On this page, you can find resources for promoting active learning in your teaching. Explore a variety of tools, such as the UvA Active learning card set and the Teaching for Active Learning course. These tools may support you in creating dynamic and engaging learning experiences that foster critical thinking and active participation. Also, find inspiring stories of fellow teachers.
This UvA card set covers 30 different techniques to promote Active Learning in the Classroom. It is designed in English and meant for new as well as experienced teachers. Whether you want to teach students how to discuss or collaborate or have them solve problems, there is a wide range of inspiring and educational activities. Browse the set and decide which activities to use during your classes.
How to order the card set?
Contact the TLC of your faculty to order a hard copy of the UvA card set. Questions about the card set? Get in touch with TLC Central via communicatie-tlc@uva.nl. Printed copies are only available for UvA teachers.
Download the card set Active Learning in the Classroom (pdf)
The e-book ‘Interactive Teaching Techniques’ gives you as a teacher insight into techniques for an interactive learning environment. You will learn what you can do to encourage students, as well as what tools you can use to provide for a fun and educational environment. Get to know your students, as well as their way of thinking. This e-learning is informational for junior teachers, but also useful for experienced teachers who want to change the routine of their lesson plan with stimulating techniques.
Another way to include active learning in your teaching is: flipping the classroom (part of the blended learning approach). A flipped classroom is a teaching method that inverts the traditional cycle of content acquisition and application. Instead of encountering information during class, students review lecture materials before class, often via technology. This frees up class time for activities that involve higher order thinking and hands-on work.

