Active Learning strategies in the classroom
While there are some general principles to take into account when implementing Active Learning, different environments and group sizes require different considerations to select the most appropriate strategy to achieve your learning goal.
Design engaging learning activities
Design in-class activities that promote higher-order thinking skills and deep engagement. The spectrum below arranges some of the commonly used Active Learning techniques by complexity and classroom time commitment.
Classroom settings and work groups are generally much smaller in size and you have more flexibility in how you structure the session. The physical environment is also more suited to tasks that require group work or collaboration. This means activities can generally be more dynamic and use more of the physical space, go into greater depth and have more time dedicated to the application of knowledge than those in a lecture setting.
Figure: List of strategies to foster Active Learning in the classroom, arranging techniques by complexity and classroom time commitment (O’Neal, & Pinder-Grover, 2021).
Ideas for implementing Active Learning in the classroom
Organize class debates on controversial topics to encourage critical thinking and articulate argumentation. Assign students the viewpoint they need to argue, and provide a clear structure for how the debate and subsequent discussion will run.
Pose a thought-provoking question, have students think about it and brainstorm individually, pair up to discuss their thoughts, and then share their ideas with the class. In a classroom environment you have more space for in-depth discussions, which can be a great way to build upon the findings of this activity. With some adjustments, this strategy can also be used in lectures.
Divide course material into sections and assign each section to a student group. Each group becomes an expert in their section, and then they teach it to the rest of the class.
Use online platforms or classroom response systems for interactive quizzes that gauge understanding and encourage participation. This also works very well with bigger groups and in lectures.
A topic is displayed on the board or flip chart, initiating the use of mind maps for both individual and group activities. Mind maps can be used to help with problem solving, brainstorming, and memory. The class/group suggests and organizes ideas and information, presenting them visually, often in clusters. The map usually focuses on one central word or idea and uses branches to depict the importance of ideas (Kinchin, 2014; Rajapriya and Kumar, 2017).
Ask a question and write down everything that is offered by students on the board. Variations: ask students to call out one concrete visual image or ask students to suggest statements they think are true about an issue (Frederick, 1987).
At the end of a class ask students to write their answers to these two questions:
- “What is the most significant thing you learned in this session?”
- “What remains unclear or confusing?”. The students hand the answers in on the way out. The teacher responds to the issues raised at the beginning of the following session (Marzano, 2012).
The ‘minute paper’ is a similar technique (Stead, 2005). Let students individually think or write down the answer. You can incorporate this as a small break, use it to align prerequisite knowledge or use it to finish your class and give students a take home message. (Frederick, 1987; Van Petegem, 2014; Bok Center; Active Learning Bok Center; UMC Utrecht; Brame, 2016)
Engage students in hands-on activities, demonstrating or engaging in procedures and problem-solving scenarios rooted in real world contexts. This might trigger their motivation when they realize that they struggle with this task (Edumundo; Bok Center; Snell, 1999). Invite guests in your class (e.g. former students or experts). This can also give students a better picture of a possible future workplace and trigger their attention (Snell, 1999).
Simulate real-life negotiation situations with opposing roles, applying negotiation techniques to mimic actual workplace dynamics.
Ask students about their opinions and invite them to challenge yours (Bok Center).
- Astrachan, O. L., Duvall, R. C., Forbes, J., & Rodger, S. H. (2002, November). Active learning in small to large courses. In 32nd Annual Frontiers in Education (Vol. 1, pp. T2A-T2A). IEEE.
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- Kinchin, I. M. (2014). Concept mapping as a learning tool in higher education: A critical analysis of recent reviews. The Journal of Continuing Higher Education, 62(1), 39-49.
- Marzano, R. (2012). Art and science of teaching: The many uses of exit tickets. Educational Leadership, 70(2), 80-81.
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- Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223-231.
- Rajapriya, M., & Kumar, N. (2017). Effectiveness of mind mapping in higher education. International Journal of Civil Engineering and Technology, 8(4), 975-98.
- Snell, Y. S. L. S. (1999). Interactive lecturing: strategies for increasing participation in large group presentations. Medical Teacher, 21(1), 37-42.
- Stead, D. R. (2005). A review of the one-minute paper. Active Learning in Higher Education, 6(2), 118–131.
- The Bok Center. (n.d.). 20 ways to make lectures more participatory.
- Theobald, E. J., Hill, M. J., Tran, E., Agrawal, S., Arroyo, E. N., Behling, S., … & Freeman, S. (2020). Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math. Proceedings of the National Academy of Sciences, 117(12), 6476-6483.
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- Actief leren met Moodle – Based on the book ‘Wijze lessen: 12 bouwstenen voor effectieve didactiek’.
- UMC Utrecht. (n.d.). Activerende werkvormen – een praktische gids voor je onderwijs.
- Van Petegem, P. (2014). Praktijkboek activerend hoger onderwijs – University of Antwerp.