This document discusses active learning and classroom strategies. It defines active learning as an approach to teaching that engages students via specific activities that involve talking, writing, reflecting and expressing their thinking. Active learning strategies must involve carefully designed activities that go beyond listening and note-taking. They should be explicitly based on learning theories and evaluated through research. Some evidence shows that improving lecture fluency does not necessarily lead to better learning, so identifying effective strategies is important. Active learning has been shown to improve student performance and engagement through problem-solving, eliciting student ideas, collaborative work, and rapid feedback. Common strategies mentioned are think-pair-share and peer instruction.

1. ACTIVE LEARNING AND
CLASSROOM STRATEGIES
- By Dr. Kiran Kakade
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This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.
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2. WHAT IS ACTIVE LEARNING?
Approach to teaching and learning whose
goal is to engage students with the content
via specific activities that get students to talk,
write, reflect and express their thinking.
 There are several instructional strategies that can come
under active learning.
 Many informal strategies may have the same goal, but to
be termed as active learning, they need to meet the
following requirements.
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4. REQUIREMENTS OF ACTIVE LEARNING STRATEGIES:
Instructor creates carefully designed activities that
require students to talk, write, reflect and express
their thinking.
Students go beyond listening, copying of notes,
execution of prescribed procedures.
Explicitly based on theories of learning.
Evaluated repeatedly through empirical research.
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5. INTRODUCTION
 WHY, WHAT and HOW of active learning
 Active learning strategies lead to student-centered
teaching where students go beyond just listening
and taking notes
 Students get actively engaged with the content
being taught in the class
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6. ACTIVE LEARNING : WHY?
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SOME EVIDENCE FOR NEED FOR ACTIVE
LEARNING
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• Experiment: 2 video lectures, same content and instructor.
-Fluent mode: speaks fluently, no notes, upright, eye-contact.
-Disfluent: speaks haltingly, often sees notes, “poor” body
language.
• Measurement: How much learning? Measured by a post-test.
- Predicted: fluent > disfluent
- Finding: fluent = disfluent
Implication:
Improving the fluency of lectures
does not necessarily imply better
learning. So we need to focus on
identifying what does lead to better
learning.
doi: 10.3758/s13423-013-0442-z

10. ACTIVE LEARNING : WHY?
EMPIRICAL DATA
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Students engage in problem-solving activities during class
time.
Specific student ideas are elicited and addressed.
Students are asked to “figure things out for themselves.”
Students are asked to express their reasoning explicitly.
Students work collaboratively.
Students receive rapid feedback on their work.
Qualitative reasoning and conceptual thinking are
emphasized.
FEATURES OF ACTIVE LEARNING
STRATEGIES
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12. WHAT ARE SOME ACTIVE LEARNING STRATEGIES?
 Think-Pair-Share
[Frank Lyman, University of Maryland, early 1980s]
 Peer-Instruction
[Eric Mazur, Harvard University, early 1990s]
 Many others:
 Debates, Role-play, Jigsaw, problem-based learning, productive
failure.
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13. THANK YOU
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