Active Learning Methodologies - PDST
Active Learning Methodologies
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ContentsLearning Logs/Reflective Journals . 4Success Criteria . 66 Thinking Hats: Edward de Bono . 8Consider All Factors . 11Goal Setting:. 11One Minute Paper. 13KWL . 133B4Me: Three before asking me! . 14Fishbowl Listening Activity:. 15Think-Pair- Share Square. 16Snowball . 17Placemats: . 17My Little Book Methodology . 18Students generate their own questions for tests . 19Card Ranking: . 21Five Questions . 21Diamond Ranking . 22In the Hot Seat . 24Mind Maps/Concept Maps . 24Concept Mapping . 27Role Plays . 28Simulation . 28Using Photographs . 28Conscience Alley . 29Walking Debate . 29WWW – Who – What – When for evaluating websites. 29Skimming. 30Scanning . 32SQ3R . 34Q Notes . 36Cooperative Learning Strategies . 38Base Groups . 38Read and Explain Pairs . 39Read and Explain Pairs . 40Reading Comprehension Triads . 41Bookends. 42Sustained Silent Reading . 422
Three - Step Interview. 42Name Tags. 44People Bingo . 44Initiating Relationships. 45Birthdays . 45Quick Warm Ups . 46Paper Caper. 46Warming Up . 46.Jigsaw . 47Muddiest Point. 49Throw the Ball . 49Fill in the Blank . 49Lesson Bingo . 50Portfolios . 50Class Brainstorm . 51Decisions-Decisions . 51Group Presentations . 52The Backward Test . 52RIP Marking . 53PPPB (Pose, Pause, Pounce, Bounce). 53Gallery Walk . 553
Teaching falls into three phases, each requiring appropriate methods:Present Methods to present new material to students/to encourage them to think it out forthemselves Might involve facts, theories, concepts, stories or any other content Methods requiring students to apply the new material just presented to them This is the only way to ensure that students conceptualise the new material so thatthey can understand it, recall it and use it appropriately in the futureApply Methods to encourage students to recall former learning so as to clarify and focus on key points, ensure understanding and to practice and check recallReviewMethodologies for Active Learning in the ClassroomLearning Logs/Reflective JournalsLearning journals, logs and reflective diaries are terms often used interchangeably.However, the purposes of them can differ slightly. In a learning journal, the emphasis is onrecording the learning that occurs. Learning journals can be made as a tape, video, inelectronic form or can be hand written. The learning journal focuses on issues that occurover time and there its purpose is that the student will learn from either the process ofdoing it or from the results of it. It is not simply an events diary. Journal writing is a processthat allows the student to reflect on their learning. It is a record of what the student haslearnt, tried and critically reflected upon.Reflective diaries reflect on an experience, while logs are a record of events that havehappened. They usually, however, all have an aspect of reflection in them. They are allwritten over a period of time.The advantages of writing a learning journal include: To record and facilitate learning from experienceTo develop critical thinking or the development of a questioning attitudeTo encourage metacognitionTo increase active involvement in, and ownership of, learningTo increase ability in reflection and thinkingTo enhance problem solving skillsAs a means of assessment in formal educationTo enhance reflective practice4
To enhance the students personal developmentTo enhance creativity and to improve writingTo increase communication skillsJournal writing gives students a space in which to think and reflect. It also encouragesindependent learning ‐ students have to write their own journal and because they 'own' thelearning, it is likely that it will be more meaningful to the student. (Rogers, 1969).Writing a journal also provides a focusing point where students can make sense of andorganise information. It encourages reflection and therefore allows students to relate theirlearning to their prior knowledge. It encourages metacognition and makes students moreresponsible for their own learning.Using a learning journal with students:Students will get most out of using a learning log/journal if they are provided with somestructure. For example, you can provide a set of “guiding statements or questions” thatstudents can select from and respond to. If you decide to allow students to select from a listof statements or questions, be sure to limit the number of options from which students maychoose.Statements that could be included for students to answer: This topic reminds me of I’ve been learning about The part I know the most about is The part that is the most confusing is I’d like to know more about Knowing about this topic helps me The part that was the newest to me was Remember only to provide a limited number of questions from which students may chooseto respond. However, it is good to set a minimum number or a mandatory set of questionswhich the students must answer.Students should try to write something down after every new learning experience.Questions that you could give students: What you didYour thoughtsYour feelingsHow well (or badly) it wentWhat you learntWhat you will do differently next time.On a regular basis get the students to review what they have written and to reflect uponthis.5
Students could ask questions such as: Have I achieved anything? If so, what?What progress have I madeHave I put any theory into practice?How does what I have been doing lead to me becoming better at a skill?How can I use this to plan for the future?How can I use this to plan new learning?Experiences?Changes that occur in students when they develop the skills antTolerantDoingThinkingAnalyticalBeing DescriptiveImpulsiveDiplomaticUnskilled CommunicatorsSkilled CommunicatorReactiveReflectiveConcrete ThinkingAbstract ThinkingLacking Self AwarenessSelf AwareSuccess CriteriaSuccess criteria describe, in specific terms and in language meaningful and easilyunderstandable to students, what successful attainment of the learning outcomes looks like.Criteria help students understand what to look for during the learning and what it looks likeonce they have learned. Quality success criteria make the learning explicit and transparentfor students and teachers alike. They identify the significant aspects of student performancethat are assessed and/or evaluated (i.e. what I am looking for) in relation to curriculum andteacher expectations. Students can use success criteria to make judgements about thequality of their learning. Before students can have a deep understanding of criteria, teachersneed to be clear on what success looks like.Creating success criteria: answers the questions“What does successful learning look like?”6
“What are we to look for during the learning?”; makes the success criteria clear for teachers and students builds a common understanding of success lends itself to descriptive feedback promotes self and peer assessment helps identify possible next steps in the student’s learning leads to individual goal setting empowers students to take ownership of their learning helps develop independent learning skillsInforming students about what they are going to learn and why they should learn it givesstudents the tools they need to take more responsibility for their own learning and helpsthem achieve learning independence. Practice shows that students who regularly receivethis information in the classroom are: more focused for longer periods of timemore motivatedmore involved in their learningbetter able to take responsibility for their own learningSetting clear targets for student learning involves more than posting an instructional goal forstudents to see. It also requires elaboration of the criteria by which student work will bejudged.Collaboratively examining student work is a good way for teachers to begin to develop a listof success criteria for a task. Teachers have implicit knowledge of the success criteria forachieving learning goals. Articulating these criteria in a way that is meaningful to studentscan be difficult. By examining samples of student work, teachers can: Samples may2005)identify the significant traits of successful performance;agree on the focus of the criteria;express in consistent, clear language what they are looking forbe saved from previous classes, or shared among colleagues. (Shepard et al,Once the success criteria have been identified, these criteria need to be shared withstudents. Butler and Cartier (2004, p. 1735) explain, “students’ interpretation of tasks drivestheir planning (e.g., objectives they set), the strategies they select and implement, and thecriteria against which they judge their performance during monitoring and self‐evaluation.”For students to be able to use criteria to self‐assess and improve their learning, they need tohave a clear understanding of the criteria. The more they share a common understanding ofthe criteria with the teacher, the greater their ability to monitor and direct their learning willbe.7
Collaborating to develop criteria, helps students and teachers to reach a commonunderstanding of the criteria by which a task will be assessed. By directly involving studentsin the development of criteria, teachers help students to deepen their understanding ofwhat success looks like. This process invites students to share their initial ideas andunderstandings about the characteristics of a successful task. The teacher and the studentsagree on the success criteria.6 Thinking Hats: Edward de BonoThe six thinking hats technique is used to look at decisions from a number of importantperspectives. This forces students to move outside their habitual thinking style, and helpsthe group to get a more rounded view of a situation. It encourages critical thinking andallows students to explore project ideas from a variety of viewpoints. It allows for someemotion and scepticism to be brought into purely rational decision making. It opens up theopportunity for creativity within decision making process.How does it work?Each group is given one of six coloured hats. They have to view the problem from point ofview of that coloured hat.In a group setting each member thinks using the criteria given for the groups coloured hat.The group focusses on the same thinking challenge—this is called focused parallel thinking-a tool that facilitates creativity and collaboration. It enables each person's unique point ofview to be included and considered.The six hats:White hatThis is the information seeking hat. The focus is on pure facts, figures and objectiveinformation. Questions that this group should ask could include: What are the facts? What information is available? What is relevant? When wearing the white hat we are neutral in our thinking.Red hatThis is the emotions and feelings hat. It focusses on hunches and intuition. Questionsinclude: What do you feel about the suggestion? What are your gut reactions? What intuitions do you have?8
Don’t think too long or too hard.Black hatThis hat plays devil’s advocate. It focusses on logical and negative judgment - on why itwon’t work. This is the caution hat. Questions include: What are the errors or pit-falls? What are the risks or dangers involved? What difficulties and problems can be identified?Yellow hatThis hat promotes sunshine, brightness and optimism. It is the hat of positive constructivethought. The traits of this hat are that it is positive and constructive. It is about effectivenessand getting a job done. Questions include: What are the benefits, the advantages?Logical reasons for decision making givenGreen HatThis is the creative mode of thinking. This hat is creative and is open to new ideas,movement and provocation. In the green hat we look to new ideas and solutions. Questionsinclude: What are the ideas and alternative solutions?Blue HatThis is the control hat. It is cool and controlled. It tries to rule over other hats. It sets thefocus, calls for the use of other hats. Blue is for planning. Let us reflects on the thinking processes used.What plan can we put in place9
Consider All Factors TemplateIdea/Issue/scenario to be discussed:Factor 1AdvantagesDisadvantagesInteresting FactorsAdvantagesDisadvantagesInteresting FactorsAdvantagesDisadvantagesInteresting Factors10
Consider All FactorsThis methodology encourages pupils to think about all the relevant factors when making adecision or considering an idea. It is a useful tool before deciding and planning a particularcourse of action to gather together a comprehensive list of factors which may determine adecision or idea.1. The teacher discusses with students the importance of considering all factors indecision-making and planning. For example, if an important factor is forgotten, aroute of action which may seem right at the time may ultimately turn out to bewrong.2. In groups students fill out the Consider All Factors template.3. Once the CAF sheets are completed, students rotate in groups and view thefactors which other groups have noted. They may wish to use the Two Stars anda Wish strategy as a means of peer assessment.4. Students could then be given time to modify or add to their original factorsbased on what other groups have written on their sheets.5. A debrief afterwards in order to bring together all factors as a whole group isalways useful.Goal Setting:The most well-known method for setting objectives is the S.M.A.R.T. way. This stands forobjective that are Specific (concrete, detailed, well defined), Measureable (numbers,quantity, comparison), Achievable (feasible, actionable), Realistic (considering resources)and Time-Bound (a defined time line).SpecificSpecific means that the objective is concrete, detailed, focused and well defined. Specificmeans that it’s results and action-orientated. Objective must be clear and outline the actionand the required outcome. Objectives need to communicate what you would like to seehappen. To help set specific objectives it helps to ask: WHAT am I going to do? These are best written using strong, action verbs suchas conduct, develop, build, plan, execute, etc. This helps your objective to beaction-orientated and focuses on what’s most important.WHY is this important for me to do?WHO is going to do what? Who else need to be involved?WHEN do I want this to be completed?HOW am I going to do this?11
Diagnostic Questions What exactly are we going to do, with or for whom?What strategies will be used?Is the objective well understood?Is the objective described with action verbs?Is it clear who is involved?Is it clear where this will happen?Is it clear what needs to happen?Is the outcome clear?Will this objective lead to the desired results?AchievableObjectives need to be achievable. If the objective is too far in the future, it will be difficult tokeep motivated and to attain it. Objectives need to stretch you, but not so far that youbecome frustrated and lose motivation.Diagnostic Questions Can we get it done in the proposed timeframe?Do I understand the limitations and constraints?Can this be done with the resources we have?Has anyone else done this successfully?Is this possible?RealisticObjectives that are achievable may not be realistic. Realistic means that you have theresources to get it done. These resources include skills, time, equipment, etc. required toachieve the objective. Whilst keeping objectives realistic, ensure that they stretch you.Diagnostic Questions Do you have the resources available to achieve this objective?Is it possible to achieve this objective?MeasurableCan it be assessed? It is no use setting your students goals that you or they cannot easilyassess.Diagnostic Questions How will I know that the change has occurred?Can these measurements be obtained?12
Time-BoundTime-bound means setting a deadline for the achievement of the objective. Deadlines needto be both achievable and realistic. Do not give students too long a time frame to completeany task. Break down very big tasks into smaller tasks for them. This makes them moreachievable and manageable.Diagnostic Questions When will this objective be accomplished?Is there a stated deadline?One Minute PaperThis quick technique helps the teacher find out what students have learnt from a particularactivity or from a given day's class.In its basic format, the teacher takes the last minute (or, realistically, three minutes) of classand asks students to write down short answers to two questions: What was the most important point made in class today? What unanswered question do you still have?Responses can be put on post it notes or on the student's own paper. Students can beallowed to respond anonymously, to encourage them to admit points of confusion theymight hesitate to put their name to, or they can be asked to write their names so that theteacher can write a brief, personal response to each question or encourage thoughtfulanswers by giving extra credit.The questions can be modified in various ways, but they should remain open-ended.In one variation described by Angelo and Cross, the teacher asked each student to name fivesignificant points that had been made in that session. This can be especially useful inidentifying the range of perceptions of what has been happening in class.KWLThis method can be used as an introductory strategy in order for students to document theirpresent level of knowledge and what gaps may exist in that knowledge, to structureprogress in their learning and to analyse what new information has been learned afterresearch. This activity builds upon prior knowledge and understanding and developsteamwork skills. If the K-W-L is carried out in groups, it may consolidate communicationskills and teamwork.13
1. On a K-W-L grid, students write under ‘K’ what they think they already knowabout a particular topic or issue. If pupils are working in groups, they may wish touse a Post-It style activity before writing their combined ideas onto the grid.2. Students are then encouraged to think about the gaps in their knowledge by fillingout what they want to know in the ‘W’ column.3. Once the topic is completed, students return to their grids to fill in the final ‘L’column. Here they confirm the accuracy of their first two columns and comparewhat they have learned with their initial thoughts on the topic in the ‘K’ column.3B4Me: Three before asking me!3B4Me encourages students to become independent learners. It allows them to attemptto figure out answers for themselves before asking their teacher. This will help them tofully understand problems and help improve their knowledge and study skills withoutsimply expecting an immediate answer from the teacher.14
How does it work? Explain to students that the list of strategies that they can do by themselves first isthere for ideas – depending on the subject the students are doing, there may beother things which they feel will suit them better. These lists will be located in everyclassroom. Student should attempt three strategies before asking the teacher for help. Advise students to be careful with asking a peer all the time – they may not know thecorrect answer and they are more likely to learn if they try to figure it outthemselves. If they simply get the answer from someone, they are not learning ‘why’or ‘how’ they should ask their peer to explain if they use this option.The list of strategies from which the student must choose and use three before asking theteacher for help include: Carefully re-read the questionRefer to your book, notes, dictionary or any other resourcesExperiment! Just have a go!Highlight key words using the BUG techniqueAsk a peer who you think may be able to helpStop! Think! Reflect! Use your brainAsk a clarification question (“Does it mean .?”)Jim Smith in his book “The Lazy Teacher’s Handbook” uses the following terms BRAIN – what do you know already?BOOK - read your bookBUDDY – ask the nominated class expert for this topicBOSS – lastly ask the teacher!Fishbowl Listening Activity:Fishbowl activities force participants to listen actively to the experiences and perspectives ofa specific group of people. A student fishbowl gives teachers an opportunity to hear theexperiences, ideas, and feedback of current students while giving the students anopportunity to be active in their learning.How does it work?1. Divide the class up into small groups. Each group writes down their thoughts andviews on the particular question or topic on a piece of flip chart paper with amarker for about 10-15 minutes.15
2. The whole room then re-groups, moving their chairs into 2 circles: one circle is alarge “fish-bowl” round the outside of the room and the other small circle is the“fish” in the middle of the room. This is a listening exercise.3. The small circle contains the fish, and one person from each original groupshould sit in this small circle. The fish tell everyone in the room about what wasdiscussed in their group. The fish are the only ones who can talk at this stage.One person from the fish group volunteers to write all the main ideas on a flipchart paper in the middle.4. Students in the large circle are the fish-bowl and they are the listeners – theymust listen very carefully to what the fish are saying, to check that this is anaccurate description of the views put forward by their little groups5. Any listener who disagrees with what is being said by the “spokes-fish” of theirgroup, or wants to add something, can go up and tap them gently on theshoulder. This means that they will swap places.Variation:One variation is to have the fish bowl run for a certain period of time – say 15 minutes. Theteacher stops the discussion in the fishbowl circle and invites those not in the inner circle tooffer their comments or additions to what they are hearing in the inner circle.Adapted from: NCCA Working with others toolkit.Think-Pair- Share SquareThis strategy allows you to quickly engage the whole class without losing any time movingfurniture or formulating groups. Think-Pair-Square-Share is a series of steps that enables thestudents move through the stages of individual work, paired work and group work beforefeeding back to the whole class very simply.Think: The students spend time in silence writing or thinking about their own ideas.Pair: Students turn to the person next to them to discuss their ideas with a partner.Share: Students share their answers with another groupSquare: Two pairs work together as a new group to complete the task of agreeing on aresponse from the first two answers that the pairs have come up with. They also elect whowill be speaking. This stage is crucial for extracting the high level explanation behind why an
Methodologies for Active Learning in the Classroom Learning Logs/Reflective Journals Learning journals, logs and reflective diaries are terms often used interchangeably. However, the purposes of them can differ slightly. In a learning journal, the emphasis is on recording the learning that occurs. Learning journals can be made as a tape, video, in
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Children's Books for Wellbeing 7 Active learning methodologies Active learning is the principal learning and teaching approach recommended for SPHE. It requires children to actively participate in their learning in a
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Graphic Organiser Templates for use by Students 49 Progress Cards 64 Reflecting on My Learning 68 The Six-Step School Self-Evaluation Process 69. www.pdst.ie 5 An Integrated Approach to Teaching, Learning & Assessment Introduction Graphic Organisers provide
SPARC T3-4 ActiveAug 2012 SPARC T4-1 Mar 2016 Active SPARC T4-1B Sep 2014 Active SPARC T4-2 Dec 2014 Active SPARC T4-4 Dec 2014 Active SPARC T5-1 Aug 2016 Active SPARC T5-2 Aug 2017 Active SPARC T5-4 Aug 2017 Active SPARC T5-8 Aug 2017 Active SPARC T7-1 Aug 2020 Active SPARC
Active Learning Active learning is a process whereby students engage in activities, such as reading, writing, discussion, or problem solving that promote analysis, synthesis, and evaluation of class content. Cooperative learning, problem-based learning, and the use of case methods and simulations are some approaches that promote active learning.
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