Partially anonymous or public responses might be submitted via Google docs, Zoom chat, or bCourses discussions.Īngelo and Cross, 1993 Handelsman et al., 2007 Rivard, 1994 Tanner, 2012 To maintain anonymity, instructors might solicit responses using Google Forms or a bCourses assignment or survey quiz. If the instructor would like students to be able to visually share their responses, there are a number of tools that could be leveraged. In a remote context, instructors might pose the quick writing prompt via a presented slide and/or in the chat and students may write in their own text document or by hand. If graded, points are typically awarded for completion/participation. Quick writes can be implemented at many points during a lecture, combined with small- or large-group discussion, and may be collected to inform future class sessions. The prompt might be a conceptual question, or metacognitive/reflective question, including asking students to identify the most important takeaway or a point of confusion. Instructor poses a prompt that students respond to in writing for ~5 minutes or less. Upon returning to the main room, students could use the raise hand function to share questions or confusions orally or type them via chat. (B) Join an opened breakout room with another student colleague to discuss and rework their notes in pairs, including identifying questions or confusions. Students may be welcomed to turn their cameras off while they do this individual work. (A) Take a couple of minutes to summarize in writing what they just learned and jot down any questions or confusions. During the pause, students may be asked to: (B) Turn to a neighbor and discuss and rework their notes in pairs, including identifying questions or confusions.Ī purposeful pause can look very similar in a remote context. Instructor pauses every ~15 minutes during lecture and asks students to: Synchronous Remote Implementation (e.g., via Zoom) Instructors might also explore these active learning designs as they consider opportunities for using each strategy. The strategies are roughly organized based on potential time-intensity for implementation. The table below outlines a variety of sample strategies with tips for both in-person and remote implementation in courses. These can range from brief interactions during lecture, activities that may take 10-20 minutes, to strategies that could span multiple class periods. There are many different active learning strategies that instructors might incorporate into their teaching. What are some strategies that I might try? Perhaps most notably, compared to traditional lecture alone, use of active learning approaches has been shown to increase student performance and decrease failure rates, particularly for students from underrepresented and excluded communities (Eddy & Hogan, 2014 Haak et al., 2011 Theobald et al., 2020). Active learning strategies provide valuable opportunities for students to develop disciplinary skills and expertise, including serving as sources of knowledge, formulating questions and articulating ideas, as well as fostering interactions with peers (Turpen & Finkelstein, 2009). These approaches stem from social constructivism, which emphasizes the importance of peer-to-peer interactions in learning (Vygotsky 1978).īeyond the theoretical underpinnings, many studies across disciplines have explored the benefits of active learning approaches in college classrooms (e.g., Freeman et al., 2014 Prince et al., 2004). Often, although not exclusively, active learning approaches also include collaborative and cooperative learning in small groups. Metacognition - thinking about one’s thinking - can also be an important element, helping students connect course activities to their learning (Brame, 2016).Īctive learning is rooted in constructivist learning theory, or the idea that students (humans!) learn by connecting new information and experiences to their prior knowledge and experiences, allowing them to build, or construct, new knowledge and understandings (Bransford et al., 1999). Active learning approaches promote skill development and higher order thinking through activities that might include reading, writing, and/or discussion. Active learning generally refers to any instructional method that engages students in the learning process beyond listening and passive note taking.
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