How do you actively involve your students in your teaching? The network of Teaching & Learning Centres (TLC) developed a new support tool that can help with this: the UvA card set. Active learning is an educational approach that has been fully implemented by some faculties, programmes or courses. This more ‘revolutionary’ approach requires a completely new design of education. Active learning can also be used in a more ‘evolutionary’ way. For example, by making some components of existing education more activating.

Read more about active learning and with what thoughts developers Imber van Dijk, Hakan Körlö and Erjo Beitler developed the UvA card set below.

There is no such thing as inactive learning

Active learning means that students actively engage with the material. Of course, the term active learning is a pleonasm as learning is always an active process. You cannot be inactive and learn something. So being active is actually a prerequisite for learning something.

Hakan: “Active learning goes beyond the passive transmission of knowledge and means that the mind is actively involved. Its characteristic is that students are dynamic participants in constructing their own learning process. And that they reflect on and monitor both the processes and outcomes of their learning. It involves creating a dynamic learning environment in which students actively participate in building their understanding through tasks, interactions and collaboration. Teachers integrate active learning by using methods such as group discussions, role plays, case studies and problem-solving activities.”

Still an important issue for teachers and students

The topic has been on the agenda within the UvA for some time, but remains important. Hakan: “Active learning remains crucial because it improves the quality of education. In an ever-changing world, students need skills such as critical thinking, problem solving and collaboration. They learn these skills by actively shaping their learning. As a result, they are better equipped for the future. Imber: “In addition, I think the teacher in the role of knowledge transferor will become less important if alternatives to this are improved. While the teacher in the role of versatile facilitator and facilitator of the learning process will become increasingly important.”

Collaboration within network of UVA Teaching & Learning Centres

Erjo: “UvA’s Teaching & Learning Centres (TLC) work together across faculties to share best practices and innovative techniques. Active learning (AL) is one of the themes we pay attention to. For example, we organise workshops and distribute the card set to teachers. Many faculties have included Active Learning (AL) in their educational vision. Not as a goal in itself, but to contribute to good teaching that is effective (good results) and enjoyable (satisfying).”

Card set Active Learning in the classroom: 30 different techniques to apply

“We recently introduced the card set Active Learning in the classroom. A card set for both new and experienced teachers at UvA. The set was created with input from UvA teachers. From them we collected working forms and best practices. After all, there is a wealth of valuable input and practical experiences available. We have compiled these into a practical tool that all teachers at UvA can benefit from.”

Erjo: “This UvA Card Set brings forward new working forms when it comes to active learning in lessons. No fewer than 30 different techniques are covered, which fit a particular didactic purpose. Whether you want to teach students to discuss or collaborate or have them solve problems, there is a wide overview of inspiring and instructive activities.”

The card set is available both digitally and in print.

Order card set

Approachable and easy to use

Imber: “The card set is easy to use. You filter by category and then look for a working form that appeals to you. That way, you make it low-threshold, the preparation time required is often very limited and it is more likely to actually be used.”

Educational principles in the card set

Erjo: “We took into account different phases that a lesson or a series of lessons contains. We also made sure that the different cognitive levels can be achieved according to Bloom’s learning goals taxonomy. We often manage to come up with activities for the first two levels, which are focused on memorisation and comprehension. In particular, activities associated with ‘deep’ learning such as analysing, evaluating and creating, according to Bloom’s taxonomy, require more creativity from the teacher.”

“We see a wide variation in ‘activeness’ among students. Some students are very active at a lecture. They sit at the front, take notes on everything and ask questions to the lecturer. This is how they actively process the material. Many students do not learn this way and need instructions to actively engage with the material. “

Valuable tool

“The UvA card set has become a valuable tool for teachers who want to improve their teaching with active learning methods.”

“The response has been very positive. Teachers like it and find the set very useful. And more importantly, they can always find a working form they want to try out. The great thing is that it is not necessary to know all the teaching methods in order to use them. But rather, you can find a number of appropriate working forms that fit your teaching.”

Imber: “I always tell teachers not to read the set from a to z, but rather put it on their desk.” Then they can use it when they are preparing teaching. For example, the moment they think, ‘how can I activate students’ prior knowledge or have a particular paper analysed in groups.’