Active Learning
Engaging and motivating students
A workshop developed for
Bilkent University by
Gordon Suddaby
Gordon Suddaby - g.t.suddaby@massey.ac.nz
From the Seven Principles for Good Practice in Undergraduate
Education by Arthur W. Chickering and Zelda F. Gamson
3. Good Practice Encourages Active Learning
Learning is not a spectator sport. Students do not learn
much just sitting in classes listening to teachers,
memorizing pre-packaged assignments, and spitting out
answers.They must talk about what they are learning,
write about it, relate it to past experiences, and apply it
to their daily lives.They must make what they learn
part of themselves.
Gordon Suddaby - g.t.suddaby@massey.ac.nz
It’s what the student does!
Biggs and Tang, (2007) chap. 2
 Chickering and Gamson’s principle 3 aligns with Biggs and Tang’s
view that we need to be teaching according to how students
learn.
(Seven Principles for Good Practice in Undergraduate Education. AAHE
Bulletin March 1987).
 This aligns with Wittrock’s research which said that activity was
better than inactivity
(Handbook of research on teaching, M.C.Wittrock - 1986 )
 It is also about engagement; High quality teaching implies
recognising that students must be engaged with the content of learning
tasks in a way that is likely to enable them to reach understanding...
Ramsden, 2003 cited in Bryson and Hand, 2007
Gordon Suddaby - g.t.suddaby@massey.ac.nz
Activity 12: Engaging students actively
 Briefly outline a strategy/activity that you use
and find successful in engaging students in your
class
 Be prepared to discuss this and to explain why you
believe it is successful
Gordon Suddaby - g.t.suddaby@massey.ac.nz
Remember!
 When you have a class of students sitting on their chairs
looking at you, you can be sure of two things!
Gordon Suddaby - g.t.suddaby@massey.ac.nz
Remember!
 When you have a class of students sitting on their chairs
looking at you, you can be sure of two things!
 1: They are sitting on their chairs
Gordon Suddaby - g.t.suddaby@massey.ac.nz
Remember!
 When you have a class of students sitting on their chairs
looking at you you can be sure of two things!
 1: They are sitting on their chairs
AND
 2: They are looking at you!!!
Gordon Suddaby - g.t.suddaby@massey.ac.nz
...And also most people learn...
 10% of what they read
 20% of what they hear
 30% of what they see
 50% of what they see and hear
 70% of what they talk over with others
 80% of what they do and use in real life
 90% of what they teach to someone else
Biggs, 1999 attributed to Glaser.
Gordon Suddaby - g.t.suddaby@massey.ac.nz
What is active learning and does it
help?
 Definition
Active learning is generally defined as any instructional method that
engages students in the learning process. (It includes Cooperative
Learning, Collaborative learning and Problem based learning).
(Prince, 2004)
 There are two core aspects to using active learning
approaches:
Using it in traditional lecture classes to maintain interest and
attention
And
2. To promote student engagement with the material
1.
Gordon Suddaby - g.t.suddaby@massey.ac.nz
What are the effects of activity on
learning?
It:
 Enhances attention and concentration
 Heightens preparedness
 Enhances performance
 Increases alertness (through increased adrenaline)
 Enhances retention
 Increases motivation
 Enhances engagement
Gordon Suddaby - g.t.suddaby@massey.ac.nz
Caveats!
 But:
It is important to realise that the actual activity influences the
learning
 So:
Ensure that the activity is seen as relevant and contributing to
the learning process e.g. By encouraging students to think
about what they are learning
Gordon Suddaby - g.t.suddaby@massey.ac.nz
What sort of activities might be used?
 Physical actions
 Cooperative activities
 Collaborative activities
 Problem-based approaches
Gordon Suddaby - g.t.suddaby@massey.ac.nz
Types of Activities
 Teacher -directed
 Peer-directed
 Self-directed
Gordon Suddaby - g.t.suddaby@massey.ac.nz
Teacher directed activities are best
where...
 in-depth work is required
 the teacher is the expert
 the focus is prioritised content
 knowledge needs to be imparted, explained, clarified
 feedback is needed
 understanding can be deepened through teacher-student
interaction
Gordon Suddaby - g.t.suddaby@massey.ac.nz
Types of Teacher-directed activities
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Lectures and class teaching
Tutorials
Laboratories
Studios
Class presentations
Concept mapping
Questioning
Seminars
Think-aloud modelling
Brainstorming
Pyramiding
...
Gordon Suddaby - g.t.suddaby@massey.ac.nz
Peer directed activities are best for...
 elaborating and broadening
 enabling judgments about standards to be made
 increasing understanding
 providing different perspectives
 encouraging insights
 enhancing motivation
 increasing self-concept
 ...
(Peer Directed activities are often set up by teachers);
Gordon Suddaby - g.t.suddaby@massey.ac.nz
Types of Peer directed activities
 Syndicate groups
 Buzz groups
 Jigsaw
 Problem solving groups
 Learning partners
 Reciprocal questioning
 Postbox groups
 Project teams
 ‘Snowballs’
 ...
Gordon Suddaby - g.t.suddaby@massey.ac.nz
Self Directed activities are best for...
 encouraging autonomy
 enhancing learning
 seeking new information
 utilising information
 evaluating importance of information
 solving non-text type problems
 developing reflection
 focusing on self-improvement
 ...
Gordon Suddaby - g.t.suddaby@massey.ac.nz
Types of self-directed activities
Note keeping
Note taking and making
Strategic and additional reading
Writing within the discipline
Using concept maps
SQ3R (survey, question, read, reflect, review)
Revision
B.I.G (Beyond information given)
W.I.G.(without information given)
All study skills
...
Self Directed activities involve independent learning and study – a key objective of
higher education requiring motivation, relevance and study skills
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Gordon Suddaby - g.t.suddaby@massey.ac.nz
Encouraging and enhancing selfdirected activity by...
 Embedding time management advice and practices into
your programme
 Embedding study skills strategies into your teaching
 Embedding a range of other useful strategies
 Encouraging and acknowledge (value) reflection
Gordon Suddaby - g.t.suddaby@massey.ac.nz
Further motivational and active
strategies -1
 Building on the known.
 Review and link work
 Use familiar examples as illustrations
 Use and explain parallels
 Use cross reference
 Curriculum design (incorporating real-world
examples)
Gordon Suddaby - g.t.suddaby@massey.ac.nz
Further motivational and active
strategies - 2
 Maximising structure;
 Avoid content overload
 Avoid rambling
 Provide ‘advance organisers’
 Involve ‘attention grabbers’
 Avoid over-simplification
 Incorporate reflective experiences
 Ensure materials are linked
 Make the material accessible
 Provide students with ‘clues’
 Avoids ‘spoon feeding’
 Avoid giant ‘intellectual leaps’
Gordon Suddaby - g.t.suddaby@massey.ac.nz
Further motivational and active
strategies - 3
 Use error constructively
 Involves formative assessment
 Support a climate where its ok to make mistakes
 Encourages risk taking
 Enables misconception to be identified and
correctedUse discussion and debate
 Subtle questioning
 ...
Gordon Suddaby - g.t.suddaby@massey.ac.nz
Twelve Active Learning Strategies
Opening question
Introductory ‘Think-Pair-Share’
Focused listing
Brainstorm
Questions?
“The blank slide!”
Think-pair-share
Note check
Question and answer pairs
Two minute paper
‘One last question...’
One final question
Reference: University of Minnesota Centre for Teaching and Learning
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Gordon Suddaby - g.t.suddaby@massey.ac.nz
Using powerpoint actively
“If the only tool you have is a hammer, then every problem looks
like a nail!”
List the strengths and weaknesses of this tool
 Advantages of powerpoint.
Gordon Suddaby - g.t.suddaby@massey.ac.nz
 Disadvantages of powerpoint
Using powerpoint actively 1
 Gaining attention
 A dramatic image
 A blank slide
 A video clip
 Add music
 Provide a roadmap of the session
 List objectives
 Review progress so far
 Display an ‘opening question’
 Display an initial activity
Gordon Suddaby - g.t.suddaby@massey.ac.nz
Teaching that promotes learning...
 Focuses on;
 Allowing students to make choices
 Encourages students to develop reflection and
self-evaluation capability
 Offering a variety of experiences
 Providing a realistic and feasible workload
 Giving prompt and effective feedback
Gordon Suddaby - g.t.suddaby@massey.ac.nz