A Guide to Active Learning Methods

Active Learning Methods are tools to achieve the important goal of allowing students
opportunities to think. The key concept in active learning is that knowledge cannot be
transferred; information is transferred but knowledge is what is created when a student
thinks about the information.

There will be times when you need to tell your students new information; however there
are methods to make your lectures more interactive. Most importantly, in active learning
you should provide your students with opportunities to do some work based on the ideas
you have given them.

Not all of the methods in this guide will be suitable for you but use the information to
choose the ones that are.

The Lecture
Traditional lectures are good for giving information to students quickly and with limited
resources. However, some students find it hard to take in information this way. You might
find that short lectures are more effective. Writing key words on the board can help
students to follow and to take notes of what is important. For a successful lecture the key
thing is to gain the students’ attention at the start and establish a rapport. Where possible
link your lecture to previous and future sessions.
The following methods are ways of making your lectures more effective:

Visual Aids
For students who are not auditory learners, you can make lectures more accessible by
using visual aids. These are pictures, maps, diagrams, charts, videos, dvds, internet that
relate to the information you are giving the students. These should be prepared in advance
and put on the wall or board so that all students can see them. Remember that some
students will have poor eyesight so any writing should be very clear.

Gapped Lectures
A gapped lecture is when you divide your lecture into small sections and give the
students an activity to complete between each section. This allows the students to absorb
and manipulate the material you are giving them.

This could be as simple as recapping the key learning points of the lecture so far. For
example posing questions, setting a problem to solve, or a handout can be used to break
up a lecture.

Buzz Group
This is another way to break up lectures. You present information for about 10 or 15
minutes then you break and give students in pairs or small groups about two minutes to
discuss what they have learnt. You can give them specific questions to discuss on the
topic you have covered.

This method can be used a few times throughout a lecture to give the students time to
process the information they are learning. It will also help you to see if the information
you have given the students has been understood.

Questions and Answers

Q & A may be used periodically to break up a lecture and to enable you to check the
students are following the lecture. Try to involve as many students as possible to answer a
question. Use a combination of open and closed questions. This will help you to judge
your students understanding.

Active Listening
You give your students an activity to perform as they listen. Sometimes this may involve
an activity they need to complete as they listen, or it could be a handout to fill in, or a
series of questions to answer. You guide the students as to what they should be listening
for, and prepare them for what they are about to hear, so they can listen actively. This is a
good way of enabling students to take notes.
Written Material
To vary your lectures you can give students information in written format. They can read
it individually, in pairs or in small groups depending on available resources. After they
have read the information, you can ask a few questions or ask a group member to
summarise the key points of what they have read. The material can be given to the
students in advance of the lecture so that they come to the session having read the
material.

Research
If you wish to encourage independent learning and research skills, you can also send your
students to the library to either read a particular book or use the internet to find what they
can on the subject for themselves. During the lecture students can discuss what they
learned and contribute to the discussions.

Demonstrations
Demonstrations are particularly appropriate to Mathematics or Science. This is when
your show the students how something is done. It can be how a theorem is proved, how a
problem is solved or how an experiment is conducted. This technique is most effective
when the students are able to attempt the activity themselves after the demonstration.

Interactive Learning

Independent learning
Independent learning is when a student works on their own or in a small group
independent of the tutor. This can take the form of an assignment completed in class,
homework tasks, essays, problem solving, research, an experiment, or any other activities
that allow the students to work by themselves. This is an effective way of learning.

Pair work
This is an activity when students work in pairs. A student can be paired with the person
they are sitting beside, or you can pair them with people they haven’t worked with before.
In the pair, they can complete a task, discuss a topic, answer some questions or prepare a
piece of work. If appropriate, feedback can be given to the large group.
This is a good activity to do before a large group discussion because it gives shy students
a chance to voice ideas with a friend before they speak in front of the whole group. It can
also lead into a pyramiding activity.

Pyramiding
Pyramiding is a method of teaching where you start with the individual and move to the
whole group. Individuals complete a task first and then move into pairs. The pairs
discuss the work they have just done and make improvements and corrections. Then two
pairs join to form groups of 4. The groups compare the work they have done. Finally,
feedback can be given to the whole group. If you have a large class, only choose two or
three groups to give feedback. Alternatively you can ask for each group to give a different
point.

This can be a great introductory activity and it can be expanded to last an entire session.

Group work
This is where preferably 4-6 students work together on a task. It could be a discussion,
presentation, field work, a practical, project, drama, answering a series of questions or
producing a piece of written work. The key to effective group work is to give clear
instructions and to check that all students understand the task and timescale.

A very useful variation is to allocate one from each group (or two if the group is larger
than 6) as observers. Their role is to observe the activities and participation of their group
members and report back.

Jigsaw groups
This is a form of group work which works well when you have a number of different
tasks or topics you want the groups to cover. First, divide the class into groups, for
example, A, B, C, D and E. Each group gets a different task. Then, once that task has
been completed (it could be a short activity of 10 minutes or take the whole session if
appropriate) you reform groups by splitting up all the students who previously worked
together. The new groups would have one person from group A, one from group B and so
on. If you have a very large class you could do exactly the same but have two groups who
do task A and two who do task B and so on. When you split them into new groups, there
will still be one A, one B and so on in each group but you will have more groups.

In the new group each of the group members explains their own task to the rest of the
group. So person A explains what group A did, person B explains what group B did and
so on.

If you monitor the groups during the first stage, you should be able to tell if the groups
have achieved the work successfully. Therefore, there is no need to take whole group
feedback at the end of the activity.

Cross over groups

Students are divided into groups to complete a task. After several minutes, 2 members of
the group move to another group to share ideas from their original group. From their
sharing, more discussion is developed. After 5 minutes, they will cross-over or “move”
to another group. This will ensure that the information you want the students to learn,
travels through the entire class. This avoids the need for a lot of feedback.

Cooperative learning
This is a form of group work in which each group member has a specific task to complete
within the group. You may assign different tasks like facilitator, note taker, time keeper,
chair, observer, reporter, or tasks specific to the topic. Group members can assign tasks if
appropriate.

The group is responsible for the outcomes, which are evaluated against agreed criteria.
Each group member develops different skills. This activity is particularly helpful in
homework tasks, project work, assignments, presentations and laboratory assignments.

3. Generating and Recording Ideas

When students discuss ideas, it can help visual learners if they make a diagram of their
thoughts. The following are different forms of diagrams that students can make in groups,
pairs or individually. They can keep these for their own learning or present them to the
whole group as appropriate.

Brainstorming
In this activity students write down everything they know or think about a given topic.
Even if these ideas are strange and unconnected, it doesn’t matter as these ideas can be
disregarded later. This can be done individually, in pairs, small groups or as a whole class
with the teacher or a student recording the ideas on the board. It can be used as a way of
finding out what the students already know on a subject before you start teaching or as a
review activity.

Spider diagram
A spider diagram is like a brainstorm but is slightly more organised with students making
connections between ideas. Give students a topic which they can write in the middle of
the paper, and then as they think of each idea, they write it down and draw a line
connecting that idea to the central idea. It is called a spider diagram, because in the end it
should look like a multi legged spider – with a round centre (main idea) and many lines
running off into different directions to each sub-idea.

Mind map
A mind map is a visual representation of ideas on any given topic: it is similar to a
brainstorm and to a spider diagram but is more pictorial and more organised. The
students write the topic to be explored in the centre of the page, using three colours and
an image attached to the topic. Then, they branch out on sub topics, which are then
broken down into smaller sub topics. Each branch should be a separate colour, with one
word written above it indicating the sub topic. From these main branches, smaller
branches will go off in different directions, each with a different piece of information
about that subtopic. Mind maps should be colourful and can include pictures to help the
students remember the information.

Thought bubble
A thought bubble is a reflective activity where the students write down their thoughts on
a particular topic. They can write them in a bubble as a visual representation of their
thoughts. The purpose is to have a record of their thoughts or feelings. This can be done
individually or in groups. A thought bubble can be a starting point for discussing
experiences. You could also ask students to complete a thought bubble as a way of
evaluating your teaching or of finding out what the students have learned. Each student
can write a thought on a sticky note and put it on a poster bubble.

4. Exploring and analysing ideas and opinions

If you want your students to consider ideas a little more deeply and to clarify their
opinions, these are some activities you could use.

Stimulus material
This is when you give your students material that will stimulate them and help them
think. Often at the beginning of a session, you might want them to start thinking about
the topic you are going to teach. You can give the students material which will “get them
thinking”. This might be an article to read, a picture that makes them ask questions, a
demonstration, a video… anything that gets the students interested in the topic you are
teaching!

Picture analysis
This is when you could bring in an interesting picture and ask the students to discuss it.
This can take many forms. A language teacher might bring in a picture of words they
want their students to learn, or a subject they want the students to be able to discuss. The
teacher shows the students the picture and then asks them directed questions to improve
vocabulary.

You can also use pictures to stimulate discussion about topics. A teacher could bring in a
controversial image, and ask the students discuss what they think of the picture. A science
teacher could bring in a diagram and ask the students to explain what they see. A
geography teacher could do an analysis of aerial photographs or map reading.

Case studies
You provide the students with a case study or scenario which the students have to read
and make a decision or answer questions on how they would deal with the situation.
These studies should be based on real life, and encourage the students to think and
analyse.

An interesting variation is to ask the students to write their own case studies based on
their own experiences.

Ranking tasks
A ranking task is when you give the students a number of statements or ideas written on
cards, and then they have to “rank” or order them in terms of what is most important to
least important. This activity can promote much discussion. The students discuss how
they would rank each idea and have to justify their views.

Ranking can be done with the cards in a straight line – from most important to least, or it
can be in a diamond shape, with the most important idea at the top of the diamond and
the least at the bottom. After each group has ranked their cards, it is good to share their
justifications with the rest of the class. This again could promote good discussion!.

Matching exercises
This is an activity when students match one column of information, definitions, or
descriptions, with a second column. For example, you might have one column with a list
of terms, and in the other, the definitions. Students must correctly “match” the terms to
the definition.

Flashcards
Flash cards can be used to review information, concepts, formulae, and ideas. On a card,
you write a word, a phrase, a formula, or idea. Then, you show the card to your students
and ask, “Who can tell me what this is?”

It can also be used to teach students vocabulary in a subject, where the vocabulary word
is written on one side, and the definition is on the other. You can either do this as an
activity during the class – revision at the beginning or a test of knowledge at the end, or
you could give this package of flashcards to students who are struggling in your class as a
tutorial activity. They can then go through the terms with a friend.

Debate
A debate is an organized discussion on an issue which is usually controversial. The class
is divided into at least two groups, each supporting a “side” of the issue: the people who
are “pro” and the people who are “against”. Each side has a leader and supporters. There
is also a chairperson, who keeps order during the debate. Each side presents its argument
in an organised, clear, and intelligent manner.

Decision Line
This is another form of decision making. A controversial statement is made and students
are asked to stand on a continuous line between ‘strongly agree’ and ‘strongly disagree’.
Students are asked to defend where they are standing.

A large group can be divided into smaller groups to discuss an issue and then a
representative from the group comes to the decision line and speaks for the group.

Balloon game
The students are given the names of a number of important people who are in an
imaginary “hot air balloon”. The balloon is sinking, so the only way to keep it from
falling to the ground is to throw out one of the people. They have to discuss which
person they would throw out first, which second, and which third…etc. You can do this
with famous scientists, modern inventions, historical figures, formulae, medicines…
whatever you can think of. This encourages the students to make a decision and argue
their position.

Role play
Role play is when a student or a group of students are given a role to play out in the class.
This could be a situation they have to act out, or a person they have to dramatize. For
example, in a history class, you might assign each of your students an historical figure to
role play, and they would come into class, having researched that individual, ready to be
that person. Another way to do role play is to divide your students into groups. Give
each group a situation, and have them play out that situation. This is a good way of
learning for kinaesthetic and visual learners.

It is also useful for developing life skills. For instance students can role play an interview
situation.

Hot seating
Either one student or a student from each small group is assigned to be a character. The
characters can be from literature, a person from history, a famous scientist, or a famous
politician…any famous personality or any occupation. The student is placed in the centre
of the room/ group to role play the character. Other members of the class/ group direct
questions to the ‘character’ in the centre who has to respond as that person. After 10
minutes, change the person in the centre and the character.

Alternatively, several people take on different roles at the same time: they can then ask
each other questions in role as well as the audience.

Drama
This is when students perform in front of the class. This can take the form of a skit (short
play), a play (a long drama), poetry reading, tableau (frozen scene), or acting out a
process. Primarily, the students act out something in front of an audience. Drama, as an
activity, is a powerful way for kinaesthetic learners to internalise knowledge and
understanding. It is also a very useful method for addressing controversial issues.

Simulation exercises
This is similar to role play except that students do not take on a role; they play
themselves in a given situation. A situation is established, for example going for an
interview, going for an HIV test, and the scene is played spontaneously with the learner
as themselves. It is best to do this in small groups and in a very secure and trusting
learning environment. This is very good for learning life skills.

Story telling
Storytelling can take two forms: either the instructor tells a story, or the students tell a
story. In some cases, the instructor might start the story, and have each student
contribute to the tale. It is a useful way to practice language, and makes the students use
their listening skills. Another way to use story telling is for the instructor to read a story
and then ask the students questions after to test understanding and listening.

Speeches
Students can give short speeches to the rest of the class. The purpose can be either to
teach the class about a particular topic that the student has researched in their own time or
to practice speaking skills, important for example in an English lesson.

5. Tasks and Assignments

In this section you will find ideas of pieces of work that your students can complete
individually or in groups. You can use these to give them feedback as part of formative
continuous assessment or you can count the mark towards the final grade as part of
summative continuous assessment.. Remember to give your students clear guide lines on
what is expected, how the pieces will be marked and what will be done with the grade.

Creative writing
Creative writing is when the students use their imagination to create a piece of writing.
This can take the form of story writing, drama presentations, poetry, imaginary news
paper articles, magazines, creative research papers, and other fiction and non fiction
forms of writing. It is a good way for students to put knowledge into a creative context.
Report writing
Students write a factual report. It could be on an experiment, field work, a visit, a book
they have read: anything that is suitable for your subject. It is important to give clear
guidance on how to structure the report depending on the subject.

Diary
Students keep a daily diary of their learning. This would be useful, for example, when
they are on teaching practice. They can record successes and failures. Be sure to let the
students know if you intend to read the diaries as part of the assessment.

Newspaper or radio reporting

This is an activity where the students write a newspaper report, or design a radio
programme on any given topic. In these reports or programmes, the writing should be
factual, informative but also lively. They can include pictures. This can be used to assess
students’ written ability for subjects such as Amharic or English or it can be used to
assess content knowledge: for example, a student could pretend they had interviewed
Plato for a History Assignment or Newton for Physics.

Drawing a picture, map or graph

This is a very useful way for visual learners to internalise, knowledge, concepts, and
information. When we identify drawing pictures as an activity, we are talking about the
students drawing the pictures, designing maps, and creating images. As an assignment,
you can ask your students to prepare diagrams, pictures, flow charts, maps, graphs, and
any other visual stimulus which will help them visualize the information. By “making”
the image, the students will remember it better.

Assignment or homework
Homework is an assignment to be completed outside of the classroom by the students.
Homework should allow the students to practice the ideas, revise the knowledge, and
exercise skills learned in class. Sometimes you may choose to mark your students’
homework, but it is not always necessary. Homework should be linked to the objectives
of the session. It should be challenging to the students, while at the same time, be within
their abilities to complete. An instructor should also consider time, and how long it will
take to complete the homework for the student. Most importantly, the instructor must
consider how they will collect and check the homework.

An assignment is an active learning activity that may be completed outside the classroom
as homework. Assignments can be individual or group based. Essentially, an assignment
is a task that can be used to practice skills or to investigate a topic. Assignments can take
many forms. They can be tasks to be completed, written records, questions that must be
answered, essays, reports, summaries of knowledge, or results of research completed.
Assignments are very useful assessment tools that allow the teacher to assess the level of
a student’s learning.

It is important to explain the purpose of a particular assignment to the students, and to

explain the marking scheme clearly.

Problem solving
Problem solving activities involve students finding solutions to problems. Problem
solving is an essential skill as it creates independent thinkers who look for solutions.

Problem solving can be done individually or in groups. The answer is not the focus.
Instead, students are encouraged to explore different strategies and processes to find the
answer.
Presentation
A presentation is an activity where students present a topic in front of their class. This
can be done individually, as pairs or as a group. Students need good public presentation
skills. With a presentation, you are not just presenting the topic, but are also practising
presentation skills. When giving the presentation assignment, also give clear criteria
about what makes an effective presentation and whether or not it is to be assessed.
Explain how they are to deliver the information (organisation, visual aids, voice, clarity
of expression, and body language). Also give criteria about the content of the
presentation (evidence of research, originality of ideas, effectiveness of argument, ability
to answer questions).

6. Experiential Learning

A central concept of active learning is that students learn best when they learn from
experience. You start from the existing experience of the students and build on it.

The activities in this section are designed to help students learn from their experiences
and to learn how to learn.

Research
Research is an activity that can be done either individually or in groups. In this activity
students investigate a problem, theory, idea, or topic. This investigation is completed in a
rigorous and methodical manner. Research involves consulting a variety of sources in
depth on a topic. Students will often explore every angle and source of the topic to reach
their own conclusion.

Students can feedback their research in a number of ways: presentations, essays, reports,
or creative representations of the information. For example, a student researching Anne
Frank, may present the findings in the form of a diary. A student investigating the life of
Einstein may present the research in the form of a lab book. In any case, in research
activities, the student is looking deeply into a topic to learn about that topic and to
synthesize the information from a variety of sources.

It is a powerful independent learning tool.

Visits
Visits, as an activity, involve the teacher organising a trip to a place of interest for the
class. For example, a history class might go and visit a local museum, or a chemistry
class might go and visit a chemical factory. It is a way of going “into the field”. To make
a visit worthwhile, the instructor should design an assignment with activities to be
completed before, during and after the visit, which enables the students to gather
information, ask questions and encourages them to be attentive. A visit can be a part of a
project.

It is essential to plan carefully and make all the necessary arrangements for the visit. It is
advisable to visit the place first, introducing yourself to staff and explaining the learning
objectives and details, such as the size of the group.

Fieldwork
Fieldwork involves the students going into their field of study to collect and collate data
and information on a specific topic. For example, plant biologists could go into the
“field” to collect plant specimens to analyse. History students could go into the “field” to
an archaeological site e.g. the Aksum stele field to experience how one uncovers
historical artefacts. In essence, you design an activity where you take your students into
the field to experience the subject first hand!

Investigation
To investigate is to search. With this activity, you give your students a topic, theory,
issue, or idea to “investigate”. They then spend some time researching this subject in
detail. You might guide them and push them to look at the issue from different
perspectives. They can feedback about their investigation in a number of ways e.g. an
essay, a presentation, a demonstration or a report The students should be required to
define their objectives and outline what it is they are going to investigate together with
the method(s) they propose to use.

Project work
Project work involves giving the students a project to complete in a specified amount of
time. Projects can be done individually or in groups.

To design a good project, you have to consider the following. First, identify a suitable
topic and the components of the project. What will the students be expected to
complete? Second, outline the marking scheme of the project. How many marks are you
allocating for each component of the project? Third, what are you expectations? What
kind of work are you expecting from your students? Carefully outline the criteria and
what you expect. Last, be sure that every student has a project plan, complete with due
dates, a mark scheme, and a clear list of all things to be completed.

Making models and resources

Making models and resources can be done in two ways. The first way is to have the
students make a model or a resource on a given topic as part of a project. For example,
this might be a working volcano, or a model of a part of the body. The second way is for
the instructor to make a model or a teaching resource, visually showing the students the
idea to be learned.

Experiments
An experiment is when students put a hypothesis to the test. Basically, an experiment
involves taking a theory or idea, and testing to see if it is true. It usually involves a very
specific and controlled method of procedure, and results are usually recorded. From
these results, a conclusion is derived. An experiment can also answer the question “What
if?” Experiments can take many forms. They can be scientific explorations, laboratory
experiments, behavioural experiments, educational experiments, pilot projects, and field
experiments.
Guest speakers
Invite a guest speaker to attend your class who is an expert in your field of study. Tell the
students ahead of time, and ask them to research the topic and prepare questions to ask
the guest speaker. Then, when the guest arrives, allow the guest to do a short introduction
about their area of expertise. Follow this by allowing the students to question the
speaker. This is a good way of connecting your subject to real life experience. Guest
speakers may include scientists, historians, politicians, personalities within the
university/college/school, and guests from other countries.

Quiz
A quiz is a short series of questions that tests knowledge, ideas, or issues presented in
class. The duration of a quiz is usually quite short – anywhere from 5 to 20 minutes. In
the same manner, the number of questions is usually limited and the marks that awarded
are few. Quizzes are a great way to check whether or not you have met your objectives
and whether the students have learned what you taught. Quizzes can also be used to
revise material from a previous lesson. Generally, quizzes should be marked quickly and
returned at the next class. One set of 30 students should take you between 30 – 60
minutes to mark. You could even ask students to exchange papers and mark each others
as you call out the answers.

Questioning
Questioning is a method of teaching which can be used in many ways. First, teachers can
use questions to revise material from a previous class as a starter activity lasting 5 – 10
minutes. Teachers can also use questions at different intervals throughout their lecture to
check whether the students have learned the material being taught. Another use of
questioning is to stimulate minds of students by asking a difficult question at the
beginning of class to promote discussion. Quick fire questions are asked in rapid
succession to different students, and give the teacher a quick assessment of the level of
learning of the students. Last, questions at the end of a class can be used to check
objectives have been met! It is preferable to have questions written down during the
lesson planning process, so that the teacher is directly targeting the learning objectives of
the session.

You should be sure to ask all sorts of questions of your students. Do not just test for
information, but vary the level and type of questions you use. Think about using open and
closed questions as well as ones that test different thinking skills: knowledge,
comprehension, application, synthesis, analysis and evaluation.

Comprehension
These are activities in which the students have to demonstrate that they understand the
material. It could take the form of an assignment, homework, research, probing
questions, presentations, essays…any activity in which the students have to think and
demonstrate understanding of the material. You should be thinking about the different
levels of thinking you expect from the students, and it should not just be straight
knowledge retention. These are activities that encourage the students to think and
understand.

7. Making Learning Fun

A lot of people believe that teaching and learning should be fun: not only to keep the
students awake but also because quality learning is more likely to take place when a
student is positively engaged. Use these methods to enliven your classroom but be careful
that there is a clear learning point otherwise they will be a waste of time.

Warmers - Ice breaker Brain Gym or Energizer.

This is a quick 5 minute activity during which the students get to know each other and the
instructor. It is intended to “break the ice” or make students warm to each other. This is
particularly useful in classes where they will have to talk about controversial or personal
issues and they need to feel comfortable with each other. These activities build trust, a
sense of fun, and help students get to know each other. There are many types of
icebreakers e.g.name games, people bingo, inner and outer circle. Ideally you can link
the warmer to the topic of the lesson: for example, a language teacher could use a warmer
to practice the vocabulary that was taught in the previous lesson.

Games
Games are a useful way of reviewing material. You can take a range of games and adapt
them to the material you have taught the students. Bingo is a game which can be used
for reviewing material. You give the students a card with definitions, information on it.
Then, in a basket, you have a selection of terms, ideas, theories, and concepts written on
little cards. You pull out a card one at a time, and the students have to match the term to
the information on their card. Once they fill the card or a line, they yell bingo. It takes a
lot of preparation, but can be used again and again.

Group quiz competition is another where you divide the students into groups, and give
the entire class a quiz. As a group they have to come up with the answers, and they can
use their books. The group that gets the most correct questions wins. Board games can
often be adapted to your course material, and are a great way of helping weak students –
you can let them play the game in their own time. Some of you might even want to
design an instructional computer game.

Competitions
This is particularly good for subjects involving problem solving. You create a
competitive situation, in which the students have to complete a task, while competing
against their peers. For example, posing a particularly difficult maths or physics problem
for the class to solve, and seeing who can be the first to answer it correctly. It could also
be a debate, a speech contest, a research competition, or a problem solving contest.
These are activities that encourage the students to think and understand.