Active Learning
An Overview
While an universally accepted definition of active learning theory remains ambiguous, a foundational understanding has been synthesized from various educational theories and approaches. A common agreed upon theme that emerges from these theories and approaches emphasize a student’s active engagement in the learning process. Vanhorn et al. (2019) suggest the following as their definition of active learning:
Learning is not a spectator sport. Students do not learn much just by sitting in classes listening to teachers, memorizing prepackaged 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. (As cited in Chickering & Gamson, 1987, p. 5).
This definition can be applied to a variety of educational levels and settings. The core principles of active learning are student engagement, active participation, collaboration and interaction, reflection, and feedback (Vanhorn et al., 2019, p. 6-9).
Active Learning Theory & Research
Active learning is deeply rooted in the constructivist learning theory which suggests that learners build their understanding through experiences and interactions. It emphasizes student-centered, inquiry-based learning, where students explore questions and solve problems. The constructivist approach focuses on real-world experiences that promote critical thinking, collaboration, and hands-on projects to help students apply their knowledge (Brunner, 1966).
Other relevant theories also inform active learning. The contribution and research of John Dewey, who placed an emphasis on active learning through interaction, led David Kolb to develop the Experiential Learning Theory. This theory emphasizes learning through concrete experience, reflective observations, abstract conceptualization, and active experimentation (Kolb, 1984).
Core Principles and Strategies
for the Classroom
Student Engagement and Active Participation
This central pillar of active engagement marks a distinct difference between the passive roles of traditional learning. Student engagement and active participate are a MUST when it comes to exploring active engagement in your classroom. There are many articles and books written over this topic, and the below ideas just scratch the surface with ideas you can try tomorrow to increase engagement and get your kids actively learning.
Teacher Role
Teacher Role
-Questioning
-Probing
-Allowing mistakes
-Encouraging multiple viewpoints and all voices to be heard
-Incorporating realia, videos, pictures, images, etc. into lessons
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Student Role​
-Visibly Thinking
-Discussing/collaborating with partners or groups
- Investigating
-Creating
-Grappling
-Solving
-Explaining
Reflection
Teacher Role
-Prepare for future instruction
-Prepare scaffolds, if necessary
-Trial and error of various instructional strategies
-Reflection can be done with a co-teacher/administrator to allow for different insights and perspectives
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Student Role​
-Connect new information to prior knowledge
-Solidifying understanding of concepts
-Connecting personally to concepts
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Students and educators demonstrate deep learning through the reflection process (Vanhorn et al., 2019). Allowing time for teacher and student reflection on learning can be a challenge during the busy school day, but it is well worth the time.
Collaboration and Interaction
Collaboration and interaction with peers play a vital role in active learning. Students learn to work together effectively and it fosters a sense of community emphasizing that all students have a place and voice in the classroom.
Teacher Role
-Questioning
-Probing
-Allowing mistakes
-Encouraging multiple viewpoints and all voices to be heard
-Incorporating realia, videos, pictures, images, etc. into lessons
​
Student Role​
-Discussions
-Turn and Talks
-Classroom set up (student proximity)
-Group work
-Peer reviews
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Feedback
Teacher Role
-Feed up: Clarify the purpose of the lesson
-Feedback: Checking progress against the goal
-Feed Forward: Guidance for future improvement
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Student Role​
-Understand feedback and put into action
-Show evidence of understanding
-Implement feedback into next activity or assignment
-Give feedback to others if working in a group
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The principles mentioned above naturally lead to feedback. When given timely, specific, and encouraging feedback, students are able to make sense of their learning on a deeper level.
