University of New Mexico - Valencia Campus
Teaching & Learning Center
Active Learning
Arizona state University Inter-group relations Center Classroom resources-Dialogue Guidelines. Site recommendations for establishing a classroom climate for constructive interaction and dialogue.
http://www.asu.edu/provost/intergroup/resources/classguidelines.html
Honolulu Community College- Teaching Tips. This site offers a great collection of resources for about a variety teaching topics including active, cooperative and collaborative learning
http://www.hcc.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/teachtip.htm#techniques
Penn State-Using Case Studies in Teaching-Site discusses types of case studies, suggestions for use and sample case studies.
http://tlt.its.psu.edu/suggestions/cases/
Thiagi -Ideas and techniques for interactive lectures and training
http://www.thiagi.com/index.html
University of Washington Center for Instructional Development and Research. Offers multiple sites focusing on encouraging students to be more active in class.
http://depts.washington.edu/cidrweb/AltTools.htm
http://www.ncsu.edu/felder-public/Cooperative_Learning.html
Definitions, techniques, references, and comments for integrating active and cooperative learning in the college classroom.
http://www.calstatela.edu/dept/chem/chem2/Active/
Active Learning Centre is a compilation of self-assessment tests/databases in different areas of knowledge. All tests follow the same format and are capable of asking either multiple-choice, matching or essay-type (self-graded) questions. All databases are searchable by keywords/phrases.
http://www.med.jhu.edu/medcenter/quiz/home.cgi
What is active learning and why is it important? How can active learning be incorporated in the classroom? What are the barriers?
http://www.ntlf.com/html/lib/bib/91-9dig.htm
From Stanford University's Speaking of Teaching, Vol. 5, No. 1. Defines active learning and outlines several techniques you can use to challenge your students to move beyond memorization to higher levels of understanding.
http://ctl.stanford.edu/teach/speak/active_learning.pdf
Active Learning in Higher Education is the journal of the Institute for Learning and Teaching in Higher Education (ILTHE). It is an international, refereed publication. The journal is a benefit for ILTHE members but is also available by subscription to non-members.
http://www.sagepub.com/journal.aspx?pid=266
This web site presents Active Learning strategies for the classroom and strategies for online courses.
http://www.acu.edu/cte/activelearning/
The Active Learning Network for Accountability and Performance in Humanitarian Action is an international, interagency forum working to improve learning, accountability and quality across the Humanitarian Sector.
http://www.alnap.org/
This bibliography has been designed to identify and preview texts that faculty members can use to enhance their efforts to skillfully integrate active learning instructional strategies in college and university classrooms.
http://www.cte.usf.edu/bibs/activelearn_ann.html
This site supports the scholarship of teaching by providing research-based resources designed to help faculty use active learning successfully in college and university classrooms.
http://www.active-learning-site.com/
These tools make it easy to use active learning methods with adolescent and adult learners.
http://www.activetraining.com/active_learning/free_tools.htm
We believe that how you learn is as important as what you learn. We believe in a hands-on, experiential approach to learning -- we call it "active learning."
http://www.alaskapacific.edu/viewbook/active_learning.php?page=2
Many college teachers today want to move past passive learning to active earning, to find better ways of engaging students in the learning process. But many teachers feel a need for help in imagining what to do, in or out of class, that would constitute a meaningful set of active learning activities. The model offers a way of conceptualizing the learning process in a way that may assist teachers in identifying meaningful forms of active learning.
http://www.hcc.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/active.htm
The best answer to the question, "What is the most effective method of teaching?" is that it depends on the goal, the student, the content, and the teacher. But the next best answer is, "students teaching other students."
http://hydro4.sci.fau.edu/~rjordan/active_learning.htm
An instructional support center dedicated to supporting teaching and learning at the University of North Carolina at Chapel Hill
http://ctl.unc.edu/pub.html
Read about and listen to what our faculty and their student collaborators have to say about their research endeavors.
http://www.clarku.edu/research/access/index.cfm
This short, annotated bibliography is a guide to help you understand more about the pedagogy behind the interactive learning methods that shape the Development Education Program's online learning modules and to help you make the most of these materials. Better yet, we hope that the information here will help you improve upon the work we have done!
http://www.worldbank.org/wbi/developmenteducation/teachers/tch-bib.html
A collection of resources compiled by the Foundation Coalition, including excerpts from videotaped interviews with some of the leading practitioners of CL in engineering education on different aspects of planning and implementation.
http://clte.asu.edu/active/main.htm
...for the computer to bring about a revolution in higher education, its introduction must be accompanied by improvements in our understanding of learning and teaching.
http://www.succeed.ufl.edu/innovators/innovator_2/innovator002.html
By Dr. James Bell, Professor of Psychology at Howard Community College with help from the HCC Faculty.
http://classweb.howardcc.edu/jbell/learning/active_learning.htm
IDEA has twenty-six, excellent online-papers focused on the improvement of learning and teaching. Sample topics of these research-based, thoroughly-practical papers include such topics as Writing a Syllabus, Improving Lectures, Answering and Asking Questions, Improving Multiple Choice and Essay Tests, and Motivating Students.
http://www.idea.ksu.edu/resources/Papers.html
Introducing Active Learning with Movie Clips
http://www.ntlf.com/html/lib/suppmat/04ppt.htm
Provides thoughtful essays and practical articles on learning and teaching, as well as an online teaching forum.
http://www.NTLF.com
A Keynote Address Presented at the Teaching and Learning and Writing Across the Curriculum Faculty Development Workshop at Laurentian University.
http://www.ucalgary.ca/~dabrent/art/active.html
With a little creativity, active learning can take place in large classes!
http://instruct1.cit.cornell.edu/courses/taresources/large.html
Problem-Based Learning as a Catalyst for Creating Faculty-Librarian Instructional Partnerships by Michael Fosmire and Alexius Macklin of Purdue University Libraries.
http://www.istl.org/02-spring/article2.html
The role of a professor or instructor is to help students learn. How do students learn? Psychological research suggests that learning is a constructive process.
http://gradschool.about.com/cs/teaching/a/teachtip_4.htm
Contains useful resources and links to teaching centers
http://www.ku.edu/~cte/resources/index.html
The Center can support you in becoming an active learner -- we can coach you to become proactive, develop habits of mind, and craft strategic study skills that will make your academic experience in college interesting and successful.
http://www.cfar.unh.edu/activelearning.html
Presents a model that offers a way of conceptualizing the learning process in a way that may assist teachers in identifying meaningful forms of active learning.
http://www.ou.edu/idp/tips/ideas/model.html
You'll find many resources at this site to support your efforts for improving student academic success and retention on your campus. http://www.oncourseworkshop.com/
We provide below a survey of a wide variety of active learning techniques which can be used to supplement rather than replace lectures. We are not advocating complete abandonment of lecturing, as both of us still lecture about half of the class period. http://www.calstatela.edu/dept/chem/chem2/Active/index.htm
Distributing the rubric publicly reveals course expectations clearly and engages students in conscious self assessment.http://www.siue.edu/~deder/assess/cats/partrubi.html
The Guided Essay is one way to make reflective judgment visible. http://www.siue.edu/~deder/assess/cats/guidess9.html
Reciprocal Classroom Interviews, sometimes called The G.I.F.T. (Group Instructional Feedback Technique), take place between two colleagues who trust each other. http://www.siue.edu/~deder/assess/cats/gift12.html
As you consider various modes of instruction, keep in mind that student learning depends primarily on what the students do, both in and out of class, rather than what the teacher does. Your task is to select activities through which students can master course objectives: lectures, discussions, written exercises, reading assignments, tests, group work, individualized instruction, field trips, observations, experiments, and many other kinds of experiences may be necessary for students to learn the things you want them to learn. http://ctl.unc.edu/hpl5.html
A consistent theme of faculty at colleges and universities is that they are not aware of the educational research that currently exists or how it applies to their teaching. The purpose of this section is to provide summaries of research articles that can inform classroom practice. Explore one of the following. http://www.active-learning-site.com/sum1.htm#Clear
Good Practice Encourages Active Learning. Learning is not a spectator sport. Students do not learn much just sitting in classes listening to teachers, memorizing pre-packaged assignments and spitting out answers.http://crossroads.georgetown.edu/vkp/resources/glossary/activelearning.htm
What learning activities make a good set of activities? Marilla Svinicki and Nancy Dixon created this diagram some years ago. The four points of the circle represent stages in the Kolb model of learning. The activities toward the center represent more "passive" modes of learning; those near the periphery are more "active" modes. http://www.ou.edu/idp/tips/ideas/diagram.html
When selecting teaching/learning activities, teachers must make choices about HOW they want students to learn. This essay presents a model of ACTIVE LEARNING that offers specific ways of doing this.http://www.ou.edu/idp/tips/ideas/model.html
One of the major changes to occur in higher education in the last decade or so is that college faculty members are buying into the idea of active learning. And when they try it, they generally find that their courses are more enjoyable (both for the students and for the teacher) and that students learn more. How does one do this? http://www.ou.edu/idp/tips/ideas/quick4.html
There is generally no single reason why some students are in varying degrees uninterested and unwilling to participate in the classroom. Usually a combination of factors are responsible and the instructor is faced with diagnosing the problems in each individual class. The following represents some of the more common causes of student non-involvement. http://www.clt.cornell.edu/campus/teach/faculty/Materials/GettingStsInvolved.pdf
Active Learning includes a range of teaching and learning activities. These strategies, supported by decades of classroom research, may be thought of as a continuum from low risk to high risk for both teachers and students. Such a continuum may include (but not be limited to) strategies such as some of the following: http://www.udel.edu/cte/pbl.htm
There are a few Active Learning Strategies. http://frank.mtsu.edu/~phil/courses/Leon/learn.html
In this paper we first explore some of the practical issues related to active learning. We then discuss ways in which the instructor can improve upon the lecture in order to increase student learning and activity within that educational format. http://scholar.lib.vt.edu/ejournals/JVME/V21-1/Seeler1.html
Active learning shifts the focus from the teacher and her delivery of course content to the student and his active engagement with the material. Through active learning techniques and modeling by the teacher, students shed the traditional role as passive receptors and learn and practice how to apprehend knowledge and skills and use them meaningfully. http://online.fsu.edu/learningresources/handbook/instructionatfsu/PDF-Chptr8.pdf
Because these techniques are aimed at individual students, they can very easily be used without interrupting the flow of the class. These exercises are particularly useful in providing the instructor with feedback concerning student understanding and retention of material. http://www.calstatela.edu/dept/chem/chem2/Active/index.htm
Authentic learning allows students to explore, discover, discuss, and meaningfully construct concepts and relationships in contexts that involve real-world problems and projects that are relevant and interesting to the learner.http://crossroads.georgetown.edu/vkp/resources/glossary/authenticlearning.htm
Knowles believes that the adult learner brings life experiences to learning, incorporating and complementing the cognitive abilities of Piaget's adolescent. If you examine personal and cognitive development and compare teaching approaches, you see that children tend to be dependent learners, whereas adults need to be independent and exercise control.http://www.hcc.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/knowles.htm
The terms "active learning," "experiential learning," and "hands-on learning" are often used interchangeably. In this Digest, the term "active learning" will be used to encompass these and similar terms, focusing on active and participative learning as opposed to more passive forms of learning. http://www.ntlf.com/html/lib/bib/84-9dig.htm
The need to focus on holistic learning--the integration of intellectual, social, and emotional aspects of undergraduate student learning--has been voiced periodically throughout the last half century and recent research on student experience and college impact has provided additional fuel to these arguments. http://www.ntlf.com/html/lib/bib/95-4dig.htm
As colleges have struggled to extend opportunities, an accompanying expectation for students to assume responsibility for their own education often has been lacking. Institutions must work to create a climate in which all students feel welcome and able to fully participate. It is equally important to nurture an ethic that demands student commitment and promotes student responsibility. http://www.ntlf.com/html/lib/bib/93-8dig.htm
"What's the volume?" has only one possible correct answer, obtained by mechanically substituting values into a formula. "Do you have any questions?" is even less productive: the leaden silence that usually follows makes it clear that the answer for most students is always "No," whether or not they understand the material. http://www2.ncsu.edu/unity/lockers/users/f/felder/public/Columns/Questions.html
Of all instructional methods, lecturing is the most common, the easiest, and the least effective. http://www2.ncsu.edu/unity/lockers/users/f/felder/public/Columns/Quickone.html
For a year and a half now I've been experimenting with a variety of ways of teaching with the Web. One format that is both simple to implement and highly effective is something I named a web quest. While the definition of a webquest is still a bit slippery, it is at its heart a technique for engaging students in active learning which uses the web and other resources as they strive to understand a topic. http://edweb.sdsu.edu/people/bdodge/Active/ActiveLearning.html