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Picture yourself in France in a cave with prehistoric drawings
on the wall. These drawings tell a story and were perhaps the first
use of technology for educational purposes.
Now, thousands of years later, teachers are still drawing on
walls! (Author unknown)
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Active LearningRichard M. FelderNorth Carolina State
University
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Experimental study: Gave 50-minute lecture, tested immediately
afterwards. Results:% retained050t (min)t =time in lecture when
information was presented
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In-Class TeamsForm teams of 2-4, choose recorders. Give teams 30
seconds--5 minutes toRecall prior materialAnswer a questionStart a
problem solutionWork out next step in a derivationThink of an
example or application
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Figure out why a given result may be wrongBrainstorm (object is
quantity, not quality)Generate a questionSummarize a lecture
Collect some or all answers. This always works, regardless of class
size.
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Think-pair-share
Students think of answers individually, then form pairs to
synthesize response. Pairs share responses.
More time-consuming, more instructive than immediate group
work.
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Cooperative Note-Taking Pairs At several points in the lecture,
pairs summarize & compare what they have in their notes. Goal:
More accurate & complete notes. Especially helpful in courses
where students need note-taking support.
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Guided Reciprocal Peer QuestioningEach student prepares
questions on the lecture or reading using high-level generic
question stems. Examples:What is the main idea of ___?What
conclusions can I draw about ___?What is the difference between __
& __?How are ___ and ___ similar?How does ___ affect ___?What
is a new example of ___?
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What if ___?Explain whyExplain howHow would I use ___ to ___?In
class, groups of 3-4 students take turns answering their
questions.Whole class comes together to discuss unanswered or
interesting questions.
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Writing AssignmentsAssign frequent, short writing assignments
Students write to learn gaining deeper understanding of course
materialMay be kept in a learning log
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Problem-Based Learning Present real-world problem or scenario.
Ask groups todefine the problembuild hypotheses to initiate the
solution processidentify what is known, what must be determined,
and what to dogenerate possible solutions and decide on the best
onecomplete the best solution and defend itreflect on lessons
learned
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Minute PaperStop the lecture with two minutes to go. Ask
students to write1. the main point(s)2. the muddiest (least clear)
point(s)Collect the papers. Use responses to planthe next
lecture.
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TAPPS (Thinking-Aloud Pair Problem Solving)Students in pairs
(dyads)--one problem solver, one listenerProblem-solver talks
through solution. Listener questions, prompts, gives
clues.Instructor asks questions to make sure everyone is together.
Pairs reverse roles and continue.Time-consuming, but powerful.
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Implementing Active LearningExplain what youre doing and whyCall
randomly on individuals to report (while working and after work is
complete)Vary format (pairs, groups, think-pair-share, intervals
between exercises)Put some course material on handouts, leave gaps
& insert questions. Use time saved to do more active
learning.
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What might happen if you start using active learning?Initial
awkwardness (the students & you), noncomplianceRapidly
increasing comfort level except for a few students who remain
resistantMuch higher levels of energy & participationMore &
better answersGreater learning
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ReferencesR.M. Felder & R. Brent, Learning by Doing, Chem.
Engr. Education, 37(4), 282-283 (2003).
www.ncsu.edu/felder-public/Columns/Active.pdfR.M. Felder, Any
Questions? Chem. Engr. Education, 28(3), 174-175 (1994).
www.ncsu.edu/felder-public/Columns/Questions.htmlR.M. Felder, It
Goes without Saying, Chem. Engr. Education, 25(3), 132-133 (1991).
www.ncsu.edu/felder-public/Columns/WithoutSaying.pdf
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