Active Learning
Strategies
-
’ By :- Arpana Awasthi
Active Learning
, Strategies
• Active = engaged
• Learning = measurable or
observable
change
• Strategies = ways to do
• things
In other words, what are the ways
to provide an environment where
learning will take place?
Education in our
Society
Formal education
Informal Education
Education for
Earning a
Living
Education for
Life
Sl‹ills of Effective
Educators
• Quality planning
• Elective organization
• Providing positive environment
• Using proven techniques
• Professional behavior
Concept of Educators
• Focus is on a student-centered
approach
• Learners connect new information
with
what they already know
• Not blank slates or empty
vessels but rather
Misconceptions
• Only the words I speak as a teacher are
important.
• If I don't teach it, they won't learn it.
• I can fully prepare students for their future
lives in this 3 credit hour course
• Student should learn information the same
way I do as a teacher.
• My job is to put the information out there; up to
the student tolearn it.
Teaching is defined as . .
• The actions of someone who is trying to assists
others to reach their fullest potential in all
aspects of development.
• A building process much like the construction of a
house or a wall.
Three Part Process
” Motivation
Curriculum Design
Learning Environment
Motivatio
n
• Self directed
• Can be related to a life change even
(83%)
• “person's life structure"
• When a need is perceived
Curriculum
Design
• Anchoring new information to old
information/experiences
• Little patience with irrelevant or
simply
nice to know information
• Coping with change
Learning
”
Environment
• More flexibility; less rigidity
• Keep discussions civil; allow multiple
perspectives
• One to one access to expert
• Not a sage on the stage but a guide from the side
Learning
”
Environment
’ • Context not content
• Personal traits of the educator
• Physical and psychological comfort
• Building bridges/connections
Learning Environment
• Easy access to comforts/amenities
• Balance of breaks, alternate
activities with content
• Choices when appropriate
• Focus on learners
• Development of a ‘co-
learning’ environment
• Expectations prior to the
learning
To Remember
. I. Needs Assessment
2. Knowledge of students
3 Expectations of educator and
students
4. Immediate relevance
S. Applicability of content
6. Physical comfort
7. Engaging students
8. Balance of activities
9. Skill level of educator
[Link] and assessment to use in the
future
Strategies that
Works?
” I. Needs assessment — self
evaluations
2. Icebreakers — Bell Ringers
3. Free Writes
4. Anticipation Guides
5. Graphic Representations
• Helping the teacher to get a
better idea of what is already
known by the participants.
• Learning Equation:
Learning = New Information +
Connecti on to Previously Known Information
Remember
”- • Don't single out a participant
• Use aggregate (group) data
• Use it for planning
• Use it for feedback and review at
the end of instruction
Getting to Know you
• Designed to break the ‘ice’ So What's the Ice?
• Used to encourage students to relax and engage
in the learning process
• Why use them:
o Students come from different backgrounds.
o People need to bond quickly to work towards a
common goals
o The topics you are discussing are new or unfamiliar to
many people involved.
• Purpose: clarify thoughts, develop
ability to communicate in
written form
• How to do
this: Provide
the focus Set
the time limit
Make sure all are
engaged
May not stop
writing
Must write in
complete
sentences
Can model
for them
INSERT
— I agree. This
confirms what I
already knew.
I have a question about this.
Other symbols
I really don't
understand at all!!
This is important!
”- • Used tohelp students' anticipate
instruction;
• Easily constructed
• Each statement concerns the
important concept of the lesson
• All statements are plausible
• Each statement rephrases what
the text says
• Some statements are worded in
such a way as to provoke critical thinking
about key concepts.
• Purpose:
Preview; use prediction; read critically; visually
represent text and use key vocabulary terms
to show important relationships
Sometimes called mind mapping or
concept
mapping
@uotable
Where yesterday's teacher used to
be the leader and provider,
today's teacher is the catalyst
and navigator.
