Conference on Higher Education Pedagogy
February 8-10, 2012
The Inn at Virginia Tech, Blacksburg, VA
Practice Before Assessment:
Active Learning Strategies
Presented by:
Barbara Limbach, Ph.D.
Chadron State College
Professor, Business
blimbach@csc.edu
Wendy Waugh, Ph.D.
Chadron State College
Professor, Business
wwaugh@csc.edu
Conference on Higher Education Pedagogy
February 8-10, 2012
The Inn at Virginia Tech, Blacksburg, VA
Practice Before Assessment:
Active Learning Strategies
Active learning, simply defined by Paulson and Faust (1998), is anything that students do in
regard to their learning other than passively listening to an instructor’s lecture. In effect, they
are techniques that allow students to engage in higher level thinking, such as; analyzing,
evaluating, and creating. Collaborative learning groups, student-led review sessions, problembased learning, simulations, analysis of videos, student debates, and concept mapping are
some examples of techniques that promote active learning and thereby higher level thinking.
Research has supported active learning as an effective teaching technique. According to TA
Consultants (n.d.), “regardless of the subject matter, when active learning is compared to
traditional teaching methods (such as lecture), students learn more material, retain the
information longer, and enjoy the class more” (para. 2).
Bonwell and Eison (1991) described active learning as involving the students in activities that
cause them to think about what they are doing. Fink (2003) indicated that the concept of active
learning supports research which shows that students learn more and retain knowledge longer
when they acquire that knowledge in an active rather than passive manner. To make learning
more active, some kind of experiential learning and opportunities for reflective dialog should be
included as part of the course.
5.
Provide
Feedback &
Assessment of
Learning
1.
Determine
Learning
Objectives
4.
Review,
Refine, and
Improve
2.
Teach Through
Questioning
3.
Practice
Before
Assessment
Figure 1:
Process for the Development of Higher Level
Thinking Skills (Limbach & Waugh, 2009)
The presenters have developed and propose the
five-step framework, Process for the
Development of Higher Level Thinking Skills,
can be implemented in virtually any teaching
setting (including online) to create a more active
learning environment. The process is shown in
Figure 1. Step 1. Determine Learning Objectives;
Step 2. Teach Through Questioning; Step 3.
Practice Before Assessment; Step 4. Review,
Refine, and Improve; and Step 5. Provide
Feedback and Assessment of Learning.
To make learning more active and to encourage
students to participate in higher level thinking,
students must do things like pose arguments, state
opinions, and critique evidence using primary and
secondary sources. Practice is necessary to
master any skill; students must have the
opportunity to practice the knowledge, skills,
attitudes, and behaviors that will be evaluated.
Therefore, choosing learning activities that allow them to practice, while causing them to
critically think, is important (Schafersman, 1991). To fully engage students in this process,
teachers must be armed with dynamic and creative ideas for active learning.
Limbach, Waugh
2012
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1.
Determine
Learning
Objectives
5.
4.
2.
Step One: Determine Learning Objectives
 Consider program and course learning outcomes
o Based on specific program, discipline, and course
level
 Define behaviors students should exhibit
o Tie to activities and assessments
 Target behaviors in higher level thinking
o Tie to higher levels of Bloom’s Revised Taxonomy
o Target behavioral verbs–actions
3.
Step Two: Teach Through Questioning



Develop appropriate questions
o To establish what is already known
o To develop new ideas and understandings
Employ questioning techniques
o Consider purpose, appropriate level, and type of
question
Encourage interactive discussion between
teacher and student
o Use interactive group discussion
o Foster understanding and stimulate intellectual
growth
o Challenge learner to defend his/her position
1.
5.
4.
2.
3. Practice
Before
Assessment
Limbach, Waugh
1.
5.
4.
2. Teach
Through
Questioning
3.
Step Three: Practice Before Assessment
 Chose active learning activities
o Direct activities - Experiential learning
 Authentic projects, situational observations,
online simulations, debates, VoiceThreads
o Direct activities - Reflective dialog
 Papers, portfolios, journaling, presentations,
online forums, discussions, modeling, selfevaluation, service learning
o Indirect activities
 Case studies, gaming simulations, role-playing,
stories
 Use primary and secondary sources
o Gather information and ideas in class, outside class,
and/or online
 Link activities to learning objectives and
assessments
o Provide opportunities for students to demonstrate
achievement
2012
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Step Four: Review, Refine, and Improve
 Monitor class activities
o Create a supportive environment
 Clear expectations
 Climate of equal opportunity, holding
students responsible
o Track student participation
o Refine instructional techniques
 Collect feedback from students
o 2-minute paper, chain notes, memory matrixes
 Provide opportunities for re-learning
o Workbook, reproduction, quiz/test,
demonstration, panel, game, podcast
5. Provide
Feedback
and
Assessment
of Learning
1.
4.
2.
3.
1.
5.
4. Review,
Refine,
and
Improve
2.
3.
Step Five: Provide Feedback and Assessment of
Learning
 Provide feedback to students
o Allow frequent opportunities to practice what is
assessed
o Identify traits of high quality work based on
standards
o Provide peer review
 Create opportunities for self-assessment
o Teach students to assess their own performance
 Utilize feedback to improve instruction
o Conclude objectives were met
o Determine effectiveness of specific learning
activities
o Compare value of feedback to standards
Step Three: Practice Before Assessment
Choosing Active Learning Strategies
The active learning strategies teachers choose have a direct and measurable effect on student’s
learning. But before choosing a particular active learning strategy, answer the following
question:
Will this strategy optimize the students’ opportunity to learn the concept(s),
given the student’s background and the course objectives?
Next, choose purposeful, active learning strategies based on the following categories:
 Knowing Your Students
 Reading Accountability
 Thinking Critically About Content
 Practice
 Review
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2012
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Knowing Your Students
Getting Acquainted Note Card
Provide students with a note card at the beginning or toward the end of your first class. Have
students provide their name and information about themselves by answering questions, such as:
 What do you want your professor to know about you?
 What do you want to share to help your instructor get to know you better?
 What do you want to learn?
 What questions do you want to ask the professor?
This activity could request responses to finish a statement, such as:
 When I came to this class, I thought…
 My major concern this semester is…
 I learn best when…
What Do We Have In Common?
Have students pair up and spend two minutes visiting and writing down as many similarities as
they can: physical characteristics, family, major, sports, likes… Change the pairings and repeat
up to three times. Have the class members discuss the following questions: What surprised
you? What didn’t surprise you? Why? Did the introductions get easier? Why?
Background Knowledge Probe
Ask students at the beginning of a course, at the start of a new unit, or prior to introducing an
important new idea/concept to write short answers to a simple questionnaire about the
upcoming topic. Consider what students may already know and what you want the student to
learn. Let students know the results and tell them how the information will affect what you do as
the teacher and how this should affect what they do as learners.
How Do You Learn Best?
Ask students to complete learning style inventories. Some of the most popular learning styles
are the Myers-Briggs Type Indicator (MBTI), Kolb’s Learning Style Model, Herrmann Brain
Dominance Instrument, and the Felder-Silverman Learning Style Model (FSLSM). Use various
instructional styles to teach to all students. Visual learners can see color, pictures, and
diagrams relevant to their content and create flow charts or concept maps. Auditory learners
can listen to lectures, podcasts, and videos. Kinesthetic (active) learners can participate in
discussion forums, blogs, and wikis, create presentations, collaborate with Facebook, Google
apps, do hands on work in labs, and attend field trips.
Dear Professor Letter
Have students submit an anonymous letter to the professor that provides insight into what the
student thinks about what they are experiencing in the class. You may ask the students to
reflect on specific topics, such as: readings, class discussions, group and individual activities,
and classroom environment.
Share Your Interests
On the first day of class, ask students to complete an interest inventory assessment to
determine their interests, preferences, attitudes about the subject area and personal styles.
Consider asking what activities they participate in, the music they listen to, or the movies they
watch. Add questions that you think are important. Next, orally ask the students the questions
to help establish a rapport in the class. Teachers should also answer the questions so that the
students get to know them on a more personal level. The student interest inventory can be used
to design activities that interest your students.
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2012
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Reading Accountability
One-Minute Paper
At the beginning of class, ask students to respond briefly to some variation on the following two
questions: “What was the most important thing you learned from the reading?” and “What
important questions remain unanswered?” Students may respond on index cards or half-sheets of
scrap paper to be handed in. Provide time to discuss the results, perhaps during the next class.
Mini Class Essay
To encourage all students to talk about the reading, create a comprehensive question which is
specifically related to the reading and allow students five- to seven-minutes to create a welldeveloped essay addressing the question.
Muddiest Point
Ask students to jot down a quick response to one question: “What was the muddiest point
in….?” The focus of the Muddiest Point assessment might be a reading, lecture, a discussion, a
homework assignment, a play, or a film. Respond to the students’ feedback during the next
class or at the end of the current class.
Study Questions and Beyond
When a reading is assigned, provide students with study questions that have them restate,
apply, summarize, examine, or assess the reading. Extend this into an in-class activity that
holds them accountable for the reading and utilizes the information.
Pre-class Online Reading Quiz
Develop a short online quiz to assess understanding of the reading for students to complete
prior to class discussion. Then adjust lesson plans based on the results.
What’s In the Hat?
On note cards, write different key concepts, topics, phrases, or words that are important to the
lesson. Place each card in the hat and allow students to draw out one card per student or pair
of students. Allow students five minutes to brainstorm everything they know about the topic or
word. Allow each student to share their topic and provide class time to discuss how they think
each topic will be relevant to the lesson. This strategy can also be used as a way to review at
the end of a lesson or for a cumulative final.
ABCDE Flashcards (TF Flashcards)
The teacher asks or presents a multiple-choice question, and then asks students to
simultaneously hold up one card, labeled A, B, C, D, or E, as their individual response. Cards
may also be created to answer true/false questions with T and F for responses. This helps the
teacher quickly get a sense of what students know or understand while engaging all students in
the class. The teacher then uses the information to adapt and organize the ensuring discussion
or lesson.
Thumbs Up, Thumbs Down, Thumbs Sideways
The instructor makes a statement about the content and tells students to put their thumbs up
when they agree with the statement, thumbs down when they disagree, or thumbs sideways
when they don’t know. Follow up with discussion on why the choices were made.
Weekly Reading Log
Students are asked to complete a weekly reading log that answers pre-determined questions,
for example:
Week: _____ Reading: _____
What history or example is discussed in this reading?
What are the main points the author(s) make?
What kinds of documents and approaches are they working with?
What insight did you gain into _____?
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Heading to Question
The instructor writes the first main heading from an assigned reading and asks students to
develop 5-10 questions based on the heading which they predict will be answered in the
chapter. Determine how many were actually answered. Discuss predictions.
Thinking Critically about Content
One-Sentence Summary
Challenge students to answer the question: “Who does what to whom, when, where, how and
why?” about a given topic.
What’s the Principle?
Identify a basic principle that you expect students to learn (and which has been taught) in your
course. Create a sample problem that illustrates the principle and a What’s the Principle? form
that includes a listing of relevant principles. Ask students to match the sample problem to the
correct principle.
Pop Quiz
Students pick a balloon with a topic tucked inside. Students then form groups by the color of
their balloons and will have five to ten minutes to discuss their topic. Each group will select a
person to present their findings or topic information to the class. The activity could be used to
introduce new material, prepare for a test, or go over questions and issues.
Card Trivia
Create index cards with critical-thinking questions on the front and a number on the back. Tape
a card face down on each student’s desk with the number facing up. The students will be called
on beginning with number one and so on. Each student will have two minutes to talk about
what is on their card. Should a student have a card that they know little about, another student
in the class that hasn’t seen their card yet may volunteer to switch with this student.
Think/Pair/Share
Students think/write responses to a question or topic. Always consider the level of the
questions you are asking--when you ask recall-type questions, expect discussions that are less
deep in understanding of concepts. Then, have students share ideas with a partner. End the
activity with students sharing summaries with the class.
Add On Responses
Ask students to “add on” to what another student has said. Often student’s thinking is triggered
by another person’s response to a question.
Critical Topic Class Talk
Engage students in the learning process by discussing key topics. Develop thought-provoking,
critical-thinking, open-ended questions in advance to provide a framework for the discussion
(Consider moving through Bloom’s Revised Taxonomy; Exhibit A). Include scenarios where
students will need to apply knowledge to new situations. Ask one question at a time, pause
after asking, acknowledge all answers, and move around the room to elicit participation.
Pro/Con
Divide students into two groups to discuss/debate a particular topic (based on their stand on the
topic). Then, have a student from each side of the debate present their ideas/arguments to the
class. This can be a “Pro and Con” or a “For or Against” type of debate with an instructor
specified number of pros/cons. Open the floor to comments that question or expand on the
issues presented. Avoid expressing judgment and be sure to have different students present
each time. End the debate after 10-15 minutes. Combine responses to identify reoccurring
themes.
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Real World-Brainstorming
Begin a new topic by having students brainstorm situations where their new knowledge would
be used in the real world. Have students share the different examples.
Discover and Search
Ask students to discover their learning by asking questions, such as:
 What insights did you gain?
 What information did you understand during today’s class?
 What connections can you make between the information presented/discussed/practiced
today and previous information?
Then ask students to search their learning by asking questions, such as:
 What questions were unanswered?
 What concepts were unclear?
 What ideas were not fully explained during today’s class?
 How might our class assist you in answering or making clear or more fully explaining?
My Concept Map
Have students work in small groups to complete a cognitive map (a diagram showing
relationships between elements) of concepts addressed in class. Large group discussion
follows.
Practice
Generate Solutions
Prepare a case scenario that coordinates with the instructional material, is real, and relates to
the students. Provide the case, a framework for analysis, and several critical-thinking
questions. Students should be encouraged to use real and relevant concepts to generate
solutions. Allow students sufficient time to analyze the case before class discussion.
My Creative Project
Have students (individually or in groups) carry out multiple creative and problem-solving
activities, seek information, and make decisions while developing some useful, finished product
or result (display, exhibit, performances). Make sure the projects reinforce objectives and
desired behaviors, fully engage the student’s interest, application, and relevance, and closely
resemble experiences from the real world.
Interview Give and Take
Have students interview a partner about their opinions/ideas on a topic and then report to the
class what they gave to the conversation and what new information they took away.
Report Your Learning
Based on course materials, have students prepare a five-minute oral report to give a brief
summary of the content. Have class participants ask questions. Reports could also be written.
Act Out
Have students role-play a well-developed script in a simulated environment. After the role-play,
a thorough discussion will enhance the learning. Students may demonstrate the proper way to
perform a skill.
I Can Do This!
Have students complete specific tasks using a computer-based simulation of a real-life
environment.
News of Note
Students are required to review the news to find an article that relates to the concept being
taught. They should summarize the article and provide their viewpoint.
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My Experience
Provide students with real-life, community-based, service learning experiences related to the
course content and an opportunity to cognitively consider the theories covered in the classroom.
Review
How Do I Think I Am Doing?
Students report on their own progress (self-evaluation) while providing a means for reflection on
an individual or group project, activity, or assignment. Instructor created self-evaluation forms
can be used by the student to gain insight into performance and provide for corrective feedback
so that necessary changes in behaviors can be made.
How Am I Doing?
Have students evaluate each other’s work (peer-evaluation) making sure they have grading
instructions (grading rubric). Create short, structured specific roles.
Concept Reflection
Require students to reflect on the application of a concept to their life and then share with the
class. Feedback from others students or the teacher (questions of clarification, paraphrasing) is
required before the next person can share their reflection. Then students draw and share their
conclusions.
My Work
Involve students in compiling and keeping course materials in an organized notebook or online
portfolio.
My Daily Journal
Have students keep a journal or log, taking a few minutes to write down their feelings and
thoughts regarding various topics.
What Will Be On the Test?
Place students in pairs/groups and have them write test questions related to course content.
Instructors could then incorporate the student designed questions into a final, cumulative
assessment.
I Came Expecting, I Got, I Value, I Want
Students respond to a course, class session, topic, or other relevant concept regarding what
they expected, what they received, what they valued, and what they still wanted to learn.
Conclusion
The use of active learning is a key success factor in moving students toward higher level
thinking, an important goal of all teachers. Active learning can make a course more enjoyable
for both teachers and students. However, for this to happen, educators must give up the belief
that students will be unable to learn the subject at hand unless the teacher "covers it". While
students may gain some exposure to material through pre-class readings and overview lectures,
true understanding of the material takes place when they are actively involved with and reflect
on the meaning of what they are doing.
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Exhibit A: Bloom’s Revised Taxonomy
Bloom’s Revised Taxonomy
Level of Thinking
1. Remember
2. Understand
3. Apply
4. Analyze
(critical thinking)
5. Evaluate
(critical thinking)
6. Create
(critical thinking)
Focused On
Recall or recognition of
specific information
Determining the meaning of
given information
Using strategies, concepts,
principles, and theories in a
given situation
Breaking information down
into component elements and
detecting how the parts relate
to one another
Judging the value of ideas,
materials and methods by
developing and applying
standards and criteria
Putting together ideas or
elements to develop an
original idea/product
Actions
describe, state, list, locate, retrieve,
identify, recognize, name, find
summarize, explain, paraphrase,
compare, contrast, interpret, exemplify,
infer, classify
construct, solve, discover, show,
implement, use, execute, carry out, use
examine, classify, categorize, attribute,
differentiate, outline, integrate,
structure, compare, organize,
deconstruct
assess, critique, recommend, predict,
evaluate, test, judge, hypothesize,
check, experiment, detect, monitor
combine, construct, create, role-play,
suppose, design, plan, produce, invent,
devise
Adapted from Anderson, Krathwohl, Airasian, Cruikshank, Mayer, Pintrich, Raths, & Wittrock (2001)
References
Anderson, L.W. (Ed.), Krathwohl, D.R. (Ed.), Airasian, P.W., Cruikshank, K.A., Mayer, R.E.,
Pintrich, P.R., Raths, J., & Wittrock, M.C. (2001). A taxonomy for learning, teaching, and
assessing: A revision of Bloom's Taxonomy of Educational Objectives (Complete edition).
New York: Longman.
Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the classroom.
Retrieved from http://www.ntlf.com/html/lib/bib/91-9dig.htm
Fink, L. D. (2003). Creating significant learning experiences: An integrated approach to
designing college classes. (1st ed.). Jossey-Bass: John Wiley & Sons, Inc.
McKinny, K. (2011). Active learning. Center for Teaching and Learning, Illinois State University.
Retrieved from http://www.cat.ilstu.edu/additional/tips/newactive.php
Paulson, D. R., & Faust, J. L. (1998). Active learning in the college classroom. Journal on
Excellence in College Teaching, 9(2), 3-24.
Schafersman, Steve D. (1991). An introduction to critical thinking. Retrieved May 13, 2010, from
http://www.freeinquiry.com/critical-thinking.html
TA Consultants. (n.d.). Active learning. Center for Excellence in Teaching and Learning,
University of California, Davis. Retrieved from http://cetl.ucdavis.edu/wpcontent/uploads/2010/10/Active-learning.pdf
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