows teachers need to make sure that they challenge their students’ thinking. o Modern-day concepts of learning and teaching styles recognize that students are active participants in the learning process (Drew & Mackie, 2011).  Students learn more from participating in class discussions than they do from just listening to a lecture.
  • 5. o Students build knowledge and understanding in response to opportunities provided by their teacher (Drew & Mackie, 2011).  Communicative Language Teaching (CLT) is a form of instruction emphasizing communicative competence instead of grammatical competence (Richards, 2005). In other words, CLT can be used to instruct students in the common, everyday uses of language (Savignon, 1991) instead of grammatical competence, the extent of which is studied in textbooks and practiced according to a set of certain, prescribed, and, in many cases, static technical rules (Richards, 2005).  This idea of communicative competence, according to Richards (2005), has many aspects: o Knowing how to use and vary one’s usage of language according to different settings, purposes, functions, and participants. o Knowing how to develop and understand various forms of texts. o Knowing how to communicate effectively with someone in spite of having a limited understanding of one’s own language knowledge. CLT, in short, emphasizes communication and interaction rather than simply memorizing grammatical rules and formulas.  CLT is beneficial to learning a language: o It emphasizes communication in a variety of different settings since teachers are allowed to create different scenarios in which language would be used. o It stresses accuracy, as well as fluency, by giving the students the freedom to choose their words, thereby giving them the opportunity to practice word choice
  • 6. and ensuring that their verbal thoughts are clear and understood by others in the conversation. o And by giving the opportunity to practice their language skills in a comfortable, familiar environment (Belchamber, 2007).  When students engage in active learning they are doing more than just listening. Students actually retain the material more effectively and quickly. o Active learning also leads to, increased content knowledge, critical thinking and problem-solving abilities, and positive attitudes towards learning in comparison to traditional lecture-based delivery (Anderson et al, 2005).  The effective method of teaching social constructivism incorporates collaboration and social interaction. The theory of 'social constructivism' says that learning happens mainly through social interaction with teachers and/or other students (Powell & Kalina, 2009). Learners develop their existing knowledge and understanding in order to achieve deeper levels of understanding. Skilled teachers make these deeper levels of understanding more possible by providing learning environments, opportunities, interactions, tasks and instruction that foster deep learning (Powell & Kalina, 2009).  Active listening exercises that are effective include: Individual exercises, question and answering exercises, immediate feedback exercises, critical thinking motivators, share and pair exercises, and cooperative learning exercises.  By having students participate in active learning, students are responsible for their understanding of the material. This is often done by making teachers guide instruction rather than being a one-way source for information.
  • 7.  Student participation in the learning process helps increase confidence and encourages students to accept more responsibility for their own learning. Learner engagement is the process by which the learner makes the learning his or her own (Moustakin, 2007). o By having an open discussion, students can learn in ways that are interesting to them. o Students are held responsible for their learning because they are often working together with their classmates, thus making themselves partially responsible for other students learning.  Activity time- finger signals o Have all the trainees face the instructor. o Ask a series of true/false questions about the theories of active learning.  Have the trainees hold up one finger in front of their chest if they think the answer is true.  Have them hold up two fingers if they think the answer to the question is false. o Ask some multiple choice questions about the theories of active learning.  Have the trainees hold up one finger if they think the answer is A.  Have them hold up two finger if they think the answer is B.  Have them hold up three fingers if they think the answer is C.  Have them hold up four fingers if they think the answer is D. o If, during the finger signal exercise, there is a question that a lot of people did not get correct, go over that material again to clarify understanding.
  • 8. Purpose/Effectiveness of Active Learning  There are numerous benefits that can be taken from active learning. In studies concerning the benefits that children get from participating in games, for instance, it has been found that students who participate in interactive games while learning had more effective learning experiences than those who did not. This is because games engage and stimulate multiple parts of the mind: fantasy, representation, senses, challenge, mystery, assessment, and control, all of which contribute to these experiences (Wilson, 2009).  Studies suggest that “active learning leads to better student attitudes and improvements in students’ thinking and writing” (Prince, 2004 p.3). If the student has a positive experience in the classroom, they will get positive attitudes. When students are engaged, their thinking and writing improvements increase because they are interested in learning.  Prince (2004) also argues that “students will remember more content if brief activities are introduced to the lecture” (P.7). This means that instead of lecturing all day, teachers should do something fun before the lesson to get the students’ attention so that they are engaged before the lecture.  Active learning also benefits teachers and, potentially, the surrounding community. It benefits teachers by creating a more positive and interactive learning environment (Olgun, 2009).  Engaging Elementary Preservice Teachers with Active Learning Teaching Methodologies, (Olgun, 2009) is a research article published in The Teacher Educator, that focuses on
  • 9. how training teachers using active learning methods increase the teacher’s overall attitude towards teaching, specifically towards science. This study was carried out in Turkey and compares the change in attitude towards teaching, of two different groups of third year teachers undergoing preservice training. The control group went through a traditional style preservice training, while the experimental group was trained using active learning techniques. o The study found that teachers who are trained using active learning techniques, felt more confident about the material presented then those who were trained using traditional methods.  It can benefit the surrounding community if active learning is community based, in that it is equivalent to service-learning: working and putting classroom theory to practical use while still in the process of mastering it (Hildebrand & Schultz, 2015). Thus there are many benefits that can be taken from various forms of active learning.  Active Learning techniques can be used in the classroomwith little to no materials required  This can be accomplished in many different ways, all of which can range from very simple to very complex. The simplest is teachers pausing to allow students the time to reflect mentally on what has been said. The most complex is taking students on excursions to see how classroom theory translates to the real world. In the middle are other activities such as games and other forms of group activities (O’Neal & Pinder- Grover, n.d.). So there are many different forms that active learning can take.  Activity time- Think/pair/share
  • 10. o Have the trainees break into pairs with the person sitting next to them. o Have them spend 6-10 minutes discussing what they have learned from this section. o Use some questions to guide their discussions.  Why should we use active learning in the classroom?  What are some of the benefits of using active learning in the classroom?  What part of this section makes the most sense to you? o Allow one person from each group to stand and share their groups answers with the rest of the group. Examples of Active Learning Techniques  Immediate Feedback (Faust & Paulson, 2016) o These techniques are performed during the lecture. o This allows the teacher to evaluate student understanding during the lecture. o Teachers can focus on the material that the students are have trouble with. Finger signals (Faust & Paulson, 2016)  Teacher asks a multiple choice, or a true-false, question.  The student then holds up the correct number of fingers in front of their chest to show their answer.  For true-false, 1 finger = true and 2 fingers = false  For multiple choice questions, 1 finger = A, 2 fingers = B, 3 fingers = C, and 4 fingers = D  Question and answer (Faust & Paulson, 2016)
  • 11. o This is the traditional style of evaluating student understanding.  The teacher will ask a question and then call on a student to answer the question.  If the student does not know the answer to the question, the teacher will either call on another student to answer or ask for a volunteer to answer the question. o This method can have some disadvantages, including;  Students being singled out and embarrassed if they do not give the correct answer.  Teachers tend to favor only a small part of the class.  After a student has answered a question they stop paying attention because they usually don’t have to answer again. o This method can still be effective if the teacher uses some simple techniques to get multiple students involved. Wait Time (Faust & Paulson, 2016)  Establish the 15 second rule, where the instructor will wait about 15 seconds after asking a question before calling on someone to answer.  No students will be allowed to raise their hands during this time.  This allows all the students to think about their answer before being called on. Student summary of another student’s answer (Faust & Paulson, 2016)
  • 12.  After a student has answered the initial question, ask another student to summarize their classmate’s response, in their own words.  This promotes active participation by all students and causes students to pay more attention to their classmate’s responses.  Individual student (Faust & Paulson, 2016) o Can be used without disturbing class time. o Provides feedback of student understanding. o Can lead to higher retention rates. o Allows teachers to focus on parts that are unclear. Clearest Point o Wait until the end of the lecture or when there is a natural break, then ask students to identify what is the clearest point of the lecture o Can also phrase the question “which part of the lecture makes the most sense to you?” o May be used with groups so more responses can be shared with the rest of the class.  Share/pair (Faust & Paulson, 2016) o Have the students partner up with the person sitting next to them. o This gives each person the ability to share their opinions and to hear the opinions of their classmates. o With this method each student must participate in the discussion and students are often more comfortable discussing with a classmate rather than a teacher.
  • 13. o This method does not require as much time as it takes to break into large groups, and can be done without disturbing too much class time. Ten-Two Strategy (Some basic active learning techniques, n.d.)  Teacher spends 10 minutes talking.  Allow two minutes for students to get into pairs.  Pairs can share ideas and clarify information with each other. Think/pair/share (Some basic active learning techniques, n.d.)  Allow 6 – 8 minutes for this activity.  Students turn to their partner and summarize what they have learned.  Students can also answer a pre-determined question about the lecture.  Cooperative learning (Faust & Paulson, 2016) o Arrange students into groups of three or more. o Students working in groups help each other learn. o Won’t embarrass students who do not fully understand the material. Round Table (Some basic active learning techniques, n.d.) o Teacher asks a question. o Students write one answer on a group paper.  Students share their answers with the rest of the class.  Critical thinking motivators (Faust & Paulson, 2016) o Have students think critically about topics being presented in the course. o Presents students something that can be approached and engaged from multiple perspectives.
  • 14. Paradox/Puzzle (Faust & Paulson, 2016) o Teacher presents a puzzle related to the topic of interest. o Without help, the teacher divides the class to work in small groups to solve an issue. o By the end of class, everyone will be gathered to discuss their different approaches to solving the puzzle. o Allows students to think critically and build cooperation. The Practice of Active Learning  Active learning in English o One way that everyone can learn the alphabet is by drawing 26 lines on the chalk board and each person goes up to the board and writes the next letter.  This way they will learn the alphabet and how to write the letters. And this uses the resources that they have and includes everyone.  If there are more than 26 people in the class, they can keep starting over so people learn writing all the letters. This way it is an interactive way to learn with a big group and minimal supplies.  This method can be effective for students who are just starting to learn English and need extra practice learning how to write their letters. o Another activity that can be done for the students who already have a grasp of their letters and are starting to learn their words is to have a group spelling bee.  In this activity split the students into small groups and inform them that they will be one team.
  • 15.  Tell the first group the word you wish them to spell.  The words chosen can be very simple or more difficult, depending on the level of the students involved.  Give the group up to a minute to discuss with each other the way they think the word should be spelled.  The group then chooses one person to give their answer to the rest of the class. If that group gets the answer correct they gain one point.  If the group does not answer the question correctly, they are given no points and the next group has the opportunity to spell the word correctly.  The group with the most points at the end of the game wins.  Active Learning in History o Road trip with historical figures o Have the students break into large groups, with 10 to 20 kids per group o Tell the children “We are going on a road trip, and we are going to bring our heroes with us.” o The first student starts off the game by saying “I am going on a road trip and I am bringing _________ with me” (have them say a historical figures name in the blank). o The next student then continues the story by saying “I am going on a road trip and I am bringing, (First students answer) and _________ with me.”
  • 16. o The third student then continues the pattern by saying, “I am going on a road trip and I am bringing, (First students answer), (Second students answer), and _________ with me.” o The pattern will continue until a student cannot remember the list, then the activity will start again with student who could not remember the list starting the next round.  Active Learning in Math o Have the students get into groups with 4 or 5 students per group. o Instruct the groups to imagine they are given a certain amount of money (maybe $20 USD) and they need to go to the market and they have to spend it all. o Then assign values to certain items that can be found in the market, some examples might be.  Bananas cost $1 USD  Apples cost $2 USD  Bread cost $3 USD  Beef cost $5 USD o The students will then decide as a group how many of each item they wish to purchase so that the total cost comes out to the amount they started with. o Then have each group share how many of each item they decided to purchase. o This can demonstrate to the class how there are many ways to get to the same answer and will help to strengthen their addition and subtraction skills.
  • 17.  Active activity- Have teachers break into groups of 3 or 4 and spend the last hour developing at least one active learning use for in their classroom
  • 18. References Anderson, W. L., Mitchell, S. M., & Osgood, M. P. (2005). Comparison of student performance in cooperative learning and traditional lecture‐based biochemistry classes. Biochemistry and Molecular Biology Education, 33(6), 387-393. Belchamber, R. (2007). The advantages of communicative language teaching. The internet TESL journal, 13(2). Drew, V., & Mackie, L. (2011). Extending the constructs of active learning: implications for teachers' pedagogy and practice. Curriculum Journal, 22(4), 451-467. doi:10.1080/09585176.2011.627204 Faust, J. L., & Paulson, D. R. (2016). Active and cooperative learning. Retrieved from https://www.calstatela.edu/dept/chem/chem2/Active/index.htm Hildenbrand, S. M., & Schultz, S. M. (2015). Implementing Service Learning in Pre-Service Teacher Coursework. Journal of Experiential Education, 1053825915571748. Moustakim, M. (2007). From transmission to dialogue: promoting critical engagement in higher education teaching and learning. Educational Action Research, 15(2), 209-220. doi:10.1080/09650790701314734 Olgun, Ö. S. (2009). ENGAGING ELEMENTARY PRESERVICE TEACHERS WITH ACTIVE LEARNING TEACHING METHODOLOGIES. The Teacher Educator, 44(2), 113-125. doi:10.1080/08878730902721772 O’Neal, C.,&Pinder-Grover, T. (n.d.). Active learning strategies. Retrieved from http://www.crlt.umich.eud/sites/default/files/resource_files/Active%20Learning%20Co ntinuum.pdf
  • 19. Prince, Michael. (July 2004). Does Active learning work? A review of research. Journal of Engineering Education, Vol.93. Retrieved from http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/Prince_AL.pdf Powell, K. C., & Kalina, C. J. (2009). Cognitive and Social Constructivism: Developing Tools for an Effective Classroom. Education, 130(2), 241-250. Richards, J. C. (2005). Communicative language teaching today. New York: Cambridge University Press. Savignon, S. J. (1991). Communicative language teaching: State of the art. TESOL quarterly, 25(2), 261-278. Some basic active learning techniques. (n.d.). Retrieved from https://www1.umn.edu/ohr/prod/groups/ohr/@pub/@ohr/@ctl/documents/asset/ohr _asset_314707.pdf Wilson, K. A., Bedwell, W. L., Lazzara, E. H., Salas, E., Burke, C. S., Estock, J. L., ... & Conkey, C. (2009). Relationships between game attributes and learning outcomes review and research proposals. Simulation & Gaming, 40(2), 217-266.
  • 20. Additional Resources Bonwell, C. C., & Eison, J. A. (1991). Active Learning: Creating Excitement in the Classroom. 1991 ASHE-ERIC Higher Education Reports. ERIC Clearinghouse on Higher Education, The George Washington University, One Dupont Circle, Suite 630, Washington, DC 20036- 1183. Cohn, D., Atlas, L., & Ladner, R. (1994). Improving generalization with active learning. Machine learning, 15(2), 201-221. Detlor, B., Booker, L., Serenko, A., & Julien, H. (2012). Student perceptions of information literacy instruction: The importance of active learning. Education for Information, 29(2), 147-161. Kember, D., & Leung, D. Y. (2005). The influence of active learning experiences on the development of graduate capabilities. Studies in Higher Education, 30(2), 155-170. McCarthy, J. P., & Anderson, L. (2000). Active learning techniques versus traditional teaching styles: two experiments from history and political science. Innovative Higher Education, 24(4), 279-294. Thaman, R., Dhillon, S., Saggar, S., Gupta, M., & Kaur, H. (2013). Promoting active learning in respiratory physiology–Positive student perception and improved outcomes. National Journal of Physiology, Pharmacy and Pharmacology, 3(1), 27-34.