The document discusses active learning techniques that engage students in higher-order thinking. It defines active learning as involving students in activities like discussion, problem-solving, and group work that get them interacting with lecture material rather than passively listening. Active learning is based on the assumptions that learning is active and different people learn differently. Examples of active techniques provided include think-pair-share, debates, and analyzing case studies. The document recommends breaking up lectures with these activities to maintain attention and encourage deeper learning.

1. BHC Professional Training & Development
November 19, 2010

2.  Active learning refers to techniques where
students do more than simply listen to a
lecture. Students are DOING something
including discovering, processing, and
applying information.

3.  Active learning refers to the idea that
students are actively engaged in the learning
process, rather than passively absorbing
lectures.
 Active learning involves discussion, problem
solving, presentations, group work such as
buzz groups, brainstorming, role plays,
debates—anything that gets students
interacting with each other and engaging with
the lecture material.

4.  Active learning "derives from two basic
assumptions: (1) that learning is by nature an
active endeavor and (2) that different people
learn in different ways“
 The assumption is that applied and
participative methods are more likely to
encourage deeper processes of learning.

5.  The elements of active learning are talking
and listening, writing, reading, and reflecting.
 “Students are involved in more than listening, less emphasis is placed on
transmitting information and more on developing students' skills,
students are involved in higher-order thinking (analysis, synthesis,
evaluation), students are engaged in activities (e.g., reading discussing,
writing), and greater emphasis is placed on students' exploration of their
own attitudes and values.”

6.  Develop communicative skills
 Develop collaboration skills
 Encourage students to take responsibility for
their own learning.
 Practice creating shared meaning.

7.  A surface approach to learning tends to be
characterized by rote learning and
regurgitation of information in a mechanical
manner in order to pass an assessment
exercise. Learning in this manner tends to be
motivated by a concern to pass a course or a
fear of failure.

8.  A deep approach to learning is characterized
by a genuine interest in the subject, which
motivates students to digest, ponder and
interpret information, and crucially to make
integrative links with what they already know
and what they are learning in other areas.
 Active learning methods are more likely to
encourage this.

9.  There may be some resistance to active
learning by students who are accustomed to
lectures, students who prefer passive
learning, or students in large classes (who
don't expect it). Thus, you need to prepare
students.

10.  Respondents consistently highlighted three aspects
that defined teaching excellence in lectures:
◦ A high degree of student participation and interaction;
◦ A clear structure which enabled students to identify key
points and make integrative links with other areas of the
course;
◦ The passion and enthusiasm of the lecturer, and the degree
to which she/he can bring a subject to life.
 Staff and students all agreed that the best kind of
lecture was a participative one, where the emphasis
was on active rather than passive learning.

11.  A good lecture was felt to include regular
breaks for discussion and group activities,
such as buzz groups, brainstorming, debates,
role playing, plenary sessions, problem
solving, presentation work—anything that got
students involved and thinking for
themselves.

12.  Students also liked to be given encouraging
feedback on their thoughts and reflections,
which in turn helped to stimulate their desire
to learn more and communicate their ideas
more effectively.

13.  Breaking the lecture up with activities was
also considered a good way of avoiding the
decline in attention levels that tends to
develop as the lecture proceeds.
 Recommended that lectures do not exceed
twenty minutes.

14.  Think-Pair-Share
 Collaborative learning groups
 Student-led review sessions
 Games
 Analysis or reactions to videos
 Student debates
 Student generated exam questions
 Mini-research proposals or projects; a class research
symposium
 Analyze case studies
 Keeping journals or logs
 Write and produce a newsletter
 Concept mapping

15.  What successful active learning techniques
have you used in your own classes, or
would you like to try? (three minutes)
 Turn to the person next to you. Discuss
your answers (five minutes).
 Share with the group

16.  Get into groups of 4-5.
 Please discuss the following in relation to the
reading material:
◦ What would you like to ask others in your group about
that is related to active learning?
◦ What did you find useful in either of the articles?
◦ What did you disagree with in the articles?
◦ Are you using any of the techniques mentioned in the
articles? How?
◦ Are there other active learning techniques that the
articles didn’t mention that you are using?
 After, work with whole class. Ask questions
and learners in group answers them.

17.  What other questions about classroom
management or instruction would you like to
discuss.
 Any recommendations?

18. BHC Professional Training & Development
November 19, 2010