Download as PDF, PPTX
Active learning & classroom applications.pdf
- 1. Active Learning Active Learning andClassroom Applications and Classroom Applications and Classroom Applications and Classroom Applications By: By: Mekuria Mekuria M. ( M. (BSc BSc, , MSc MSc, BA, MA, , BA, MA, PDEdLA PDEdLA) ) February, 2024
- 2. Activity Activity Whatis your What is your expectation expectation from this training? from this training? Write your answer on the paper provided and keep it. Write your answer on the paper provided and keep it. What do you think should be observed as What do you think should be observed as ground ground rules rules during this training? during this training?
- 3. Punctuality Punctuality Warmparticipation Warm participation Respect the opinion of others Respect the opinion of others Limited discussion time ( Limited discussion time (1 to 3 minutes 1 to 3 minutes) )
- 4. Learning, learningtheories and learning styles Learning, learning theories and learning styles The concept of active learning The concept of active learning Active learning methods Active learning methods The teacher’s role in active learning The teacher’s role in active learning Activities to supplement lectures Activities to supplement lectures
- 5. By theend of this training, trainees will be able By the end of this training, trainees will be able to: to: Define the term learning. Define the term learning. Differentiate different learning theories and styles. Differentiate different learning theories and styles. Apply learning theories and styles effectively in the Apply learning theories and styles effectively in the classroom. classroom.
- 6. By theend of this training, trainees will be able By the end of this training, trainees will be able to: to: Define the term active learning. Define the term active learning. Explain the reasons why we use active learning Explain the reasons why we use active learning instead of passive learning. instead of passive learning. Distinguish surface learning from deep learning. Distinguish surface learning from deep learning.
- 7. By theend of this training, trainees will be able By the end of this training, trainees will be able to: to: Describe different active learning methods. Describe different active learning methods. Effectively apply a variety of active learning Effectively apply a variety of active learning methods in and out of the classroom. methods in and out of the classroom. Describe activities to supplement lectures. Describe activities to supplement lectures.
- 8. Mode oftraining delivery Mode of training delivery Interactive Interactive Practicable Practicable Bilingual Bilingual
- 9. The mind isnot a vessel The mind is not a vessel to be filled, but a fire to to be filled, but a fire to to be filled, but a fire to to be filled, but a fire to be kindled. be kindled. Plutarch
- 10. Activity Activity Whatis learning? What is learning? What are common What are common learning theories learning theories?What ?What differentiate them from one another? differentiate them from one another? Discuss in pairs and share your ideas with others. Discuss in pairs and share your ideas with others. ( (2 minute 2 minute) )
- 11. Learning isa Learning is a relatively relatively permanent permanent change in change in behavior due to behavior due to experience experience. . It is It is the acquisition of the acquisition of knowledge knowledge, , skills skills or or It is It is the acquisition of the acquisition of knowledge knowledge, , skills skills or or formation of formation of value value system through system through study study, , experience experience, or being , or being taught taught. . Learning is explained by different Learning is explained by different learning learning theories theories. .
- 12. What arelearning theories? What are learning theories? Theories of learning are ideas about the ways Theories of learning are ideas about the ways students students learn learn and and retain retain information. information. students students learn learn and and retain retain information. information. The theories provide different The theories provide different frameworks frameworks that teachers can use to that teachers can use to adapt adapt to students’ to students’ diverse diverse learning styles and academic needs. learning styles and academic needs.
- 13. 1) 1) Behaviorallearning theory Behavioral learning theory Emphasizes Emphasizes observable observable changes in behavior changes in behavior that result from that result from stimulus stimulus- -response response. . that result from that result from stimulus stimulus- -response response. . Here, Here, motivation motivation and and rewards rewards are important are important components of learning. components of learning.
- 14. 1) 1) Behaviorallearning theory… Behavioral learning theory… According to Pavlov's classical conditioning According to Pavlov's classical conditioning of association and Skinner's operant of association and Skinner's operant of association and Skinner's operant of association and Skinner's operant conditioning of conditioning of positive positive and and negative negative reinforcement reinforcement, learning is determined by the , learning is determined by the external environment (stimulus external environment (stimulus- -response). response).
- 15. 1) 1) Behaviorallearning theory… Behavioral learning theory… In education, In education, positive reinforcement positive reinforcement is is a type a type of of behavior management behavior management that focuses on that focuses on rewarding rewarding what students do well. what students do well. Examples Examples of positive reinforcement in the of positive reinforcement in the classroom: classroom: Verbal praise, applause, prize box, stickers, Verbal praise, applause, prize box, stickers, positive note, etc positive note, etc
- 16. 1) 1) Behaviorallearning theory… Behavioral learning theory… Negative reinforcement Negative reinforcement is taking away an is taking away an unwanted stimulus in order to encourage good unwanted stimulus in order to encourage good behavior. behavior. behavior. behavior. For example, For example, A teacher reduces some or all homework for students A teacher reduces some or all homework for students who hand in their homework on time. who hand in their homework on time. Removing the code of silence in the classroom once Removing the code of silence in the classroom once everyone completes their tasks everyone completes their tasks
- 17. 1 1) Behaviorallearning theory… ) Behavioral learning theory… Activity Activity Give a few Give a few examples examples of of positive positive and and negative negative Give a few Give a few examples examples of of positive positive and and negative negative reinforcement that you have previously used in reinforcement that you have previously used in your classroom. ( your classroom. (1 minute 1 minute) )
- 18. 2) Cognitivelearning theory 2) Cognitive learning theory Cognitive learning is a learning process that Cognitive learning is a learning process that results from the results from the effective effective use use and and application application of brain of brain. . The theory assumes that students learn The theory assumes that students learn better when they use their own better when they use their own thinking skills thinking skills rather than being taught facts and rather than being taught facts and procedures. procedures.
- 19. 2) Cognitivelearning theory… 2) Cognitive learning theory… Cognitivists Cognitivists focus on focus on cognitive development or cognitive development or cognitive processes involving cognitive processes involving internal mental internal mental cognitive processes involving cognitive processes involving internal mental internal mental processes processes. . When students receive When students receive thought thought- -provoking provoking questions, it guides their brains to look deeper questions, it guides their brains to look deeper into their present knowledge to find solutions. into their present knowledge to find solutions.
- 20. 2) Cognitivelearning theory …. 2) Cognitive learning theory …. Cognitive learning in the classroom: Cognitive learning in the classroom: Giving students Giving students hands hands- -on problems on problems Giving students Giving students hands hands- -on problems on problems Asking them to Asking them to demonstrate demonstrate a concept a concept Interactive discussions Interactive discussions about what being taught about what being taught Helping students explore and understand how Helping students explore and understand how ideas are ideas are connected connected Encouraging Encouraging problem problem- -solving solving in the classroom in the classroom
- 21. 2 2) Cognitivelearning theory …. ) Cognitive learning theory …. For example: For example: አንድ አንድ ቁጥር ቁጥር ይያዙ ይያዙ፡፡ ፡፡ የያዙትን የያዙትን ቁጥር ቁጥር በ በ2 2 ይጠፉት ይጠፉት፡፡ ፡፡ ያጠፉት ያጠፉት ላይ ላይ 60 60 ይጨምሩ ይጨምሩ፡፡ ፡፡ ጨምረው ጨምረው ያገኙትን ያገኙትን ለ ለ2 2 ያካፋሉት ያካፋሉት፡፡ ፡፡ አካፍለው አካፍለው ካገኙት ካገኙት ውጤት ውጤት ላይ ላይ መጀመሪያ መጀመሪያ የያዙትን የያዙትን ቁጥር ቁጥር ይቀንሱ ይቀንሱ፡፡ ፡፡ ቀሪው ቀሪው ነው ነው፡፡ ፡፡
- 22. 2) Cognitivelearning theory …. 2) Cognitive learning theory …. Activity Activity How have you implemented cognitive How have you implemented cognitive How have you implemented cognitive How have you implemented cognitive learning theory in your classroom? Share your learning theory in your classroom? Share your experience with others.( experience with others.(1 minute 1 minute) )
- 23. 3) Constructivistlearning theory 3) Constructivist learning theory Constructivism is the theory that says learns Constructivism is the theory that says learns construct construct knowledge knowledge than just passively than just passively construct construct knowledge knowledge than just passively than just passively receive or copy input from teachers or receive or copy input from teachers or textbooks. textbooks. Knowledge Knowledge is constructed from is constructed from experience experience.
- 24. 3) Constructivistlearning theory… 3) Constructivist learning theory… Constructivism includes Constructivism includes advanced skills advanced skills such such as critical thinking, analysis, evaluation and as critical thinking, analysis, evaluation and as critical thinking, analysis, evaluation and as critical thinking, analysis, evaluation and creativity (Bloom’sTaxonomy) . creativity (Bloom’sTaxonomy) .
- 25. 3) Constructivistlearning theory… 3) Constructivist learning theory… Applying constructivism in the classroom Applying constructivism in the classroom Utilize prior knowledge and practice skills. Utilize prior knowledge and practice skills. Utilize prior knowledge and practice skills. Utilize prior knowledge and practice skills. Create collaborative learning environment. Create collaborative learning environment. Allows pairs of students to teach each other. Allows pairs of students to teach each other. Evaluate how learning relates to the objectives. Evaluate how learning relates to the objectives. In general, use In general, use active learning methods active learning methods. .
- 26. Activity Activity Whatis a learning style? What is a learning style? What types of learning styles are there? What types of learning styles are there? What types of learning styles are there? What types of learning styles are there? Discuss and share your ideas. ( Discuss and share your ideas. (1 minute 1 minute) )
- 27. What isa learning style? What is a learning style? A A learning style learning style is a student’s preferred method is a student’s preferred method of acquiring information. of acquiring information. of acquiring information. of acquiring information. It is a style of learning in which a student It is a style of learning in which a student perceives, conceptualizes, organizes and recalls perceives, conceptualizes, organizes and recalls information. information.
- 28. Types oflearning styles Types of learning styles There are 4 predominant learning styles There are 4 predominant learning styles (Fleming, 2014) (Fleming, 2014) (Fleming, 2014) (Fleming, 2014) Auditory learning Auditory learning Visual learning Visual learning Reading/writing learning Reading/writing learning Kinesthetic/tactile learning Kinesthetic/tactile learning
- 29. Auditory learners Auditorylearners Auditory learners learn through Auditory learners learn through listening listening or or through through verbal communication verbal communication. . through through verbal communication verbal communication. . Group discussion, work in groups, question and Group discussion, work in groups, question and answer, reward class participation and read answer, reward class participation and read aloud are aloud are strategies strategies for these learners. for these learners.
- 30. Visual learners Visuallearners Visual learning is the assimilation of information Visual learning is the assimilation of information from from visual visual formats. formats. from from visual visual formats. formats. Learners understand information better in the Learners understand information better in the classroom when they classroom when they see see it. it. These learners are easily distracted in lecture with These learners are easily distracted in lecture with no no visual aids. visual aids.
- 31. Visual learners… Visuallearners… Strategies to support visual learners in the classroom Strategies to support visual learners in the classroom Use visual aids Use visual aids: such as PowerPoint slides, diagrams, : such as PowerPoint slides, diagrams, flowcharts, video, graphs, concept maps, highlight flowcharts, video, graphs, concept maps, highlight flowcharts, video, graphs, concept maps, highlight flowcharts, video, graphs, concept maps, highlight key words, games, demonstrations, and flash cards key words, games, demonstrations, and flash cards Avoid Avoid activities that rely on rote activities that rely on rote memorization memorization Group Group visual learners together for collaborative visual learners together for collaborative learning activities. learning activities.
- 32. Reading/writing learners Reading/writing learners Reading/writing learners learn through Reading/writing learners learn through reading and writing reading and writing the information. the information.
- 33. Reading/writing learners… Reading/writing learners … Strategies for reading/writing learners Strategies for reading/writing learners Read/write notes everyday, write Read/write notes everyday, write ideas in ideas in other words, organize diagrams/graphs into other words, organize diagrams/graphs into statements, turn reactions and actions statements, turn reactions and actions charts into words, etc charts into words, etc
- 34. Reading/writing learners… Reading/writing learners … Strategies for reading/writing learners… Strategies for reading/writing learners… Set aside time for groups to read and Set aside time for groups to read and assign books to students to share their assign books to students to share their understanding with the class. understanding with the class.
- 35. Kinesthetic/tactile learning Kinesthetic/tactilelearning Kinesthetic/tactile Kinesthetic/tactile learners learners learn learn through through doing doing, , touching touching, , and and moving moving. . doing doing, , touching touching, , and and moving moving. . They They learn learn through through active active exploration exploration of of the the world, world, science science projects, projects, experiments, experiments, role role play play etc etc. .
- 36. Kinesthetic/tactile learning… Kinesthetic/tactilelearning… They They prefer prefer practical practical learning learning over over theoretical theoretical concepts concepts. . concepts concepts. . They They favor favor active active participation participation over over passive passive observation observation. .
- 37. Kinesthetic/tactile learning… Kinesthetic/tactilelearning… Strategies Strategies for for kinesthetic/tactile kinesthetic/tactile learning learning in in the the classroom classroom Allow Allow for for movement movement (to (to stand, stand, to to jump jump in in place, place, offer offer quick quick breaks) breaks) Move Move the the classroom classroom outside outside Include Include practical practical components components (modeling (modeling clays, clays, puzzles, puzzles, maps maps and and crafts) crafts)
- 38. Kinesthetic/tactile learning… Kinesthetic/tactilelearning… Strategies Strategies for for kinesthetic/tactile kinesthetic/tactile learning learning in in the the classroom classroom… … classroom classroom… … Encourage Encourage active active note note- -taking taking Encourage Encourage students students to to use use colored colored pencils, pencils, pens, pens, markers markers and and highlighters highlighters. . You You may may put put different different information information around around the the room room and and ask ask students students to to move move
- 39. Kinesthetic/tactile learning… Kinesthetic/tactilelearning… Strategies Strategies for for kinesthetic/tactile kinesthetic/tactile learning learning in in the the classroom classroom… … classroom classroom… … Incorporate different activities Hands Hands- -on on projects, projects, demonstrations, demonstrations, etc etc
- 40. Passive learning: Passive learning: Teacher Teacher- -centered centered Teacher is talking Teacher is talking Active learning: Active learning: Student Student- -centered centered Students are talking Students are talking Teacher is talking Teacher is talking Students receive Students receive knowledge knowledge Surface learning Surface learning Students are talking Students are talking Students construct Students construct knowledge knowledge Deep learning Deep learning
- 41. Activity Activity Whatis surface learning and deep learning? What is surface learning and deep learning? What is the difference between the two? What is the difference between the two? What is the difference between the two? What is the difference between the two? Discuss and share your opinions ( Discuss and share your opinions ( 1 minute 1 minute) )
- 42. Surface learning Surfacelearning Surface learning is the more Surface learning is the more factual factual information or information or surface surface knowledge that is knowledge that is information or information or surface surface knowledge that is knowledge that is often a prerequisite for deep learning. often a prerequisite for deep learning. Learning based on fact memorization and Learning based on fact memorization and lower lower level cognitive abilities level cognitive abilities- - remembering, remembering, understanding understanding
- 43. Surface learning… Surfacelearning… Short Short- -term retention of contents term retention of contents Focus on coverage rather than depth Focus on coverage rather than depth Focus on coverage rather than depth Focus on coverage rather than depth Accepts information and ideas passively Accepts information and ideas passively Memorization of unlinked facts Memorization of unlinked facts Employ an anxiety provoking assessment system Employ an anxiety provoking assessment system
- 44. Deep learning Deeplearning Deep learning is the process by which Deep learning is the process by which students gain a students gain a broader broader and and deeper deeper students gain a students gain a broader broader and and deeper deeper understanding of concepts and practices. understanding of concepts and practices. It is the way students find out different It is the way students find out different solutions by their own with little guide. solutions by their own with little guide.
- 45. Deep learning… Deeplearning… In deep learning, the biggest effect on students In deep learning, the biggest effect on students learning occur when learning occur when teachers become learners teachers become learners of of learning occur when learning occur when teachers become learners teachers become learners of of their own teaching and when their own teaching and when students become students become their own teachers their own teachers. . Learning that involves Learning that involves higher higher- -order thinking order thinking— — applying, analyzing, evaluating, and creating. applying, analyzing, evaluating, and creating.
- 46. Deep learning… Deep learning … Leads to long term Leads to long term- -retention retention Critical analysis of new ideas Critical analysis of new ideas Critical analysis of new ideas Critical analysis of new ideas Links previous knowledge to new one Links previous knowledge to new one Encourage interaction with others Encourage interaction with others Integrate ideas using organized principles Integrate ideas using organized principles Promotes understanding and application for life Promotes understanding and application for life
- 48. Activity Activity Whatis active learning? What is active learning? When do teachers do active learning in the When do teachers do active learning in the classroom?When not? classroom?When not? Discuss and share your ideas ( Discuss and share your ideas (2 minute 2 minute) )
- 49. Active learningis instructional activities Active learning is instructional activities involving students in involving students in doing doing things things and and thinking thinking about what they are doing. about what they are doing. about what they are doing. about what they are doing. It is a process whereby It is a process whereby students engage in students engage in activities activities, such as reading, writing, discussion, or , such as reading, writing, discussion, or problem solving that promote problem solving that promote analysis analysis, , synthesis synthesis, and , and evaluation evaluation of class content. of class content.
- 50. Students do Studentsdo not not learn much just by sitting in learn much just by sitting in class listening to teachers class listening to teachers ( (lecture lecture), ), memorizing pre memorizing pre- -packed assignments, and packed assignments, and spitting out answers ( spitting out answers (passive learning passive learning). ).
- 51. But theymust But they must talk talk about what they are about what they are learning, learning, write write about it, about it, relate relate it to the past it to the past experiences, experiences, apply apply it their daily life ( it their daily life (active active learning learning). ).
- 52. Teacher is Teacheris doing doing active learning in the classroom active learning in the classroom when he/she: when he/she: asks a question, pose a problem, or issue some other asks a question, pose a problem, or issue some other type of challenge type of challenge type of challenge type of challenge tells students to work individually or in small groups to tells students to work individually or in small groups to come up with a response come up with a response gives students some time to do activities and stops them, gives students some time to do activities and stops them, and call on one or more individuals or groups to share and call on one or more individuals or groups to share their responses their responses
- 53. Teacher is Teacheris not not doing active learning when doing active learning when he/she: he/she: lectures lectures lectures lectures asks questions that the asks questions that the same few same few students students always always answer, or answer, or conducts discussions that engage only a conducts discussions that engage only a small small fraction fraction of the class of the class
- 54. Research provesthat active learning has Research proves that active learning has greater greater retention retention, , comprehension comprehension, , satisfaction satisfaction, and , and application application in learners than in learners than other non other non- -active methods. active methods.
- 55. Source Source: National : National traininglaboratory: training laboratory: Average student Average student retention rate retention rate training laboratory: training laboratory: Bethel, Maine Bethel, Maine
- 56. What What mistakes mistakesdo teachers make when they do teachers make when they implement active learning? implement active learning? Making Making exercise exercise too long ( too long (more than more than 3 3 minutes minutes) ) ▪ ▪ If you give students If you give students ten ten minutes to solve a problem, some minutes to solve a problem, some groups will finish in groups will finish in two two and waste and waste eight eight minutes of valuable minutes of valuable class time, while others will struggle for the class time, while others will struggle for the entire entire ten ten minutes, which is very frustrating and wastes class time. minutes, which is very frustrating and wastes class time.
- 57. What mistakes… What mistakes … Calling for Calling for volunteers volunteers to respond after every activity to respond after every activity ▪ ▪ If you always call volunteers, other students will If you always call volunteers, other students will ignore ignore ▪ ▪ If you always call volunteers, other students will If you always call volunteers, other students will ignore ignore doing doing the questions and start talking about other things the questions and start talking about other things (such as (such as soccer game soccer game). ). ▪ ▪ If students know that If students know that any any of them will be called upon for a of them will be called upon for a response in a minute or two, response in a minute or two, most or all most or all of them will do of them will do their best to be their best to be ready ready.
- 58. Activity Activity Whydoes active learning need to be implemented in Why does active learning need to be implemented in the classroom? the classroom? the classroom? the classroom? Discuss in pairs and share your ideas with others. ( Discuss in pairs and share your ideas with others. (1 1 minute minute) )
- 59. Research shows Researchshows Higher Higher student student achievement achievement and engagement and engagement are associated with instructional methods are associated with instructional methods are associated with instructional methods are associated with instructional methods involving active learning. involving active learning. No active learning No active learning – – 34% 34% failure rate failure rate Active learning Active learning – – 21% 21% failure rate failure rate 6% 6% better on examination ( better on examination (Freeman et. al. 2014 Freeman et. al. 2014) )
- 60. Research shows… Researchshows… Learning is more Learning is more durable durable and and lasting lasting when when students are cognitively students are cognitively engaged engaged in the process. in the process. students are cognitively students are cognitively engaged engaged in the process. in the process.
- 61. After 2 weeks, After2 weeks, we tend to we tend to remember … remember …
- 63. Learning ismore effective when students are Learning is more effective when students are guided to construct meaningful connections guided to construct meaningful connections between ideas ( between ideas (constructivist learning theory constructivist learning theory). ).
- 64. Think aboutBloom’sTaxonomy Think about Bloom’sTaxonomy
- 65. Activity Activity Whatis active learning methods? What is active learning methods? Name some common active learning methods Name some common active learning methods and describe their application in the classroom. and describe their application in the classroom. Discuss as a group and share your ideas. ( Discuss as a group and share your ideas. (2 minutes 2 minutes) )
- 66. Active learningmethods Active learning methods require students to require students to participate in their learning by thinking, participate in their learning by thinking, discussing, investigating, and creating. discussing, investigating, and creating.
- 67. In theclassroom, students practice skills, In the classroom, students practice skills, solve problems, struggle with complex solve problems, struggle with complex questions, make decisions, propose solutions, questions, make decisions, propose solutions, and explain ideas in their and explain ideas in their own own words words through through writing and discussion. writing and discussion.
- 68. Think Think- -Pair Pair- -Share (TPS) Share(TPS) Activity Activity Have you ever heard the term Have you ever heard the termThink Think- -Pair Pair- -Share Share Have you ever heard the term Have you ever heard the termThink Think- -Pair Pair- -Share Share before? before? How do we implement it as an active learning How do we implement it as an active learning method? method? Discuss in pairs and share your ideas. ( Discuss in pairs and share your ideas. (1 minute 1 minute) )
- 69. Think Think- -Pair Pair- -Share … Share… The teacher gives students a question (topic), The teacher gives students a question (topic), the students the students think think independently about a topic, independently about a topic, the students the students think think independently about a topic, independently about a topic, discuss it with one or more discuss it with one or more pairs pairs and finally and finally share share the results with the entire class as part of the results with the entire class as part of a formal discussion. a formal discussion.
- 70.
- 71. Think Think- -Pair Pair- -Share… Share… Step1: Think Step 1: Think Teacher asks a specific question about a Teacher asks a specific question about a Teacher asks a specific question about a Teacher asks a specific question about a topic. topic. Students Students think think independently independently about the about the question that has been posed, forming question that has been posed, forming ideas their own and write them down. ideas their own and write them down.
- 72. Think Think- -Pair Pair- -Share… Share… Step Step2 2: Pair : Pair Students grouped in pairs to discuss Students grouped in pairs to discuss Students grouped in pairs to discuss Students grouped in pairs to discuss their thought. their thought. This step allows students to articulate This step allows students to articulate their ideas and to consider those of their ideas and to consider those of others. others.
- 73. Think Think- -Pair Pair- -Share… Share… Step3: Share Step 3: Share Students Students share share their thinking with the their thinking with the Students Students share share their thinking with the their thinking with the entire class. entire class. Teacher moderates the discussion and Teacher moderates the discussion and highlights important points. highlights important points.
- 74. Think Think- -Pair Pair- -Share … Share… Implementation strategies in the Implementation strategies in the classroom classroom classroom classroom DescribeTPS to students. DescribeTPS to students. Pose an open-ended question for students to answer and ask them to think to themselves for about a minute and write down their thoughts.
- 75. Think Think- -Pair Pair- -Share … Share… Implementation strategies… Implementation strategies… Ask them to turn to the person next to them Ask them to turn to the person next to them Ask them to turn to the person next to them Ask them to turn to the person next to them and and share their thought process/answer with each share their thought process/answer with each other. other. Prompt students to report out on “behalf” of their Prompt students to report out on “behalf” of their group to the entire class. group to the entire class.
- 76. Think Think- -Pair Pair- -Share … Share… For example For example, , Why is generosity important in society? (G Why is generosity important in society? (G- -8 8 Citizenship Citizenship- - P28) P28) Make a list of organic and inorganic compounds Make a list of organic and inorganic compounds and discuss their importance (G and discuss their importance (G- -8 GS, P39). 8 GS, P39).
- 77. Brainstorming Brainstorming Activity Activity Activity Activity What is brainstorming What is brainstorming? How can we apply it as an active learning method? How can we apply it as an active learning method? Think and discuss with the friend next to you ( Think and discuss with the friend next to you (1 1 minute) minute). .
- 78. Brainstorming… Brainstorming… Accordingto oxford dictionary: According to oxford dictionary: A spontaneous large A spontaneous large- -or small or small- -group group discussion discussion to to A spontaneous large A spontaneous large- -or small or small- -group group discussion discussion to to produce ideas and ways of solving problems. produce ideas and ways of solving problems. In the classroom, the teacher begin a brainstorming In the classroom, the teacher begin a brainstorming by asking a by asking a question question or a or a problem problem, or by , or by introducing a introducing a topic topic. .
- 79. Brainstorming… Brainstorming… Studentsthen freely Students then freely generate generate numerous numerous ideas ideas within a specified time limit and find a solutions. within a specified time limit and find a solutions. No No criticism criticism or or judgment judgment or or commentary commentary is is allowed. allowed.
- 80. Brainstorming… Brainstorming… Strategiesfor implementing brainstorming in the Strategies for implementing brainstorming in the classroom classroom The teacher starts brainstorming by asking a The teacher starts brainstorming by asking a question question or or introducing a subject introducing a subject topic topic Then students give their Then students give their ideas ideas to the teacher in a short to the teacher in a short statement with a set statement with a set time limit time limit. . The teacher The teacher records records students' ideas on the board or chart. students' ideas on the board or chart. The teacher removes bad ideas. The teacher removes bad ideas.
- 81. Brainstorming… Brainstorming… Forexample, For example, የአየር ንብረት በአኗኗር ላይ የሚያሳድረውን ተዕፅኖ ዘርዝሩ የአየር ንብረት በአኗኗር ላይ የሚያሳድረውን ተዕፅኖ ዘርዝሩ፡፡ ፡፡ ( (አካ አካ ሳይ ሳይ 2 2፣ ፣ 53 53) ) What is the commonly spread skin disease in What is the commonly spread skin disease in Ethiopia? (GS Ethiopia? (GS- -8 8, P , P80 80). ).
- 82. Demonstration Demonstration Activity Activity What is demonstration as a method of teaching? Why What is demonstration as a method of teaching? Why this method? this method? Think and discuss with the friend next to you ( Think and discuss with the friend next to you (1 1 minute) minute). .
- 83. Demonstration… Demonstration… Thedemonstration teaching method is a The demonstration teaching method is a method in which the teacher demonstrates how method in which the teacher demonstrates how to do something to the students. to do something to the students. This can be accomplished using This can be accomplished using actual actual objects, objects, models models, or , or photographs photographs. .
- 84. Demonstration… Demonstration… Implementationstrategies in the classroom Implementation strategies in the classroom Establishes clear Establishes clear learning objectives learning objectives, , Prepares the necessary Prepares the necessary materials materials and and equipment equipment, , Practices Practices the demonstration the demonstration
- 85. Demonstration… Demonstration… Briefly Brieflyintroduce introduce the topic, the topic, Encourage students to actively Encourage students to actively observe observe, take , take notes notes, , and and ask ask questions during the demonstration, questions during the demonstration, After the demonstration, the teacher asks students to After the demonstration, the teacher asks students to discuss discuss the observed results. the observed results.
- 86. Demonstration… Demonstration… Typesof Demonstratio Types of Demonstration n – – 3 types 3 types Pure demonstration Pure demonstration Pure demonstration Pure demonstration Purely Purely visual visual method of instruction method of instruction Demonstration with commentary Demonstration with commentary Harmonious blend of Harmonious blend of visual and verbal visual and verbal modes of instruction modes of instruction Participative demonstration Participative demonstration Allows students to attempt either to replicate all or parts of Allows students to attempt either to replicate all or parts of demonstrations demonstrations
- 87. Demonstration… Demonstration… Forexample For example, , ቋሚ ቋሚ (longitude) (longitude) እና አግዳሚ እና አግዳሚ (latitude) (latitude) መስመሮችን መስመሮችን በ በሁለት ሁለት ቋሚ ቋሚ (longitude) (longitude) እና አግዳሚ እና አግዳሚ (latitude) (latitude) መስመሮችን መስመሮችን በ በሁለት ሁለት ብርቱካኖች ብርቱካኖች ማሳየት ማሳየት ( (አካ አካ ሳይ ሳይ ክ ክ6 6 ገ ገ8 8) ) ስለ ስለ ዋህድ ዋህድ- -ዘር ድብልቆች ዘር ድብልቆች ( (homogeneous mixtures) homogeneous mixtures) እና እና ልይ ልይ- -ዘር ዘር ድብልቆች ድብልቆች ( (heterogeneous mixtures) heterogeneous mixtures) ምንነት ምንነት ማሳየት ማሳየት ( (አካ አካ ሳይ ሳይ ክ ክ6 6 ገ ገ49 49) ) ስለሟሚ ስለሟሚ እና እና ሟሚ ሟሚ ያልሆኑ ያልሆኑ ነገሮች ነገሮች በክፍል በክፍል ውስጥ ውስጥ ማሳየት ማሳየት፡፡ ፡፡
- 88. Learning cell Learningcell Activity Activity What is learning cell? What is learning cell? How can we implement it in the classroom? How can we implement it in the classroom? Discuss in pairs and share your ideas with others. Discuss in pairs and share your ideas with others. ( (1 minute 1 minute) )
- 89. Learning cell… Learningcell… Learning strategy for a Learning strategy for a pair pair of students of students to to learn together. learn together. A pair of students alternate asking and A pair of students alternate asking and answering questions on answering questions on commonly commonly read read materials materials
- 90. Learning cell… Learningcell… Implementation strategies in the classroom Implementation strategies in the classroom First, an First, an assignment assignment is chosen which needs to be is chosen which needs to be First, an First, an assignment assignment is chosen which needs to be is chosen which needs to be prepared by the students, prepared by the students, The students read the assignment and The students read the assignment and write down write down questions questions about the assignment, about the assignment, At the next class meeting, the teacher At the next class meeting, the teacher randomly randomly pairs pairs the the students, students,
- 91. Learning cell… Learningcell… From each pair, one student begins From each pair, one student begins asking asking one of one of their questions to the other, their questions to the other, their questions to the other, their questions to the other, The two students start discussing the question, The two students start discussing the question, The other student ask a question and they The other student ask a question and they alternate alternate accordingly. accordingly.
- 92. Learning cell… Learningcell… During this time, the During this time, the teacher teacher goes goes from pair to pair to give from pair to pair to give feedback feedback and and from pair to pair to give from pair to pair to give feedback feedback and and answering answering questions. questions. For example For example, , Differentiate between internal and external forces Differentiate between internal and external forces shaping the surface of the earth (SS, G shaping the surface of the earth (SS, G- -8, P1 8, P1- -12) 12)
- 93. Learning cell… Learningcell… During this time, the During this time, the teacher teacher goes goes from pair to pair to give from pair to pair to give feedback feedback and and from pair to pair to give from pair to pair to give feedback feedback and and answering answering questions. questions. For example For example, , Differentiate between internal and external forces Differentiate between internal and external forces shaping the surface of the earth (SS, G shaping the surface of the earth (SS, G- -8 8, P , P1 1- -12 12) )
- 94. Jigsaw discussion Jigsawdiscussion Jigsaw is a cooperative learning strategy that Jigsaw is a cooperative learning strategy that enables each student to become an enables each student to become an expert expert enables each student to become an enables each student to become an expert expert on a on a certain topic certain topic, through discussion with , through discussion with others of the same topic or unit, and then others of the same topic or unit, and then share their findings to their original “ share their findings to their original “home home group group”. ”.
- 95. Jigsaw discussion… Jigsaw discussion … Students divide into Students divide into smaller group smaller group and each and each member becomes an “ member becomes an “expert expert” in subtopic given ” in subtopic given member becomes an “ member becomes an “expert expert” in subtopic given ” in subtopic given to them. to them. Once they master specific subtopic, they meet Once they master specific subtopic, they meet with members from other home groups in class with members from other home groups in class who are experts in that same subtopic. who are experts in that same subtopic.
- 96. Jigsaw discussion… Jigsaw discussion … The experts return back to “home group” to The experts return back to “home group” to teach the findings to all members of the teach the findings to all members of the teach the findings to all members of the teach the findings to all members of the group. group.
- 97. Jigsaw discussion… Jigsaw discussion …
- 98. Jigsaw discussion… Jigsaw discussion … Implementation strategies in the classroom Implementation strategies in the classroom Group students heterogeneously into “home Group students heterogeneously into “home groups”. groups”. Divide the topic into segments (subtopics) as Divide the topic into segments (subtopics) as needed. needed.
- 99. Jigsaw discussion… Jigsaw discussion … Implementation strategies in the classroom… Implementation strategies in the classroom… Assign each student to learn one segment (subtopic). Assign each student to learn one segment (subtopic). Assign each student to learn one segment (subtopic). Assign each student to learn one segment (subtopic). ▪ ▪ For example For example, , ▪ ▪ Parts of plants and their benefits, Parts of plants and their benefits, ▪ ▪ Group Group 1 1: root and its benefit : root and its benefit ▪ ▪ Group Group 2 2: stem and its benefit : stem and its benefit ▪ ▪ Group Group 3 3: leaf and its benefit : leaf and its benefit ▪ ▪ Group Group 4 4: flower and its benefit : flower and its benefit
- 100. Jigsaw discussion… Jigsaw discussion … Implementation strategies in the classroom… Implementation strategies in the classroom… Give students time to read over their subtopic and Give students time to read over their subtopic and Give students time to read over their subtopic and Give students time to read over their subtopic and become familiar with it. become familiar with it. Create “ Create “expert groups expert groups” by having one student ” by having one student from each “ from each “home group home group” who are reading the ” who are reading the same subtopic. same subtopic.
- 101. Jigsaw discussion… Jigsaw discussion … Implementation strategies in the classroom… Implementation strategies in the classroom… Bring the students back into their “home groups” Bring the students back into their “home groups” to present their subtopic to the group. to present their subtopic to the group.
- 102. Jigsaw discussion… Jigsaw discussion … Implementation strategies in the classroom… Implementation strategies in the classroom… Teacher moves from group to group, facilitate the Teacher moves from group to group, facilitate the Teacher moves from group to group, facilitate the Teacher moves from group to group, facilitate the process. process. Each “home group” will share their findings with Each “home group” will share their findings with class. class. At the end of the session, give a quiz on the At the end of the session, give a quiz on the material. material.
- 103. Jigsaw discussion… Jigsaw discussion … For example For example, , የካርታ መፈለጊያ መተግበሪያንና ጎግል ኧርዝ የካርታ መፈለጊያ መተግበሪያንና ጎግል ኧርዝ ( (አካ አካ ሳይ ሳይ ክ ክ6 6 ገ ገ 21 21- -22 22) ) የካርታ መፈለጊያ መተግበሪያንና ጎግል ኧርዝ የካርታ መፈለጊያ መተግበሪያንና ጎግል ኧርዝ ( (አካ አካ ሳይ ሳይ ክ ክ6 6 ገ ገ 21 21- -22 22) ) One group will discuss One group will discuss ጎግል ካርታ ጎግል ካርታ ( (Google map), Google map), ጎግል ኧርዝ ጎግል ኧርዝ ( (Google earth), and Google earth), and ጂፒኤስ ጂፒኤስ ( (GPS) GPS) Tenses Tenses Present tense, present continuous tense, present perfect Present tense, present continuous tense, present perfect tense, past tense, past continuous tense, past perfect tense tense, past tense, past continuous tense, past perfect tense
- 104. Project Project- -based learning(PBL) based learning (PBL) Activity Activity What do we already know about project What do we already know about project- -based based What do we already know about project What do we already know about project- -based based learning? learning? How does it connect with real How does it connect with real- -life? life? Discuss in pair and share your ideas. ( Discuss in pair and share your ideas. (1 minute 1 minute) )
- 105. Project Project- -based learning(PBL)… based learning (PBL)… PBL PBL is an active learning approach in which is an active learning approach in which students actively explore students actively explore real real- -world world problems problems students actively explore students actively explore real real- -world world problems problems and challenges and acquire a and challenges and acquire a deeper deeper knowledge. knowledge. It It integrates the integrates the 21 21st st century skills: century skills: Communication Communication, , collaboration collaboration, , critical thinking critical thinking and and creativity creativity
- 106. Project Project- -based learning(PBL)… based learning (PBL)… Students work on a project over an extended Students work on a project over an extended period of time period of time – – from from a week a week up to up to a quarter a quarter – – period of time period of time – – from from a week a week up to up to a quarter a quarter – – that engage them in solving a real that engage them in solving a real- -world world problem or answering a complex questions. problem or answering a complex questions.
- 107. Project Project- -based learning(PBL)… based learning (PBL)… PBL activities can be done in the PBL activities can be done in the classroom classroom or or at at home home. . at at home home. . Parents provides support for their children. Parents provides support for their children. They can be done They can be done individually individually, in , in pairs pairs, or in , or in small groups small groups. .
- 108. Project Project- -based learning(PBL)… based learning (PBL)… Essential project design elements Essential project design elements 1 1) A challenging problem or question ) A challenging problem or question 1 1) A challenging problem or question ) A challenging problem or question The project is framed by a meaningful problem to The project is framed by a meaningful problem to be solved a question to answer, at the appropriate be solved a question to answer, at the appropriate level of challenge level of challenge
- 109. Project Project- -based learning(PBL)… based learning (PBL)… 2 2) Sustained inquiry ) Sustained inquiry Students engage in rigorous, extended process of Students engage in rigorous, extended process of Students engage in rigorous, extended process of Students engage in rigorous, extended process of poising questions, finding resources, and applying poising questions, finding resources, and applying information. information.
- 110. Project Project- -based learning(PBL)… based learning (PBL)… 3) Authenticity 3) Authenticity An authentic project involves An authentic project involves real real- -world context world context, , An authentic project involves An authentic project involves real real- -world context world context, , addresses addresses 21 21st st century skills century skills, and speaks to relevant , and speaks to relevant concerns, interests, and issues in the students’ concerns, interests, and issues in the students’ lives lives.
- 111. Project Project- -based learning(PBL)… based learning (PBL)… 4 4) Student voice and choice ) Student voice and choice Students make some decision about the project, Students make some decision about the project, Students make some decision about the project, Students make some decision about the project, including how they work and what they create and including how they work and what they create and express their own ideas in their own voice. express their own ideas in their own voice.
- 112. Project Project- -based learning(PBL)… based learning (PBL)… 5) Reflection 5) Reflection Students and teachers Students and teachers reflect reflect on the learning, the on the learning, the Students and teachers Students and teachers reflect reflect on the learning, the on the learning, the effectiveness of their project activities, the quality effectiveness of their project activities, the quality of student work, obstacle that arise and strategies of student work, obstacle that arise and strategies for overcoming them. for overcoming them.
- 113. Project Project- -based learning(PBL)… based learning (PBL)… 6) Critique and revision 6) Critique and revision Students give, receive, and apply Students give, receive, and apply feedback feedback to to Students give, receive, and apply Students give, receive, and apply feedback feedback to to improve their processes and products. improve their processes and products.
- 114. Project Project- -based learning(PBL)… based learning (PBL)… 7 7) Public products ) Public products Students make their project work Students make their project work public public by sharing by sharing Students make their project work Students make their project work public public by sharing by sharing it with and explaining or it with and explaining or presenting presenting it people it people beyond the classroom. beyond the classroom.
- 115. Project Project- -based learning(PBL)… based learning (PBL)… Teacher’s role: Teacher’s role: Works with students to Works with students to frame questions frame questions (may be (may be Works with students to Works with students to frame questions frame questions (may be (may be teacher uses brainstorming method) teacher uses brainstorming method) Structures Structures meaningful tasks meaningful tasks Coaches Coaches knowledge development and social skills knowledge development and social skills Assesses Assesses students’ learning students’ learning
- 116. Project Project- -based learning(PBL)… based learning (PBL)… Assessment of students Assessment of students Performance is assessed on an Performance is assessed on an individual individual basis basis, and , and Performance is assessed on an Performance is assessed on an individual individual basis basis, and , and takes into account the takes into account the quality quality of the of the product product produced, the produced, the depth depth of content understanding of content understanding demonstrated, and demonstrated, and contributions contributions made to the made to the ongoing project realization. ongoing project realization.
- 117. Project Project- -based learning(PBL)… based learning (PBL)… For examples For examples Students make a map of their school Students make a map of their school Students make a map of their school Students make a map of their school Students apply their geometry concepts to measure Students apply their geometry concepts to measure play ground of the school play ground of the school Allow students research and argue what caused Allow students research and argue what caused dinosaurs’ extinction, crafting visual display to dinosaurs’ extinction, crafting visual display to illustrate findings. illustrate findings.
- 118. Concept mapping Conceptmapping Activity Activity What is a concept mapping? What is a concept mapping? How can we apply in classroom? How can we apply in classroom? Discuss in pairs and forward your answers ( Discuss in pairs and forward your answers (1 1 minute minute) )
- 119. Concept mapping… Concept mapping … Concept map is a visual illustration displaying the Concept map is a visual illustration displaying the organization organization of concepts and outline the of concepts and outline the relationship relationship organization organization of concepts and outline the of concepts and outline the relationship relationship among or between these concepts. among or between these concepts. It a It allows students working together in groups a way of llows students working together in groups a way of illustrating the connections that exist between illustrating the connections that exist between terms terms or or concepts concepts covered in the lesson. covered in the lesson.
- 120. Concept mapping… Conceptmapping… Concept mapping help students Concept mapping help students manage manage concepts into sub concepts into sub- -concepts, concepts, synthesize synthesize information, information, see see a larger picture and a larger picture and develop develop higher higher- -order thinking skills and strategies. order thinking skills and strategies.
- 121. Matter Matter Pure substance Pure substanceMixture Mixture Example of concept mapping Example of concept mapping Element Element Compound Compound Homogeno Homogeno us us Heterogen Heterogen eous eous Solution Solution Suspension Suspension
- 122. Concept mapping… Conceptmapping…
- 123. Concept mapping… Conceptmapping… How to use concept mapping in the classroom How to use concept mapping in the classroom Identify and list the key concepts (using brainstorming) Identify and list the key concepts (using brainstorming) Identify and list the key concepts (using brainstorming) Identify and list the key concepts (using brainstorming) Group the concepts Group the concepts Organize the concepts into a hierarchy Organize the concepts into a hierarchy Connect the ideas Connect the ideas Revise the concept map as necessary Revise the concept map as necessary
- 124. Student Student- -generated questions generatedquestions Activity Activity What are student What are student- -generated questions as an active generated questions as an active What are student What are student- -generated questions as an active generated questions as an active learning method? learning method? How can we implement student How can we implement student- -generated questions generated questions in the classroom? in the classroom? Discuss as a group and share your ideas. ( Discuss as a group and share your ideas. (1 1 minute minute) )
- 125. Student Student- -generated questions… generated questions … Student Student- -generated questions are generated questions are questions that questions that students students write write before, during, or after engaging in a before, during, or after engaging in a students students write write before, during, or after engaging in a before, during, or after engaging in a lesson or reading a text. lesson or reading a text. Students use content from the lesson to generate Students use content from the lesson to generate questions for their questions for their peers peers to to answer answer, for their own , for their own study study purposes, and/or to purposes, and/or to inspire inspire future learning. future learning.
- 126. Student Student- -generated questions… generatedquestions… Student Student- -Generated Questions are Generated Questions are intended to intended to allow students to display a allow students to display a deeper deeper allow students to display a allow students to display a deeper deeper understanding understanding of the objectives and develop of the objectives and develop independent learners. independent learners. Asking students to create their own questions Asking students to create their own questions has a powerful impact on learning. has a powerful impact on learning.
- 127. Student Student- -generated questions… generatedquestions… The incorporation of student The incorporation of student- -generated generated The incorporation of student The incorporation of student- -generated generated questions into classroom questions into classroom Teach students how to ask good questions Teach students how to ask good questions Have students create their own test and quiz Have students create their own test and quiz questions ( questions (Velarde Velarde, , 2014 2014) )
- 128. Student Student- -generated questions… generatedquestions… The incorporation of student The incorporation of student- -generated generated The incorporation of student The incorporation of student- -generated generated questions into classroom… questions into classroom… Improve class Improve class- -wide discussions ( wide discussions (Teplitski Teplitski, , 2018 2018) ) Get at ‘driving questions’ Get at ‘driving questions’
- 129. Student Student- -generated questions… generatedquestions… Advantage Advantage ( (Aflalo Aflalo, 2021) , 2021) Advantage Advantage ( (Aflalo Aflalo, 2021) , 2021) reduction of test anxiety reduction of test anxiety productive group learning productive group learning students study the questions for the examination students study the questions for the examination
- 130. Role playing Roleplaying Activity Activity What is role playing? What is role playing? How can we use it as an active learning method? How can we use it as an active learning method? Discuss in pairs and share your answers. ( Discuss in pairs and share your answers. (1 1 minute) minute)
- 131. Role playing… Roleplaying… Role play is a discussion techniques that make it Role play is a discussion techniques that make it possible get maximum participation of a group possible get maximum participation of a group possible get maximum participation of a group possible get maximum participation of a group through through acting acting out. out. In role playing, students In role playing, students act act out characters in a out characters in a predefined “situations”. predefined “situations”.
- 132. Role playing… Roleplaying… Implementation strategies into classroom Implementation strategies into classroom Define the objective Define the objective Chose context and roles Chose context and roles Introducing the exercise Introducing the exercise Student preparation Student preparation The role The role- -play play Assessment Assessment
- 133. Learning byteaching/peer teaching Learning by teaching/peer teaching Tell me and I forget.Teach me and I Tell me and I forget.Teach me and I Tell me and I forget.Teach me and I Tell me and I forget.Teach me and I remember. Involve me and I learn. remember. Involve me and I learn. Benjamin Franklin Benjamin Franklin
- 134. Learning byteaching/peer teaching… Learning by teaching/peer teaching… Learning by teaching Learning by teaching is a method of teaching is a method of teaching in which in which students students are made to are made to learn material learn material and and prepare lessons prepare lessons to to teach teach it to the other it to the other students. students.
- 135. Learning byteaching/peer teaching Learning by teaching/peer teaching According to According to Mangope Mangope, 2014, peer teaching is the , 2014, peer teaching is the process by which a process by which a capable student teaches capable student teaches a skill a skill process by which a process by which a capable student teaches capable student teaches a skill a skill or concept to or concept to one one or or more more students in the students in the same same grade level with little preparation and under the grade level with little preparation and under the guidance guidance of the teacher ( of the teacher (Mangope Mangope, 2014). , 2014).
- 136. Learning byteaching/peer teaching… Learning by teaching/peer teaching… This helps students learn better their own topic This helps students learn better their own topic even better and sometimes students learn and even better and sometimes students learn and communicate better with their peers than their communicate better with their peers than their teachers. teachers.
- 137. Learning byteaching/peer teaching… Learning by teaching/peer teaching… Strategy Strategy Divide content into sections and assign sections Divide content into sections and assign sections to small groups for discussion to small groups for discussion
- 138. The One TheOne- -Minute paper Minute paper Activity Activity What is the One What is the One- -Minute Paper as an active learning Minute Paper as an active learning method? method? Discuss in pairs and give your answers. ( Discuss in pairs and give your answers. (1 minute 1 minute) )
- 139. The One TheOne- -Minute paper… Minute paper… It is It is a classroom a classroom assessment assessment technique and technique and active active learning strategy learning strategy that is used to collect student feedback that is used to collect student feedback learning strategy learning strategy that is used to collect student feedback that is used to collect student feedback and assess student learning about a topic. and assess student learning about a topic. Students are given Students are given 1 minute 1 minute (may be more) at the end of (may be more) at the end of class to jot down on paper some points from that day's class to jot down on paper some points from that day's class session. class session.
- 140. The One TheOne- -Minute paper… Minute paper… The teacher collects the papers and reads them in the office The teacher collects the papers and reads them in the office to understand what the students have learned, where there to understand what the students have learned, where there may be gaps in their knowledge, what teaching practice they may be gaps in their knowledge, what teaching practice they may be gaps in their knowledge, what teaching practice they may be gaps in their knowledge, what teaching practice they are responding to, etc. are responding to, etc. The one The one- -minute paper allows students an opportunity to minute paper allows students an opportunity to reflect on their learning ( reflect on their learning (write write- -to to- -learn activity learn activity) while also ) while also providing the teacher with providing the teacher with feedback feedback (formative assessment) (formative assessment) on student understanding. on student understanding.
- 141. The One TheOne- -Minute paper… Minute paper… The teacher may ask students to write: The teacher may ask students to write: What was the most useful idea discussed in today’s class? What was the most useful idea discussed in today’s class? In your own words, tell me what you understand about. In your own words, tell me what you understand about. Write down the three key things you learned in today's Write down the three key things you learned in today's class. class. What was the most confusing point in today's class? What was the most confusing point in today's class?
- 142. Other activelearning methods Other active learning methods Experimental methods Experimental methods Conducting experiments Conducting experiments Field trips Field trips Field trips Field trips Narratives Narratives Games Games Story telling Story telling Field observation Field observation Surveys Surveys
- 143. Activity Activity Whatis the most effective learning method?Why? What is the most effective learning method?Why? What is the most effective method of teaching? What is the most effective method of teaching? Which of the methods we’ve covered would you like Which of the methods we’ve covered would you like to try in your own classes? to try in your own classes? Discuss in group and share your ideas. ( Discuss in group and share your ideas. (2 minutes 2 minutes). ).
- 144. The mosteffective The most effective learning learning method is method is learning via a learning via a mixture mixture of delivery methods. In of delivery methods. In other words, other words, blended learning blended learning. . The most effective method of teaching is The most effective method of teaching is students teaching other students students teaching other students. .
- 145. In activelearning, the teacher moves from In active learning, the teacher moves from being the “ being the “sage on the stage sage on the stage” to the “ ” to the “guide guide on the side on the side”. ”. Teachers become facilitators, coaches, Teachers become facilitators, coaches, guides, source of information, experience and guides, source of information, experience and encouragement. encouragement.
- 146. “There were muchmore productive “There were much more productive ways of learning everything than ways of learning everything than ways of learning everything than ways of learning everything than sitting in lectures.” sitting in lectures.” Sal Khan Sal Khan
- 147. Activities tosupplement lectures Activities to supplement lectures Gapped lecture Gapped lecture Divide the lecture into small sections and give an Divide the lecture into small sections and give an Divide the lecture into small sections and give an Divide the lecture into small sections and give an activities for students to complete between each activities for students to complete between each section section Interactive lecture Interactive lecture Students respond to or ask questions during the Students respond to or ask questions during the lecture lecture
- 148. Activities tosupplement lectures… Activities to supplement lectures… Buzz group Buzz group Lecture 10 to 15 minutes and give students in Lecture 10 to 15 minutes and give students in Lecture 10 to 15 minutes and give students in Lecture 10 to 15 minutes and give students in pairs or small groups about pairs or small groups about 2 minutes 2 minutes to discuss to discuss what they learnt or do specific questions to what they learnt or do specific questions to discuss on the topic covered. discuss on the topic covered. Have students summarize main points Have students summarize main points
- 149. Activities tosupplement lectures… Activities to supplement lectures… Think Think- -pair pair- -share activities share activities Students work individually on an active learning Students work individually on an active learning Students work individually on an active learning Students work individually on an active learning assignment or formative assessment activity assignment or formative assessment activity They then compare their responses with a partner They then compare their responses with a partner and synthesize a joint solution, and then share and synthesize a joint solution, and then share with the entire class. with the entire class.
- 150. Activities tosupplement lectures… Activities to supplement lectures… Demonstrations Demonstrations Students predict the outcomes of a Students predict the outcomes of a Students predict the outcomes of a Students predict the outcomes of a demonstration. demonstration. After the demonstration, the teacher asks them After the demonstration, the teacher asks them to discuss the observed result and how it may to discuss the observed result and how it may have differed from their prediction. have differed from their prediction.
- 151. Activities tosupplement lectures… Activities to supplement lectures… Concept mapping Concept mapping Brainstorming Brainstorming Brainstorming Brainstorming Role playing Role playing Jigsaw discussion etc. Jigsaw discussion etc.
- 152. Felder, R.M., and Brent, R. (2009).An active learning:An Introduction. ASQ Higher Education Brief, 2(4): 2009. Bloom, B.S. (1956).Taxonomy of EducationalObjectives, Handbook:The Cognitive Domain. David McKay, NewYork Ordu, U.B (2021).The Role ofTeaching and LearningAids/Methods in a ChangingWorld. NewChallenges to Education: Lessons from Around the ChangingWorld. NewChallenges to Education: Lessons from Around the World, 9: 11-16. Weigel, F. K and Bonica, M. (2014).An Active LearningApproach to Bloom'sTaxonomy. Powell, R.A., Symbaluk, D.G., and Honey, P.L (2009). Introduction to Learning and Behavior. Wadsworth, Cengale Learning, 3rd Ed. Aflalo, E. (2021). Students generating questions as a way of learning. Active Learning in Higher Education 22(1):2021 Fleming, N.D. (2014).TheVARK modalities. vark-learn.com.
- 153. “Learning is notthe product of “Learning is not the product of teaching. Learning is the product teaching. Learning is the product of the activity of learners.” of the activity of learners.” John Holt John Holt
- 154. Active learningbegins with serious Active learning begins with serious planning planning that maximizes student activity and well that maximizes student activity and well- - organized organized lesson notes lesson notes. . organized organized lesson notes lesson notes. . Plan Plan proactively and proactively and implement implement as per your as per your plan. plan.
- 155. Thank you somuch for Thank you so much for your attention and time! your attention and time! your attention and time! your attention and time!