Active Learning in the Sciences
ASSUMPTIONS of ACTIVE LEARNING
Derived from two basic assumptions
1. Learning is by nature an active endeavor
2. Different people learn in different ways
(Meyers & Jones, 1993)
Broader Assumptions for Active
Learning
Understanding is more than knowing facts.
Students construct understanding from experience.
Students build on their current understanding.
Effective learning requires students to take responsibility
for their own learning.
Knowledge transfer depends on how well students
understanding what they have learned.
ELEMENTS OF ACTIVE LEARNING
Talking and listening
Writing
Reading
Reflection
Characteristics of Active Learning
Less emphasis placed on “transmitting” information
Emphasis on developing students’ skills
Students involved in higher-order thinking
(analysis, synthesis, evaluation)
Students engaged in “activities”
Self exploration of student attitudes and values
TRAITS OF ACTIVE LEARNING
Students spend most of class time actively engaged (not just
listening)
Students regularly interact with their peers
Instructor is more of a facilitator, less of a conveyor of
knowledge (talking head)
Students receive immediate feedback on their work
Student takes responsibility (ownership) for their
knowledge
(Randall D. Knight)
ACTIVE LEARNING STRATEGIES
Individualized Processes
Bell Ringers
Worksheets
PBL
Homework
Student Reading
Tutoring
Next time questions
ACTIVE LEARNING STATEGIES
SMALL GROUP PROCESSES
Cooperative Learning
PBL
Computer Simulated labs
White Boarding
Socratic Dialoging
Work Stations
Concept Maps
Games
ACTIVE LEARNING STATEGIES
WHOLE GROUP PROCESSES
Peer Instruction
Think-Pair-Share
Socratic Dialoging
Discussions
Interactive Demonstrations
Problem of the Day
Case Studies
Student Summaries
Constructivism
Literal translation: With Theory Only, You Have Nothing