In order to facilitate learning, active learning techniques encourage students to become involved in the learning process and to participate in the classroom on a regular basis. Rather than simply sitting back in their seats and listening to the lecture, active learning involves them in the process, increasing their chances of remembering and applying what they’ve learned. Posing questions to the class, requiring students to work in groups and share information, and asking them to summarize what they’ve learned in a one-page written assignment or a daily journal are some of the most common active learning techniques.
Active learning techniques can be effective for students of all ages, from elementary school to university education, though the specifics will need to be modified depending on the age groups in the class and the topics being covered. Many lecturers will use these techniques right in class. Students must be engaged and actively taking notes when lecturing for a short period of time in class, then pausing to ask a few questions about what was just covered and randomly calling on students to answer them. Instructors have even more opportunities to use various types of active learning techniques after a lecture or presentation.
One of the theories behind active learning is that students should be encouraged to put what they’ve learned into their own words and apply it to their prior knowledge and critical thinking skills. As a result, instructors will frequently use cooperative learning as an active learning strategy, placing students in pairs or small groups, asking a question, and having them discuss and decide on an answer. This may lead to a class discussion in which all groups are required to participate, reinforcing the information they have just learned. Hands-on activities may be provided if possible.
Some active learning methods can be used on their own. On the first day of class, students may be given a surprise quiz based on the previous night’s assignment. They may be asked to keep a daily journal in which they reflect on what they’ve learned, or to write a one-page summary of the day’s lecture to be handed in at the end of class. Asking students to brainstorm or pose questions to themselves about what they find unclear is not only a great way to get students to really think about the material and read more carefully, but also to give the instructor clues about what he or she needs to cover more in-depth.