Leaving Certificate
Agricultural Science
Active Learning Methodologies
Veronica Walsh
Coláiste Treasa, Kanturk, Co.Cork
1
Overview
 Active learning
 The learning pyramid
 Reasons for using active learning
 Active learning strategies
 The teachers role in active learning
 Tips for teachers
2
Active Learning
 An important learning
principle, supported by
extensive research is that
students learn best when they
are actively involved in the
learning process
 This is illustrated using the
learning pyramid
 The further down the pyramid
students go, the more
information they learn and
retain
3
Source: National Teaching Laboratory Institute
4
Why use active learning?
 Behind every good teacher is an exhausted class!
 “Tell me, I forget. Show me, I remember. Involve me, I
understand.”
Chinese Proverb
 “Give a man a fish; you have fed him for today. Teach a
man to fish; and you have fed him for a lifetime.”
Author unknown
5
 Business and industry have clearly advocated that in today’s
education system, there must be a place for teaching
students to become team members, to share resources and
talents, and to acquire social skills that will help them in the
workplace.
Texas Higher Education Co-ordinating Board
 “What children can do together today they can do alone
tomorrow.”
Vygotsky, 1965
 Experience + Reflection = Learning
6
 “What is the most effective method of teaching? Students
teaching other students.”
McKeachie, Pintrich, Lin, & Smith, 1986
 When students were asked to discuss with a partner
what a teacher presented at frequent intervals during the
class, they received up to two letter grades higher than
students in the control group did
Ruhl, Hughes, and Schloss, 1977
7
Whoever explains, learns

8
David Sousa
Active Learning Strategies
 Group projects
 Paired Reading
 Role playing
 Drill and Review Pairs
 Research
 Turn-to-your-neighbour summaries
 Table quizzes
 Four-step review
 Crosswords
 Matching exercises
 Word-search
 Whip-around
 Mind-maps
 Graphic Organisers
 Think-Pair-Share
9
Ideal topics for group projects
 Experiments
 Genetics
 Animal Identification
 Plant identification
 Mind mapping of any topic
 The environment and
agriculture
 Grassland Management
 Cultivation Machinery
10

Group-work
The size of the group will depend on a number of factors –
TEAM
 T – time
 E – experience
 A – age
 M – materials
11
Other factors to consider
 Give only one copy of materials per group
 This ensures that group-members need to work together in order to
complete the task
 Inter-group competition
 This can create a sense of competitiveness between groups within the
class to see who learned the material best
12
Assigning groups
 Random assignment
 Teacher selected
 Self-selected groups
13
Role Playing
Suitable topics include:
 The consumer – conflict with the retailer
 The person at work
 Industrial relations
 Resolving a dispute
 Interviewing potential staff
 Holding a meeting (clubs)
 Deciding what to do with a budget surplus/deficit
14
Research
 Take students to computer room to conduct web searches on curriculum topics, using a
worksheet to focus their search
 Consumers Association of Ireland
http://www.consumerassociation.ie
 National Consumer Agency
http://www.consumerconnect.ie
 Central Statistics Office
http://www.cso.ie
 Advertising Standards Authority of Ireland
http://www.asai.ie
 General learning resources
 http://www.skoool.ie
 http://www.scoilnet.ie
 http://www.teachnet.ie
15
Table Quizzes
 Can be conducted at the end of any topic
 Split class into groups (of 3, 4 or 5)
 The team with the highest score wins
 Try to ensure each group has at least one strong member
 Students learn from each other, and have a greater sense of
achievement than when working alone
16
Crosswords
 Can be used individually, in pairs or in small groups
 Easily created using resources on the internet
 Ideal project for Transition Year students
 Suitable for all topics on the Agricultural Science Syllabus.
17
Word Searches
 Suitable for individual and paired use
 When complete, students should write the definition of the
word, and give an example if appropriate on the back of the
sheet, or in their copy
 Easily created on the internet
18
Mind-Map
 At the end of a topic, create a mind-map of the topic to assist
revision
 Initially this can be done on the board or overhead projector
 Students can re-do this at home, using colour and their own
creativity
 Software available, both free and paid
www.mindmeister.com FREE
19
Mind-Map
20
Think-Pair-Share
 A strategy for answering possible test or exam questions
 Students individually think of their answer, perhaps
writing down their main points
 They pair up with a partner
 They discuss their answer with their partner, and come
up with a new, improved answer, taking the best from
each
 They share their results with the class
21
Paired Reading
 Turn headings into questions
 Read bite-sized chunks silently
 Prioritise important points with a partner
 Summarise and write down the important points
 Continue through the material
 Decide on the most important points, devise questions
to check comprehension
 Create a visual
22
Drill-Review Pairs
 Students drill each other over material until they are certain
that each other knows and can remember all material
 Used for test review
 Teacher checks understanding as needed
 When the pair have finished, they should check their answers
with another pair
23
Turn-to-your-Neighbour Summaries
 Common practice: ask one student for a summary of what
they learned
 Problem: only that student is active; the others are passive
 Solution: turn-to-your-neighbour summaries
 Resource required: worksheet to review material covered in
class
24
 Students in turn should summarise what they have learned
so far
 They should turn to their neighbour and share their answers
and reasoning
 Students should listen carefully to their partner’s
explanation
 They should create a new, joint answer that is superior to
their initial individual work
 Both members should agree on this answer and be able to
explain it
 The teacher can randomly select students to explain the
joint answer they created with their partner
25
Four-step review



Useful for correction of homework or tests
Also good for review of a new topic
Method:
1.
2.
3.
4.
26
Students write the answer individually
The group members answer together
The teacher gives the answers
Groups check how they did and re-teach each other
Matching Exercises
 Match the definitions on the left with explanations on the
right
 Used in exam situations
 Can be created on the internet, by teacher or by Transition
Year students
27
Whip Around
 A method for reviewing material at the end of a class or
a topic
 Students sit in a group of 3 or 4
 Taking turns, students have to say one thing that they
have learned during the class or the topic
 Continue until they run out of topics
 Listening to what others have learned can reinforce what
the student themselves has learned
28
Teacher’s Role
 In active learning, the teacher moves from being the
“sage on the stage” to the “guide on the side”
 Teaching methods are student-centred, and should move
away from using lecturing, individual reading assigments
and isolated work
 Teachers become coaches, guides, sources of
information, experience and encouragement
29
Tips:
 Use short segments of time e.g. “you have three minutes
to complete the first two questions”
 Keep group size small. It takes a lot of skill to manage a
group of 4 or more. Group size of 2 or 3 is best
 Don’t let students choose their own groups. The
temptation to go “off task” is too great
 Carefully monitor groups while they are working
 Only distribute one resource per group, which
encourages positive interdependence
30
When we work in groups we:
 G – give encouragement
 R – respect one another
 O – stay on task
 U – use quiet voices
 P – participate actively
 S – stay in our group
31
Graphic Organisers
 Provide a visual method of organising and summarising
information
 Provide a high quality teaching and learning methodology for
mixed ability classrooms
 Accommodate the needs of students with different learning styles
or intelligences
 May be used for:
 Pre-teaching/introduce a topic
 Teaching a topic
 Assessment for learning
 Studying
 Revision of a topic
32
Graphic Organisers
Agricultural Science
Ranking Ladder
Used to prioritise of rank ideas / information
© 2008
Steps in an Experiment
Conclusion
Results
Control
method
Equipment
Title
Start
here
Step Ladder
 When a topic involves prioritising or establishing stages
with a definite beginning and end
 Examples:
 Steps in podzolisation
36
Stair Steps
Used for topics involving a step by step process /
plotting a course of action
© 2008
Stair Steps
 Can be used when a topic involves a step-by-step process
 Examples:
 Bog Formation
 Embryo Transplanation
38
Scientific Method- An Organised approach to solving problems.
Principle- arises
from a theory
which is always
true.
Limitations of S.M.
•Extent of our Basic Knowledge.
•Ability to interpret results
•Accidental Discovery
•Application to the natural world in
a state of change
Theory- is an explanation based
on repeated hypothesis &
experimentation.
Tests Hypothesis.
Directly/
Indirectly
Interpretation
Result
Experimentation
Observation
Ethics refers to whether
issues are right or
wrong
Hypothesis
•Control- provides a
standard
Educated
guess based
on
hypothesis
•Careful Planning &
Design
Collected
and
Recorded &
Published –
Magazines,
etc.
•Safe.
•Repeatable/Replicates
•Fair- sample size
•Random Selection.
•Double Blind Testing Placebo
Results are
analysed.
Conclusion
A
conclusion
is drawn in
the context
of existing
knowledge.
Other possible uses
 Formation of blanket Peats
 Formation of basin Peats
 Stages in Silage Making
 Stages in Sexual Reproduction in a flowering Plant
© 2008
Sequence Chart
When topic involves a sequence of events
Project Guidelines
Plan Topic
Housing
Disease
Control
Take Photos
Husbandry
Put all
sections
together
Breeds
Types of
Enterprise
Submit
Project
Other possible uses
 Anything with a definite sequence of events
Chain of Events
When topic involves a series of interlinked events
© 2008
Stages in Lifecycle of
Liverfluke
Adult Fluke
in Primary
host.
Funnel
When synthesising ideas, drawing conclusions, reducing a body of information
to its core e.g. creating a definition
© 2008
Mineral Matter In soils
Sand
Silt
Clay
Gravel
Mineral
Matter
Other possible uses
 Any definition
 Composition of soil
 Composition of colostrum
 Composition of milk
Fish Bone
49
Cereals
Fertiliser &
Harvesting
Seed bed Prep
Soils & Climate
pH 6.5
Plough
Deep well drained
Harrow
NPK
Sandy Loam
Moisture during
Soil Tests Roll- spring only
Growth
Combine harvester
July/ Aug
5-8 ton/ha
3 ton Straw
GRAMINEAE
Yield and
Family
Barley
Winter- 1 st Oct Tolerant to continuous
Spring- 1st Mar.
Sowing
Combine drill
1 in 3 ideal
Sowing &
Establishment
Crop Rotation
Fish Bone
 Useful for summarising a whole topic in one space
 Students often find summarised in this way is easier to remember
than pages of text
 Helps to organise and structure information
52
Other possible uses
 Beef
 Pigs
 Sheep
 Dairy
 Beet/Potatoes
Brain Droplets
For idea generation
© 2008
Trace
Dissolved
in salt
Cu
Zn
Fe
Na
Mg
Ca
Oxygen
Hydrogen
Nitrogen
Phosphorus
Most
Common
Sulphur
Elements in Food
Other possible uses
 Calf to beef system
© 2008
Cross Classification Chart
When condensing and organising comparative data according to various
criteria
Cross Classification Chart
 Useful for organising information according to various
criteria
 Can be used to summarise information in a way that is
easy to remember
 Uses:
 Food Tests
58
Tillage
Soils &
Climate
Cereal
Potatoes
Beet
Crop
Rotation
Varieties
Seed Bed
Prep &
Harvesting
Sowing
Storage
Establish
Yield
ment.
Disease
Control
Double Venn Diagram
Title
Title
Different
Different
Similar
When examining the similarities and differences between two items
Mitosis V Meiosis
Mitosis
Meiosis
Different
Different
Similar
Venn Diagram
 Effective for examining the similarities and differences
between two items
 Examples:
 Osmosis V Diffusion
 Performance V Progeny Testing
 Condition Scoring V Conformation
 Photosynthesis V Respiration
 Colostrum V Milk
 Atmospheric Air V Soil Air
 Compare dairy breeds to beef Breeds
62
Triple Venn Diagram
© 2008
© 2008
Four Corner Organiser
When two criteria of four related topics or concepts are being explored
Four Corner Organiser
 Useful when characteristics of four related
concepts/topics/people are being explored
 Place the four in the centre of the organiser and two criteria
on the outside
 Examples:




65
Rights and responsibilities of stakeholders
Community development partners
Financial institutions
Marketing mix
Types of Nutrition
omolecules
Triglyceride
Phospholipid
FA
1
Glycerol
MonosaccharideGlucose
DisaccharideSucrose/Maltose
Energy release,
produces energy,
cell walls
FA
2
Glycerol
FA1
FA
3
PolysaccharideStarch/gylcogen/fibre
Carbohydrates
Carbon Hydrogen
Oxygen
Fats
Energy release,
insulates, energy
store
FA
2
P
Animals
Plants
Ca- Bones & teeth
Ca- forms middle
Lamella
Fe- forms
Haemoglobin
Mg- Forms
Chlorophyll
Minerals
Carbon Hydrogen Oxygen
Vitamins
Proteins
Amino Acid
Growth & repair of cellsMyosin, Keratin
Hormones, Antibodies,
enzymes
Water
1.
2.
3.
4.
5.
Excellent
Solvent
Component of
body fluids.
Bulk of
cytoplasm
Good absorber
of heat
Medium for
Chemical
Reactions
Water SolubleVitamin C•Forms connective
tissue especially
skin & Muscles.
•Deficiency
Disease- Scurvy
•Helps Healing
•Immune System
Fat Soluble – Vitamin D
•Helps absorb calcium
•Healthy bones & teeth
•Deficiency DiseaseRickets/ osteomalacia
•Source= Sun
Other possible uses
 Grassland Management Systems
 Genetics Definitions
Tri Pie
This can be used to generate ideas for different points of view
Con
Pro
Maybe
© 2008
Starburst
This is used when establishing five points in answer to a question
© 2008
Starburst (all points covered)
 Many examination questions require five points in the answer
 This organiser helps students who are visual learners to remember
the points easily
 Agreeing the points in a small group helps long-term memory
retention
 Examples:
71
Characteristics
of
LifeERRON
Continuity of
Metabolism
is the sum of all
the chemical reactions that take
place in the body
Excretion
The process of getting rid of waste
products of metabolism.
life. Where living
organisms arise from
other living organisms
Nutrition
Reproduction
Characteristics
Of Life
The process by which an
organism obtains and uses
food from its environment
The ordered way in
which living
organisms are
arranged anatomically
and socially.
Cells
The production of new individuals.
Life comes from life.
Organisation
Tissues
Organs
Response
Systems
Organism
Is how organisms react to
stimuli in their environment.
Other possible uses
 Factors that affect FCR
 Factors that affect Soil formation
 Signs of animal Health
 Breeds of animals- Dairy, Pigs, Sheep, Beef, Poultry.
 Methods of Heat detection.
 Soils Types- Podzols, Brown Earths, Gleys, Blanket peat, Basin
Peats.
 Elements and their functions
© 2008
Research Grid
This is a question and answer learning methodology
Note: additional cells may be added as required
Research Grid
 Question and answer learning methodology
 Questions are written by the teacher and students
research the answers and write them in
 One organiser can be shared by a group and students can
then fill in their own organiser for homework and keep it
for study and reflection
 Examples:
75
Sheep
What is a flushing?
Insert answer here
What is breeding out of season?
Insert answer here
Explain Conformation
Insert answer here
What is sponging?
Insert answer here
Name 2 lowland sheep breeds and 2 Mountain
breeds
Insert answer here
Explain Condition Scoring
Insert answer here
Other possible uses
 Preteaching most topics to find what students already know
 Revising any topic