Active Learning Strategies
Download the following two handouts for learning strategies to try.
Active Learning Ideas.pdf
Active Learning Ideas
Active Learning Strategies.pdf
Quizzes "Low Stakes"
Interactive Matching Warm-up
* Prep: Select terms and phrase for a matching quiz for 2-3 groups. Have terms on a 8 1/2 x 11 sheet of paper and phrases on note-cards.
- Have a note on the door for students to wait to come in.
- Divide students in groups of 3-4.
- On the wall or on the tables, have a variety of terms placed.
- Hand each student a certain number phrase cards (everyone is responsible) and they begin to match them with the terms (in silence - so some students do not dominate).
- Instructor goes around and checks accuracy. If correct, turn card over. If incorrect, give the card to a student in the group to try again.
Pre-Quiz
Explain a particular term/concept for the class in their own words or read and summarize an article for the class
Tell students that they will be responsible for a part.
Use notes they have made on the reading - but no books
If there is an incorrect answer, another person can volunteer for the point (If no one volunteers for a question, the instructor will call on someone).
Class selects 1.) scorekeeper 2.) referee (who will keep track of who has answered)
Question and Answer (PowerPoint)
Online Options
Create a interactive quiz game that students can participate using their smartphone or on a computer. Set them up at www.getkahoot.com. You might ask students to create questions for the game which will have them practice creating multiple choice questions and gets them involved.
Mid-semester Evaluation
Write a question that is focused and meaningful/clear and precise. Answer the question fully, using concepts you have learned all semester.
Questions (Have students go around and share their response to the same question)
To Start Class
- Describe the kind of day/week you are having in weather terms (e.g. rainy, sunny, cloudy, etc.)
- Share one word to describe the way you are feeling today.
- What is your current "frog" or the task that you need to do that you are most likely to procrastinate on?
Check up on Learning
- What could I do to help you learn better?
- What activities have helped you to learn the concepts presented in this class?
- What changes are needed in this class to improve your learning?
- What is the most important thing you have learned in this class so far?
- What in-class activity or assignment helped you learn the most so far?
Wrap-Up a Lesson
- How does this new learning fit with what you already know?
- What else would you like to learn about this topic?
- What is the single most important thing you learned in this lesson? Why?
- What would you do or say to teach this lesson to your friend?
- How will you apply what you learned to your life?
- How will you remember what you learned?
- Summarize in one sentence your main take home point from today's lesson
- What single concept from today that confuses you?
- What do you wish to learn more about?
- Complete these three sentences. 1.) I was surprised by... 2.) I learned..... 3.) I wonder about....
Starting a New Unit
- Provide 10 minutes for students to preview the reading (scan and generate 2-3 questions the reading might answer). At the end of class, ask the students if any of their questions were answered from the content of class. Collect them and provide participation points. Mention this to be an important exercise to do before any of their classes to prime their brains for learning.
Accountability for Reading
- Questions, Quotations, and Comments Strategy (QQC). “Basically, students respond to the readings in a very short way, just by jotting down either a question they had about the reading, a quotation they found interesting from the reading, or a comment or reaction that they had to a particular section of their reading. Or maybe all three of those.” Source https://www.cultofpedagogy.com/teaching-college/
- “Every single class. If you could reserve maybe the last 15 minutes of class or the beginning 15 minutes of class to just kind of randomly ask students to share their questions, comments and quotations, then it will work.” To build in further accountability, Eng also gives points for this work. But rather than collect the QQCs every time, he has students log them in a single document over a period of time, then collects that document twice a semester for a grade."
Fun Quizzes
- Create a "kahoot" quiz https://getkahoot.com. This is a fun way to make a quiz interactive and for students to participate. Students do need to access the website and you provide them with an access code.
"Cross the Line"/Human Continuum
- You have participants stand in a line, the moderator will make a statement (e.g. I'm an only child) and if the situation fits them they would step over a line (you decide where the line is). It helps to start with some light, fun comments and progressively get more involved. It helps to note that if a student does not feel comfortable crossing the line for any statement they don't have to but reminding them it's a safe space for honest, open dialogue - though you would have to determine that for your own class. Click here to watch a scene from Freedom Writers using the activity.
- Have students take a "physical" survey. Make a statement (e.g. People should always respect their elders.) and they ask students to stand on the line indicating their level of agreeing which would be "strongly agree" to "strongly disagree." To allow for other thoughts, include zones for "I don't know - never thought about it or do not feel comfortable sharing what I know." and "On the fence" or I believe points related to both agreeing and not agreeing. Read "Barometer: Taking a Stand on Controversial Issues." and "Human Continuum" for more description and instruction.
Four Corners Debate
- A Four Corners Debate requires students to show their position on a specific statement (strongly agree, agree, disagree, strongly disagree) by standing in a particular corner of the room. This activity elicits the participation of all students by requiring everyone to take a position. By drawing out students’ opinions on a topic they are about to study, it can be a useful warm-up activity. Click Facing History and Ourselves to read more about this active learning strategy.
Popsicle Sticks
- Have student names on popsicle sticks to draw during discussion. This can be good for a quiet class in conjunction with allowing them to think or write beforehand so they are not "put on the spot." Click here for more information.
"Ticket Out the Door" - Ending a Class Session or Unit
(Source: "Teach Students How to Learn" by Sandra Yancy McGuire)Ask students to answer the following questions
- On a scale of 1 to 10, how different are the strategies we’ve talked about from the ones that you have been using up to this point?
- On a scale of 1 to 10, how motivated are you to start using the strategies?
- What is one strategy that you will commit to using for the next three weeks?
Others
- Summarizing strategies in the classroom - written and non-written
- "Concept Checks": Create questions to test students comprehension of the content. Even better, turn it into a game.
- Tell students that at the end of the class you'll be asking them to take a minute to write down in one sentence a summary of what they learned from the class today or the most confusing or what needs to be clarified. What you read can help you adjust your teaching accordingly.
- Ask students about strategies you've presented? How many of you are still actually using the_____? If few hands go up, ask "when you used______, did it work?" When they nod, ask why they stopped using it. Remind students that we're all human and stop using things that work - e.g. lapsed gym memberships. We all need reminders to persevere.
- Reporting about their experience
- Ask students to attend at least one activity on-campus during the semester (early in the semester). Options presented could be a club/organization meeting, I Focus workshop, etc. Have them report back to the group about their experience (round table conversation). Tie this activity to a journal/writing activity/in-class activity to provide points.
- Ask students to attend one of their instructors office hours and report back about the experience.
- What/Why/How: Ask students to pick two or three strategies they are going to use and answer the following questions about each one:
- What is the strategy?
- Why do they want to try it?
- How are they going to implement it?
7 Ways to Make Learning Easier for Students
1.) Emotion 2.) Multisensory Lessons 3.) Spacing 4.) Narratives 5.) Analogies & Examples 6.) Novelty 7.) Teach facts