{"id":262,"date":"2022-12-14T12:50:09","date_gmt":"2022-12-14T17:50:09","guid":{"rendered":"https:\/\/opentextbooks.concordia.ca\/active-learning\/?post_type=chapter&p=262"},"modified":"2023-10-05T09:39:31","modified_gmt":"2023-10-05T13:39:31","slug":"summary-of-active-learning-techniques","status":"publish","type":"chapter","link":"https:\/\/opentextbooks.concordia.ca\/active-learning\/chapter\/summary-of-active-learning-techniques\/","title":{"raw":"Summary of Active Learning techniques","rendered":"Summary of Active Learning techniques"},"content":{"raw":"
\r\n

In brief<\/p>\r\n\r\n<\/header>\r\n

\r\n
    \r\n \t
  • There is a wide variety of active learning techniques that help develop different levels of knowledge and skills.<\/li>\r\n \t
  • Many of these techniques can be used with large classes and without much planning.<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\nThese techniques and many others have been originated by researchers from different disciplines whose studies on teaching and learning have culminated in a rich body of work. It provides clear and concise explanations and examples of a broad range of techniques along with primary resources for more information concerning original research and work on these techniques and many more.\r\n

    Summary<\/h2>\r\nFollowing is a summary of all the active learning techniques as a table.\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
    Technique name<\/strong><\/td>\r\nDescription<\/strong><\/td>\r\nPromoted skills<\/strong><\/td>\r\n<\/tr>\r\n
    Contemporary Issues Journal<\/a><\/td>\r\nStudents keep a journal where they connect course information to current news or their own lives.<\/td>\r\nWriting, knowledge integration and synthesis<\/td>\r\n<\/tr>\r\n
    Fact or Opinion<\/a><\/td>\r\nStudents distinguish facts from opinions in a text or a lecture.<\/td>\r\nWriting, learning how to learn<\/td>\r\n<\/tr>\r\n
    Debate<\/a><\/td>\r\nAn instructional approach is used to encourage discussion between two or more people who are positioned on opposite sides of an issue or topic.<\/td>\r\nCommunications, critical thinking, argumentative skills, research<\/td>\r\n<\/tr>\r\n
    Learning Cells<\/a><\/td>\r\nThis is used to get students to ask and answer questions they develop themselves based on a reading or lecture.<\/td>\r\nAnalysis and knowledge acquisition<\/td>\r\n<\/tr>\r\n
    Think-Pair-Share<\/a><\/td>\r\nStudents take time on their own to consider a question, then with a partner and, optionally, after with the entire class.<\/td>\r\nAnalysis and critical thinking, Knowledge integration and synthesis<\/td>\r\n<\/tr>\r\n
    Lecture Wrapper<\/a><\/td>\r\nAt the end of a lecture, students identify the 3 most important points\/big ideas and compare them to the instructor\u2019s list.<\/td>\r\nSelf-regulated learning<\/td>\r\n<\/tr>\r\n
    Peer Instruction<\/a><\/td>\r\nStudents use a response system (i.e. clickers) to answer questions.<\/td>\r\nCommunication skills, conceptual and evaluative reasoning<\/td>\r\n<\/tr>\r\n
    Analytical Teams<\/a><\/td>\r\nStudents are put into groups, and each member is assigned a role.<\/td>\r\nCritical and creative thinking, problem-solving, learning how to learn<\/td>\r\n<\/tr>\r\n
    Buzz Groups<\/a><\/td>\r\nStudents brainstorm or discuss a question or problem in small groups.<\/td>\r\nAnalysis and critical thinking, problem-solving<\/td>\r\n<\/tr>\r\n
    Jigsaw<\/a><\/td>\r\nStudents master content in small \u201cexpert\u201d groups then reform into new groups (with one person from a different expert group) and teach each other what they learned in their previous groups.<\/td>\r\nAnalysis and critical thinking, learning how to learn<\/td>\r\n<\/tr>\r\n
    Advance Organizers<\/a><\/td>\r\nInstructors provide a template for taking lecture\/reading notes to help them organize their notes and help them focus on big ideas and connections between them.<\/td>\r\nActive listening, understanding<\/td>\r\n<\/tr>\r\n
    Guided Notes<\/a><\/td>\r\nInstructors provide a set of partially-completed notes that students complete while listening to help them focus on the key concepts presented in the lecture.<\/td>\r\nActive listening, understanding<\/td>\r\n<\/tr>\r\n
    Note-Taking Pairs<\/a><\/td>\r\nStudents take turns sharing notes with a partner at intervals in a lecture.<\/td>\r\nUnderstanding, writing, organization skills<\/td>\r\n<\/tr>\r\n
    Fishbowl<\/a><\/td>\r\nA group of volunteer students have a debate, do a role-play or perform a specific task in front of the class. The rest of the class watches and discusses at the end.<\/td>\r\nAnalysis and critical thinking, knowledge integration and synthesis<\/td>\r\n<\/tr>\r\n
    Three-Minute Message<\/a><\/td>\r\nStudents present a concise three-minute argument with supporting evidence on a designated course topic.<\/td>\r\nCreative and critical thinking, problem-solving<\/td>\r\n<\/tr>\r\n
    Translate That!<\/a><\/td>\r\nAn instructor pauses at regular intervals in a lecture and asks a student in the class to explain the previous segment in \u201cplain English\u201d to their classmates.<\/td>\r\nAnalysis, critical and creative thinking<\/td>\r\n<\/tr>\r\n
    Case Studies<\/a><\/td>\r\nStudents (individually, in pairs or in groups) analyze an authentic scenario and apply course ideas to provide a solution.<\/td>\r\nInductive and analytical reasoning, knowledge integration<\/td>\r\n<\/tr>\r\n
    Problem-Based Learning<\/a><\/td>\r\nAn instructional approach wherein students learn through the direct experience of solving problems (SALTISE).<\/td>\r\nSelf-regulated learning, content analysis, application of knowledge<\/td>\r\n<\/tr>\r\n
    Think-aloud Pair Problem-solving<\/a><\/td>\r\nIn pairs, students take turns listening while the other explains their solution and reasoning to a given problem.<\/td>\r\nActive listening, knowledge application<\/td>\r\n<\/tr>\r\n
    Directed Paraphrase<\/a><\/td>\r\nStudents craft a concise explanation of a difficult course concept in their own words for a specific audience.<\/td>\r\nContent analysis, understanding<\/td>\r\n<\/tr>\r\n
    Insights-Resources-Application (IRAs)<\/a><\/td>\r\nIn response to a lecture or reading, students: explain insights they\u2019ve gained, identify an additional resource that has similar themes, and write how the reading applies to their own personal experience.<\/td>\r\nUnderstanding, critical thinking, learning how to learn<\/td>\r\n<\/tr>\r\n
    Reflective Writing<\/a><\/td>\r\nAn instructional strategy to encourage students to engage on a deeper level with course learning material.<\/td>\r\nKnowledge organization, self-regulated learning<\/td>\r\n<\/tr>\r\n
    Concept Mapping<\/a><\/td>\r\nAn instructional approach to visually show the relationships between and among different concepts (SALTISE).<\/td>\r\nKnowledge organization and integration, Relational reasoning<\/td>\r\n<\/tr>\r\n
    Group Grid<\/a><\/td>\r\nStudents sort course concepts into categories on an instructor-generated grid.<\/td>\r\nKnowledge integration and synthesis, learning how to learn<\/td>\r\n<\/tr>\r\n
    Sketch Notes<\/a><\/td>\r\nStudents create a visual representation of lecture content.<\/td>\r\nCritical and creative thinking, knowledge integration and synthesis<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n\r\n
    \r\n\r\n

    Resources<\/h2>\r\n

    Barkley, E., & Major, C. (n.d.). The K. Patricia Cross Academy<\/em>. Retrieved Dec 6, 2022, from https:\/\/kpcrossacademy.org\/.<\/p>\r\n

    Barkley, E. F., Cross, K. P., & Major, C. H. (2014). Collaborative learning techniques: A handbook for college faculty<\/em>. John Wiley & Sons.<\/p>\r\n

    Barkley, E. F. (2009). Student engagement techniques: A handbook for college faculty<\/em>. John Wiley & Sons.<\/p>\r\n

    Loadman, N. (2016, Jul 10). Punctuated Lectures: Classroom Assessment Technique<\/em>. YouTube. Retrieved Dec 6, 2022, from https:\/\/www.youtube.com\/watch?v=AttIxRWxYF4.<\/p>\r\n

    University of Toronto Centre for Teaching Support & Innovation. (n.d.). Active Learning and Adapting Teaching Techniques<\/em>. Retrieved Dec 6, 2022, from https:\/\/tatp.utoronto.ca\/wp-content\/uploads\/sites\/2\/Active-Learning-and-Adapting-Teaching-Techniques1.pdf.<\/p>","rendered":"

    \n
    \n

    In brief<\/p>\n<\/header>\n

    \n
      \n
    • There is a wide variety of active learning techniques that help develop different levels of knowledge and skills.<\/li>\n
    • Many of these techniques can be used with large classes and without much planning.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n

      These techniques and many others have been originated by researchers from different disciplines whose studies on teaching and learning have culminated in a rich body of work. It provides clear and concise explanations and examples of a broad range of techniques along with primary resources for more information concerning original research and work on these techniques and many more.<\/p>\n

      Summary<\/h2>\n

      Following is a summary of all the active learning techniques as a table.<\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
      Technique name<\/strong><\/td>\nDescription<\/strong><\/td>\nPromoted skills<\/strong><\/td>\n<\/tr>\n
      Contemporary Issues Journal<\/a><\/td>\nStudents keep a journal where they connect course information to current news or their own lives.<\/td>\nWriting, knowledge integration and synthesis<\/td>\n<\/tr>\n
      Fact or Opinion<\/a><\/td>\nStudents distinguish facts from opinions in a text or a lecture.<\/td>\nWriting, learning how to learn<\/td>\n<\/tr>\n
      Debate<\/a><\/td>\nAn instructional approach is used to encourage discussion between two or more people who are positioned on opposite sides of an issue or topic.<\/td>\nCommunications, critical thinking, argumentative skills, research<\/td>\n<\/tr>\n
      Learning Cells<\/a><\/td>\nThis is used to get students to ask and answer questions they develop themselves based on a reading or lecture.<\/td>\nAnalysis and knowledge acquisition<\/td>\n<\/tr>\n
      Think-Pair-Share<\/a><\/td>\nStudents take time on their own to consider a question, then with a partner and, optionally, after with the entire class.<\/td>\nAnalysis and critical thinking, Knowledge integration and synthesis<\/td>\n<\/tr>\n
      Lecture Wrapper<\/a><\/td>\nAt the end of a lecture, students identify the 3 most important points\/big ideas and compare them to the instructor\u2019s list.<\/td>\nSelf-regulated learning<\/td>\n<\/tr>\n
      Peer Instruction<\/a><\/td>\nStudents use a response system (i.e. clickers) to answer questions.<\/td>\nCommunication skills, conceptual and evaluative reasoning<\/td>\n<\/tr>\n
      Analytical Teams<\/a><\/td>\nStudents are put into groups, and each member is assigned a role.<\/td>\nCritical and creative thinking, problem-solving, learning how to learn<\/td>\n<\/tr>\n
      Buzz Groups<\/a><\/td>\nStudents brainstorm or discuss a question or problem in small groups.<\/td>\nAnalysis and critical thinking, problem-solving<\/td>\n<\/tr>\n
      Jigsaw<\/a><\/td>\nStudents master content in small \u201cexpert\u201d groups then reform into new groups (with one person from a different expert group) and teach each other what they learned in their previous groups.<\/td>\nAnalysis and critical thinking, learning how to learn<\/td>\n<\/tr>\n
      Advance Organizers<\/a><\/td>\nInstructors provide a template for taking lecture\/reading notes to help them organize their notes and help them focus on big ideas and connections between them.<\/td>\nActive listening, understanding<\/td>\n<\/tr>\n
      Guided Notes<\/a><\/td>\nInstructors provide a set of partially-completed notes that students complete while listening to help them focus on the key concepts presented in the lecture.<\/td>\nActive listening, understanding<\/td>\n<\/tr>\n
      Note-Taking Pairs<\/a><\/td>\nStudents take turns sharing notes with a partner at intervals in a lecture.<\/td>\nUnderstanding, writing, organization skills<\/td>\n<\/tr>\n
      Fishbowl<\/a><\/td>\nA group of volunteer students have a debate, do a role-play or perform a specific task in front of the class. The rest of the class watches and discusses at the end.<\/td>\nAnalysis and critical thinking, knowledge integration and synthesis<\/td>\n<\/tr>\n
      Three-Minute Message<\/a><\/td>\nStudents present a concise three-minute argument with supporting evidence on a designated course topic.<\/td>\nCreative and critical thinking, problem-solving<\/td>\n<\/tr>\n
      Translate That!<\/a><\/td>\nAn instructor pauses at regular intervals in a lecture and asks a student in the class to explain the previous segment in \u201cplain English\u201d to their classmates.<\/td>\nAnalysis, critical and creative thinking<\/td>\n<\/tr>\n
      Case Studies<\/a><\/td>\nStudents (individually, in pairs or in groups) analyze an authentic scenario and apply course ideas to provide a solution.<\/td>\nInductive and analytical reasoning, knowledge integration<\/td>\n<\/tr>\n
      Problem-Based Learning<\/a><\/td>\nAn instructional approach wherein students learn through the direct experience of solving problems (SALTISE).<\/td>\nSelf-regulated learning, content analysis, application of knowledge<\/td>\n<\/tr>\n
      Think-aloud Pair Problem-solving<\/a><\/td>\nIn pairs, students take turns listening while the other explains their solution and reasoning to a given problem.<\/td>\nActive listening, knowledge application<\/td>\n<\/tr>\n
      Directed Paraphrase<\/a><\/td>\nStudents craft a concise explanation of a difficult course concept in their own words for a specific audience.<\/td>\nContent analysis, understanding<\/td>\n<\/tr>\n
      Insights-Resources-Application (IRAs)<\/a><\/td>\nIn response to a lecture or reading, students: explain insights they\u2019ve gained, identify an additional resource that has similar themes, and write how the reading applies to their own personal experience.<\/td>\nUnderstanding, critical thinking, learning how to learn<\/td>\n<\/tr>\n
      Reflective Writing<\/a><\/td>\nAn instructional strategy to encourage students to engage on a deeper level with course learning material.<\/td>\nKnowledge organization, self-regulated learning<\/td>\n<\/tr>\n
      Concept Mapping<\/a><\/td>\nAn instructional approach to visually show the relationships between and among different concepts (SALTISE).<\/td>\nKnowledge organization and integration, Relational reasoning<\/td>\n<\/tr>\n
      Group Grid<\/a><\/td>\nStudents sort course concepts into categories on an instructor-generated grid.<\/td>\nKnowledge integration and synthesis, learning how to learn<\/td>\n<\/tr>\n
      Sketch Notes<\/a><\/td>\nStudents create a visual representation of lecture content.<\/td>\nCritical and creative thinking, knowledge integration and synthesis<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
      \n

      Resources<\/h2>\n

      Barkley, E., & Major, C. (n.d.). The K. Patricia Cross Academy<\/em>. Retrieved Dec 6, 2022, from https:\/\/kpcrossacademy.org\/.<\/p>\n

      Barkley, E. F., Cross, K. P., & Major, C. H. (2014). Collaborative learning techniques: A handbook for college faculty<\/em>. John Wiley & Sons.<\/p>\n

      Barkley, E. F. (2009). Student engagement techniques: A handbook for college faculty<\/em>. John Wiley & Sons.<\/p>\n

      Loadman, N. (2016, Jul 10). Punctuated Lectures: Classroom Assessment Technique<\/em>. YouTube. Retrieved Dec 6, 2022, from https:\/\/www.youtube.com\/watch?v=AttIxRWxYF4.<\/p>\n

      University of Toronto Centre for Teaching Support & Innovation. (n.d.). Active Learning and Adapting Teaching Techniques<\/em>. Retrieved Dec 6, 2022, from https:\/\/tatp.utoronto.ca\/wp-content\/uploads\/sites\/2\/Active-Learning-and-Adapting-Teaching-Techniques1.pdf.<\/p>\n","protected":false},"author":64,"menu_order":1,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-262","chapter","type-chapter","status-publish","hentry"],"part":59,"_links":{"self":[{"href":"https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-json\/pressbooks\/v2\/chapters\/262","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-json\/wp\/v2\/users\/64"}],"version-history":[{"count":5,"href":"https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-json\/pressbooks\/v2\/chapters\/262\/revisions"}],"predecessor-version":[{"id":441,"href":"https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-json\/pressbooks\/v2\/chapters\/262\/revisions\/441"}],"part":[{"href":"https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-json\/pressbooks\/v2\/parts\/59"}],"metadata":[{"href":"https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-json\/pressbooks\/v2\/chapters\/262\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-json\/wp\/v2\/media?parent=262"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-json\/pressbooks\/v2\/chapter-type?post=262"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-json\/wp\/v2\/contributor?post=262"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-json\/wp\/v2\/license?post=262"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}