Take a moment and think of something challenging that you do well. Now, reflect on how you learn how to do it. Did you read about how to do it? Listen to someone explain how to do it. Watch someone else do it? Try to do it yourself, perhaps multiple times. Or did you work with someone to get their feedback?
We ran this poll in our workshop, allowing folks to select multiple options if it applied to them. Many respondents selected “trying to do it myself, perhaps multiple times,” and the ah-ha moment for many. Professor Eric Mazur from Harvard shared this similar poll question in his lecture and the quote, “No one learns tennis by listening to a lecture on tennis,” in his podcast. The very nature of learning is active.
When we refer to active learning, we’re talking about a teaching approach, or approach to instruction, that allows students to have a meaningful engagement with the materials they are learning. In other words, “any time students are doing things or thinking about what they are doing” (Kathryn Spilios, from Boston University). The approach must be student-centered, multimodal, and inclusive to engage students in ways other than lecturing (L.E. Gin et al, 2020). The research on the benefits of active learning is extensive. Here are some highlights:
Improves outcomes for all students -- including content knowledge, critical thinking, problem-solving, and communication skills [Freeman et al. (2014); Theobald et al. (2020); Waitkus (2006)]
Increases positive attitudes towards learning in comparison to traditional lecture-based delivery [Anderson et al. (2005)]
Increases enthusiasm for learning in both students and instructors [Thaman et al., 2013]
Narrows achievement gaps for historically marginalized groups when thoughtfully aligned with UDL / Culturally Responsive Pedagogy [Gin, et al. (2020); Harris, et al. (2020); Theobald et al. (2020)]
Foster belonging and help students connect with each other and with instructors
[UCLA TLC / College FEC Survey Data + course level remote survey data]
Before we jump into adding active learning to your lesson plan, here are ways to make active learning activities successful:
Align activities with your course learning objectives (and make that alignment transparent for students).
Build in flexibility to accommodate students with disabilities and other learning differences or constraints.
Provide feedback as students practice skills.
Prepare students to collaborate equitably and effectively in diverse teams.
When designed intentionally, active learning can improve student learning and overall engagement in the classroom. You can always start small —check out the interactive Active Learning Library, created by Teaching Tools, to help you brainstorm potential active learning activities you can plan for your course. Then, visit the K. Patricia Cross Academy for videos and instructor guides for in-depth examples of active learning strategies. Lastly, find opportunities to try these strategies often (think more functional practice for you and more content practice for your students).
For any activities requiring students to get up or move around, I recommend sharing a quick poll before the activity to capture students who won’t be able to participate fully.
Additional Reading and Resources on Active Learning
5 Ways to Ease Students Off the Lecture and into Active Learning, by Jeremy T. Murphy
When active learning activities are aligned with learning objectives and communicated to students, they will begin to see the value active learning brings. Lectures still have value, “Lectures allow us to model curiosity, showcase our original work, or grab students’ interest through a clear and captivating narrative.” Active learning allows students to apply it.
Which Is Better, Active Learning or Lecture? It’s Not so Simple, by Beckie Supiano
This piece digs into the complex realities of active learning versus lectures and helps us understand how each teaching strategy is valuable. “Context matters, and professors have to figure out which active-learning approaches fit their own.”
Can This University Change Its Teaching Culture? by Beckie Supiano
This piece puts the spotlight on teachers at the University of Georgia, especially in light of this generation of college learners who have more than just coursework on their minds, on top of finishing their K-12 years during the pandemic. This article does share that Georgia has some quick-fix, short-term faculty development programs, in addition to a long-term and more intensive institute. Trying active learning can be challenging and humbling, but “professors who start tinkering with their teaching and see some positive results often keep tinkering.” Something I am sure many of you are already doing with your course designs.
Changing Your Teaching Takes More Than a Recipe, by Beckie Supiano
“Adopting active learning is no small task. It takes a lot of time and energy, a bit of courage, and perhaps some humility. It also takes knowledge — and not just one kind.” Adopting active learning strategies in your teaching can be daunting, especially if they are new to you or you are using new technology, but finding opportunities to practice active learning strategies can help you build muscle memory. You might even be able to find an alternative step or recipe to help you accomplish the same thing.
Using Interleaves, Bookends, and Overlays to Create a More Effective Presentation, from The K. Patricia Cross Academy
You don’t necessarily need to convert your class into entirely active learning activities. Instead, The K. Patricia Cross Academy shares ways to make your presentations more engaging while weaving in active learning options through bookends, overlays, and interleaves from their interactive lecture model.
Providing a Path for Lifelong Success: Helping Students Learn How to Learn, from The K. Patricia Cross Academy
3 Common Myths About Learning—and What Teachers Can Do Instead, by Jonathan G. Tullis
This Edutopia piece gives insightful examples of things we may be doing in our classrooms and helps us align them with our practices. Examples include giving students multiple and different ways to process information and practice learning and practicing retrieval, sometimes spending time to struggle with it, which can make for effective instruction.