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Active Learning

The document outlines active learning strategies that promote student engagement and measurable learning changes. It emphasizes the importance of a student-centered approach, effective educator skills, and the creation of a supportive learning environment. Key components include motivation, curriculum design, and fostering a collaborative atmosphere for learning.

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uawasthi062
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44 views26 pages

Active Learning

The document outlines active learning strategies that promote student engagement and measurable learning changes. It emphasizes the importance of a student-centered approach, effective educator skills, and the creation of a supportive learning environment. Key components include motivation, curriculum design, and fostering a collaborative atmosphere for learning.

Uploaded by

uawasthi062
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Active Learning

Strategies

-
’ By :- Arpana Awasthi
Active Learning
, Strategies
• Active = engaged
• Learning = measurable or
observable
change
• Strategies = ways to do
• things
In other words, what are the ways
to provide an environment where
learning will take place?
Education in our
Society
Formal education

Informal Education
Education for
Earning a
Living

Education for
Life
Sl‹ills of Effective
Educators
• Quality planning
• Elective organization

• Providing positive environment

• Using proven techniques

• Professional behavior
Concept of Educators

• Focus is on a student-centered
approach
• Learners connect new information
with
what they already know
• Not blank slates or empty
vessels but rather
Misconceptions
• Only the words I speak as a teacher are
important.

• If I don't teach it, they won't learn it.

• I can fully prepare students for their future


lives in this 3 credit hour course

• Student should learn information the same


way I do as a teacher.

• My job is to put the information out there; up to


the student tolearn it.
Teaching is defined as . .
• The actions of someone who is trying to assists
others to reach their fullest potential in all
aspects of development.

• A building process much like the construction of a


house or a wall.
Three Part Process

” Motivation
Curriculum Design

Learning Environment
Motivatio
n
• Self directed

• Can be related to a life change even

(83%)
• “person's life structure"

• When a need is perceived


Curriculum
Design
• Anchoring new information to old
information/experiences

• Little patience with irrelevant or


simply
nice to know information

• Coping with change


Learning
”
Environment
• More flexibility; less rigidity

• Keep discussions civil; allow multiple

perspectives

• One to one access to expert

• Not a sage on the stage but a guide from the side


Learning
”
Environment
’ • Context not content

• Personal traits of the educator

• Physical and psychological comfort

• Building bridges/connections
Learning Environment
• Easy access to comforts/amenities
• Balance of breaks, alternate
activities with content
• Choices when appropriate
• Focus on learners
• Development of a ‘co-
learning’ environment
• Expectations prior to the
learning
To Remember
. I. Needs Assessment
2. Knowledge of students
3 Expectations of educator and
students
4. Immediate relevance
S. Applicability of content
6. Physical comfort
7. Engaging students
8. Balance of activities
9. Skill level of educator
10.Evaluation and assessment to use in the
future
Strategies that
Works?
” I. Needs assessment — self
evaluations
2. Icebreakers — Bell Ringers
3. Free Writes
4. Anticipation Guides
5. Graphic Representations
• Helping the teacher to get a
better idea of what is already
known by the participants.

• Learning Equation:
Learning = New Information +
Connecti on to Previously Known Information
Remember
”- • Don't single out a participant
• Use aggregate (group) data
• Use it for planning
• Use it for feedback and review at
the end of instruction
Getting to Know you

• Designed to break the ‘ice’ So What's the Ice?


• Used to encourage students to relax and engage
in the learning process
• Why use them:
o Students come from different backgrounds.

o People need to bond quickly to work towards a


common goals

o The topics you are discussing are new or unfamiliar to


many people involved.
• Purpose: clarify thoughts, develop
ability to communicate in
written form

• How to do
this: Provide
the focus Set
the time limit
Make sure all are
engaged
May not stop
writing
Must write in
complete
sentences
Can model
for them
INSERT
— I agree. This
confirms what I
already knew.

I have a question about this.


Other symbols
I really don't
understand at all!!

This is important!
”- • Used tohelp students' anticipate
instruction;
• Easily constructed
• Each statement concerns the
important concept of the lesson
• All statements are plausible
• Each statement rephrases what
the text says
• Some statements are worded in
such a way as to provoke critical thinking
about key concepts.
• Purpose:
Preview; use prediction; read critically; visually
represent text and use key vocabulary terms
to show important relationships
Sometimes called mind mapping or
concept
mapping
@uotable

 Where yesterday's teacher used to


be the leader and provider,
today's teacher is the catalyst
and navigator.

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