Active learning is a teaching method that engages students in the learning process through activities like group discussions, problem-solving, and role-playing. It helps students better understand and retain information compared to traditional lecturing. Some examples of active learning techniques are think-pair-share, problem-based learning, and writing assignments. The purpose is to increase student participation, engagement, and higher-order thinking.
4. วิธีการสอนแบบ Active learning ใช้กิจกรรมได้หลายรูป
แบบเช่น group discussions, problem solving, case
studies, role plays, and structured learning groups แต่
ถ้าห้องใหญ่ ๆ อาจจัดกลุ่มอะไรก็ยาก การให้เขียน หรือ
จับคู่กันน่าจะเหมาะสมกว่า
5. What is Active Learning?What is Active Learning?
“I hear and I forget. I see and I remember. I do
and I understand”
- Confucius
Any instructional activity that involves
students in DOING, and THINKING about
what they are learning.
6. What is Active Learning?What is Active Learning?
Time of class (min)
10 20 30 40 60
%Retained
50
100
50
0
lecture
active learning
From: McKeachie, Teaching tips: Strategies, research and theory for
for college and university teachers, Houghton-Mifflin (1998)
8. What is Active Learning?What is Active Learning?
students solve problems, answer questions,
formulate questions of their own, discuss,
explain, debate, or brainstorm during class
Active Learning
Problem-
Based
Learning
Cooperative
Learning
Learn By Doing
Inquiry-based
learning
9. What is the purpose?What is the purpose?
Increase student participation
Increase student engagement
Increase student retention
More student ownership in course
Less lecturing by instructor
More exciting classroom experience
Higher level thinking
10. Active TechniquesActive Techniques
Think-pair-share (pair-share)
Role playing, simulations
Muddiest point/clearest point
Group quizzing
Generate lists
Cooperative learning
Minute papers and writing assignments
PBL and case studies
Concept maps
11. In-Class TeamsIn-Class Teams
Form teams of 2-4, choose recorders. Give
teams 30 seconds--5 minutes to
◦Recall prior material
◦Answer a question
◦Start a problem solution
◦Work out next step in a derivation
◦Think of an example or application
12. ◦ Figure out why a given result may be wrong
◦ Brainstorm (object is quantity, not quality)
◦ Generate a question
◦ Summarize a lecture
Collect some or all answers. This always works,
regardless of class size.
13. Think-pair-share
Students think of answers individually, then form
pairs to synthesize response. Pairs share
responses.
More time-consuming, more instructive than
immediate group work.
14. Cooperative Note-Taking Pairs
At several points in the lecture,
pairs summarize & compare
what they have in their notes.
Goal: More accurate & complete notes.
Especially helpful in courses where students need
note-taking support.
15. Guided Reciprocal Peer Questioning
Each student prepares questions on the lecture
or reading using high-level generic question
stems. Examples:
What is the main idea of ___?
What conclusions can I draw
about ___?
What is the difference between
__ & __?
How are ___ and ___ similar?
How does ___ affect ___?
What is a new example of ___?
16. What if ___?
Explain why…
Explain how…
How would I use ___ to ___?
In class, groups of 3-4 students take turns
answering their questions.
Whole class comes together to discuss
unanswered or interesting questions.
17. Writing AssignmentsWriting Assignments
Assign frequent, short writing
assignments
Students “write to learn”
gaining deeper understanding
of course material
May be kept in a learning log
18. Problem-Based LearningProblem-Based Learning
Present real-world problem
or scenario. Ask groups to
◦ define the problem
◦ build hypotheses to initiate the solution process
◦ identify what is known, what must be determined, and what to
do
◦ generate possible solutions and decide on the best one
◦ complete the best solution and defend it
◦ reflect on lessons learned
19. Minute PaperMinute Paper
Stop the lecture with two minutes to go.Ask
students to write
1. the main point(s)
2. the muddiest (least clear) point(s)
Collect the papers. Use responses to plan
the next lecture.
20. TAPPS (Thinking-AloudTAPPS (Thinking-Aloud
Pair Problem Solving)Pair Problem Solving)
Students in pairs (dyads)--one problem solver,
one listener
Problem-solver talks through solution. Listener
questions, prompts, gives clues.
Instructor asks questions to make sure
everyone is together.
Pairs reverse roles and continue.
Time-consuming, but powerful.
21. ImplementingImplementing
Active LearningActive Learning
◦ Explain what you’re doing and why
◦ Call randomly on individuals to report (while
working and after work is complete)
◦ Vary format (pairs, groups, think-pair-share,
intervals between exercises)
◦ Put some course material on handouts, leave gaps
& insert questions. Use time saved to do more
active learning.
22. What might happen if youWhat might happen if you
start using active learning?start using active learning?
Initial awkwardness (the students & you),
noncompliance
Rapidly increasing comfort level except for a few
students who remain resistant
Much higher levels of energy & participation
More & better answers
Greater learning