ACTIVE LEARNING IN THE
MIDDLE GRADES CLASSROOM
Susan Edwards
Augusta University
This We Believe
Association for Middle Level Education
• Students and teachers are engaged in active, purposeful
learning (NMSA, 2010, p. 14).
Three Dimensions of Active Learning
Intellectually
Active
Learning
Socially
Active
Learning
Physically
Active
Learning
(Edwards, 2015)
Goes without Saying…
• All of this must be purposeful.
• Our goal isn’t fun…although fun is okay
• Our goal isn’t movement for movement’s sake
• Our goal isn’t just getting kids to talk
• Our goal is active, purposeful learning.
Intellectually Active Learning
Passive Learning
• Students passively receive
information from their teacher.
• Emphasis is on factual learning.
• Teacher is the source of
knowledge of the content.
• Students are viewed as empty
vessels and a transmission
approach is used to deliver and
recall knowledge.
Active Learning
Intellectually
Active
Learning
Socially
Active
Learning
Physically
Active
Learning
• Students are actively engaged in
constructing their learning.
• Emphasis is on problem-solving,
application, and critical thinking
• Teacher is a source of discipline
expertise but also a facilitator of
learning.
• Students are empowered to seek
out new knowledge and apply
that knowledge in new contexts.
Intellectually
Active
Learning
Chain Note
Socially
Active
Learning
Physically
Active
Learning
• Start with a sheet of paper for each row/group in the class
with a question at the top of the page.
• 1st student in the row answers the question.
• Next student has to add something different.
• Next student adds something different, etc.
• (Angelo & Cross, 1993)
Chain Note #1
Represent the line that goes through the coordinates (0, 1) and (2, 3) in 3 different ways.
The first person draws the graph, the second person makes a table of at least 5
coordinates, the third person writes the equation, and the fourth person records the slope
of the line.
Table
____X__________Y________
Equation
Slope
Depth and Complexity Model
• Over Time -Require them to look at relationships between past,
Intellectually
Active
Learning
Socially
Active
Learning
Physically
Active
Learning
•
present, and future
Points of View -Require them to write from multiple perspectives or
opposing viewpoints
Interdisciplinary Connections -Require them to discuss relationships
across disciplines
Trends -Require them to determine factors that influence events or patterns
Unanswered Questions -Require them to look at ambiguities or gaps of
information in a discipline
Big Ideas -Ask them to make generalizations and to distinguish principles
•
Conklin, W. (2012). Activities for a differentiated classroom. Huntington Beach, CA: Shell Education
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Social Studies Example
• Over Time –What ideas from the Magna Carta are still in use today?
Intellectually
Active
Learning
Socially
Active
Learning
Physically
Active
Learning
•
Explain why you think these ideas survived the test of time.
Points of View –Describe the perspective of the barons who wrote the Magna Carta.
What was their reason for drafting the document?
Interdisciplinary Connections –Write your own Magna Carta for our school,
addressing it to the principal.
Trends –Explain how the Magna Carta influenced the American colonists who wrote
the Declaration of Independence and the Constitution.
Unanswered Questions – How much power is too much power for someone in
leadership? How much power should “the people” have?
Big Ideas –Summarize the main idea of the Magna Carta in one sentence.
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Conklin, W. (2012). Activities for a differentiated classroom. Huntington Beach, CA: Shell Education
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Digital Storytelling
• Digital storytelling requires students to compose a
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product using a variety of media including pictures, text,
video, audio, and/or music.
Voki.com
Goanimate.com
moovly.com
Educreations
Animoto.com
Sock Puppets
Show Me
Intellectually
Active
Learning
Socially
Active
Learning
Physically
Active
Learning
Concept Maps and Graphic
Organizers
• Bubbl.us
• Inspiration
Intellectually
Active
Learning
Socially
Active
Learning
Physically
Active
Learning
Intellectually
Active
Learning
Socially Active Learning
Socially
Active
Learning
Physically
Active
Learning
• Young adolescents are peer-oriented…use
that to your advantage!
• Importance of social construction of
knowledge
• Democratic education
• Employer demands
Intellectually
Active
Learning
6-3-1
Socially
Active
Learning
Physically
Active
Learning
• Individually, write down the six most important concepts
from the reading.
• In groups of three, narrow down your 3 lists to the three
most important concepts from the reading.
• For whole class discussion, each group shares one idea
from their group list.
• (Edwards, 2014)
Numbered Heads Together
• Teams of four are established.
Intellectually
Active
Learning
Socially
Active
Learning
Physically
Active
Learning
• Each member is given numbers of 1, 2, 3, 4.
• Question is asked of the group. Groups work together to
answer the question so that all can verbally answer the
question.
• Instructor calls out a number (two) and each two is asked
to give the answer on behalf of the group.
• (Edwards, 2014)
Partner Up
• Interactive Lecture Strategy
• Partner A reviews everything that was said so far
• Partner B says what A did not say
Intellectually
Active
Learning
Socially
Active
Learning
Physically
Active
Learning
Quiz Bowl
• Teacher asks a question.
Intellectually
Active
Learning
Socially
Active
Learning
• 1st student to buzz in answers.
• If correct their team gets 1 point and a new, higher-level
question to discuss for 2 points.
• If incorrect the other team gets to steal.
Physically
Active
Learning
Intellectually
Active
Learning
Learning Stations
Red Group
Study IslandGenetics
Station 1Computers
Station 2Laptops
Blue Group
Study Island-Genetics
Create a brochure for
the disease you &
your partner selected
Create DNA molecules
with Twizzlers,
marshmallows &
toothpicks
Station 3Front Table
Station 4-
Green Group
DNA Activity Sheet
DNA Activity Sheet
Desks on Left Side
Station
5• Kimberly Till-Burke County Middle School
Desks in Back
Station 6Desks on Right Side
Punnett Square
puppy dog activity
Punnett Square
Review Sheet
Punnett Square Review
Sheet
Socially
Active
Learning
Physically
Active
Learning
Physically Active Learning
• Endocrine system is still in development
• Adrenaline surges cause an urge to move
Intellectually
Active
Learning
Socially
Active
Learning
• Metabolic system is still in development
• Periods of extreme restlessness to periods of extreme fatigue
• During puberty the last 3 vertebrae fuse to form the
tailbone
• Attention span is generally 10-15 minutes
• Physical activity increases blood flow, and therefore,
oxygen to the brain
Physically
Active
Learning
Scrambled Eggs
Intellectually
Active
Learning
• Write numbers on plastic Easter Eggs
• Cut up a worksheet, so that each question,
Socially
Active
Learning
Physically
Active
Learning
problem, or item is on a separate slip of paper.
• Place the items in the eggs so that the number of each
worksheet item is in the corresponding egg.
• Students work with partners and get 1 egg at a time, complete
the task, and keep going until they have completed all of the
items.
• Patra Griffitt from Harlem Middle School in Harlem, Georgia
Matching Plates
• Questions on ½ and answers on ½
• Vocabulary terms on ½ and definitions on ½
Intellectually
Active
Learning
Socially
Active
Learning
Physically
Active
Learning
• Math problems on ½ and solutions on ½
• Students find their match and stand back to back with
plate facing their chest.
• Student with the question reads their question for the rest
of the class to answer.
• Student with the answer turns their plate around to
confirm if the class is correct.
Language Arts Example
Trashketball
• Students answer a question or solve a
problem (either individually or with a partner).
• Teacher selects a student at random.
• If the student is correct, s/he gets to shoot.
Intellectually
Active
Learning
Socially
Active
Learning
Physically
Active
Learning
Classroom Baseball
• Designate spots around the room to be bases.
• The teacher asks a question, and if the batter
Intellectually
Active
Learning
Socially
Active
Learning
Physically
Active
Learning
answers it correctly, the batter moves to first base.
• As each batter gets a question correct, the players who
are already on base get to advance to the next base until
someone makes a run to score a point.
• To keep the game moving, allow only one strike per team.
Carousel
• Place posters with questions around the room.
Intellectually
Active
Learning
Socially
Active
Learning
• Each small group gets a different colored
marker.
• Each group rotates through the posters and makes a
different comment than the groups before them.
•
Spencer, J. (2008). Everyone's invited: Interactive strategies that engage young adolescents. Westerville, OH:
National Middle School Association.
Physically
Active
Learning
MANAGEMENT
STRATEGIES
Word on the Board
• Use Active Learning as Leverage
• Allows young adolescents wiggle room, but sets clear
parameters.
Too Noisy App
Toonoisyapp.com
Gotchas
• Reward for depth of thinking.
10-15 Minute Rule
• Change activities approximately every 10-15 minutes.
• Ex:
• Do part A of the activity.
• Everyone goes to their seats…whole class discussion.
• Do part B of the activity.
• Everyone goes to their seats…whole class discussion.
Have a Signal
Ease Into It
• If you are new to active learning…
Don’t try everything at once.
Start small and build on success.
Questions?
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References
Angelo, T.A., & Cross, K. P. (1993). Classroom assessment techniques: A
handbook for college teachers (2nd ed.). San Francisco, CA: JosseyBass.
Conklin, W. (2012). Activities for a differentiated classroom. Huntington
Beach, CA: Shell Education
Edwards, S. (2014). Getting Them to Talk: A Guide to Leading
Discussions in Middle Grades Classrooms. Westerville, OH: Association
for Middle Level Education.
Edwards, S. (2015). Active learning in the middle school classroom. The
Middle School Journal, 46(5), 26-32.
NMSA (2010). This we believe: Keys to educating young adolescents.
Westerville, OH: National Middle School Association.
• Pictures:
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http://schools.nyc.gov/documents/teachandlearn/project_basedFinal.pdf
http://www.hendersonschool.com/
http://www.actionforhealthykids.org/tools-for-schools/find-challenges/classroom-challenges/1251-active-learningopportunities
https://web.csulb.edu/colleges/cnsm/highlights/2012_12_13.html