activate learning اى كيفية تنشيط التعليم

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الموضوع

Active Learning
Kathleen McKinney, Cross Chair in the Scholarship of Teaching and Learning and Professor of Sociology
Illinois State University

Active learning refers to techniques where students do more than simply listen to a lecture. Students are DOING something including discovering, processing, and applying information. Active learning "derives from two basic assumptions: (1) that learning is by nature an active endeavor and (2) that different people learn in different ways" (Meyers and Jones, 1993). Research shows greater learning when students engage in active learning. It is important to remember, however, that lecture does have its place and that you should not do active learning without content or objectives. The elements of active learning are talking and listening, writing, reading, and reflecting (Meyers and Jones, 1993). Bonwell and Eison (1991) state that some characteristics of active learning are:

Students are involved in more than listening, less emphasis is placed on transmitting information and more on developing students' skills, students are involved in higher-order thinking (analysis, synthesis, evaluation), students are engaged in activities (e.g., reading discussing, writing), and greater emphasis is placed on students' exploration of their own attitudes and values. (p. 2)

There may be some resistance to active learning by students who are accustomed to lectures, students who prefer passive learning, or students in large classes (who don't expect it). Thus, you need to prepare students. Explain your objectives and the benefits of the active learning techniques explicitly to students. Expect both successes and failures as you try active learning techniques. Solicit feedback on the activity afterwards from the students to improve it in the future. Some active learning techniques take little faculty preparation and may be done spontaneously; others require much more preparation. Active learning techniques can occur in class or outside of class (e.g., computer simulations, internships, WWW assignments, class Internet discussion lists, independent study research). Active learning can be used with all levels of students from first year through graduate students. Teaching a mass class does not prohibit the use of active learning techniques; in fact, they may be especially important to promote interest and learning in a mass class. Below, I offer a few examples of in-class active learning techniques used in small and large classes, and with all levels of students.

Think-Pair-Share
Give students a task such as a question or problem to solve, an original example to develop, etc. Have them work on this 2-5 minutes alone (think). Then have them discuss their ideas for 3-5 minutes with the student sitting next to them (pair). Finally, ask or choose student pairs to share their ideas with the whole class (share). I have used these in classes ranging from 12 to 340 students.

Collaborative learning groups
These may be formal or informal, graded or not, short-term or long-term. Generally, you assign students to heterogeneous groups of 3-6 students. They choose a leader and a scribe (note-taker). They are given a task to work on together. Often, student preparation for the CLG has been required earlier (reading or homework). The group produces a group answer or paper or project. These work best in small to medium size classes, but I have also used them in a class of 340 students. If interested, see my short paper on "Collaborative Learning Groups in the Large Class: Is it Possible?" in Teaching Sociology, 1993, 21, 403-408.

Student-led review sessions
Instead of the traditional instructor-led review session, have the students do the work. For example, in my review sessions, we spend half the time working in small groups. Each student is to ask at least one question related to the material he or she doesn't understand, and to try to answer a question raised by another student. Students can also practice discussing, illustrating and applying difficult material or concepts, or drafting exam questions. For the second half of the review session, the whole class works together. Students may ask questions; other students volunteer to answer them. All students who ask or answer questions receive a "treat" (I bring small candy bars, gum, and boxes of raisons). I try to only speak if there is a problem. Again, I have done these in classes as large as 340 students. Be sure to explain what will be going on ahead of time so students are less frustrated when you don't stand up there and simply review the material or give the answers or tell them what to study!

Games
Games such as jeopardy and crossword puzzles can be adapted to course material and used for review, for assignments, or for exams. They can be used at the individual, small group or full class levels. There are now some computer programs, for example, to help you create crossword puzzles.

Analysis or reactions to videos
Videos offer an alternative presentation mode for course material. Videos should be relatively short (5-20 minutes). Screen them to make sure they are worth showing. Prepare students ahead of time with reaction or discussion questions or a list of ideas on which to focus; this will help them pay attention. After the video, have them work alone or in pairs to answer critical questions, write a "review" or reaction, or apply a theory.

Student debates
These can be formal or informal, individual or group, graded or not, etc. They allow students the opportunity to take a thesis or position and gather data and logic to support that view, critically. Debates also give students experience with verbal presentations. Some faculty members ask students their personal view on an issue and then make them argue the opposite position.

Student generated exam questions
This can be used for review or for the actual exam. This technique helps students actively process material, gives them a better understanding of the difficulties of writing reliable and valid exam questions, helps them review material, and gives them practice for the exam.

Mini-research proposals or projects; a class research symposium
Have the students work on designing a research study on a topic from the class. In some situations, you may be able to have them collect data during class time (observe some situation or give out some short surveys) or you may have them doing this as part of an outside-of-class project. Either way, have students present their research in a class research symposium similar to what we do at professional meetings. Invite other faculty and students.

Analyze case studies
Bring in case studies for students to read (for example, I will put a case example of sexual harassment on an overhead). Have students discuss and analyze the case, applying concepts, data, and theory from the class. They can work as individuals or in groups or do this as a think-pair-share. Consider combining this with a brief in-class writing assignment.

Keeping journals or logs
Have students make journal or log entries periodically (on paper or computer, in or outside of class). Require a brief critical reflection or analysis of each entry as well. For example, in my gender class, students must record instances of sex inequality (sex discriminations, sexism, sexual harassment against women or men) they observe. They then discuss this instance applying course terms and theories. Be aware of ethical issues if you ask students to record and analyze personal events or issues.

Write and produce a newsletter
Have small groups of students produce a brief newsletter on a specific topic related to class. Students should include articles with relevant research, post information on upcoming related public events, and so on. Share these with faculty and students in related courses or in the major.

Concept mapping
Here students create visual representations of models, ideas, and the relationships between concepts. They draw circles containing concepts and lines, with connecting phrases on the lines, between concepts. These can be done individually or in groups, once or repeated as students acquire new information and perspectives, and can be shared, discussed, and critiqued.
ACTIVE LEARNING
By L. Dee Fink
Reprinted with permission of the University of Oklahoma Instructional Development Program, July 19, 1999

Many college teachers today want to move past passive learning to active learning, to find better ways of engaging students in the learning process. But many teachers feel a need for help in imagining what to do, in or out of class, that would constitute a meaningful set of active learning activities.
The model below offers a way of conceptualizing the learning process in a way that may assist teachers in identifying meaningful forms of active learning.
A Model of Active Learning

Explanation of the Components
This model suggests that all learning activities involve some kind of experience or some kind of dialogue. The two main kinds of dialogue are "Dialogue with Self" and "Dialogue with Others." The two main kinds of experience are "Observing" and "Doing."
Dialogue with Self:
This is what happens when a learner thinks reflectively about a topic, i.e., they ask themselves what they think or should think, what they feel about the topic, etc. This is "thinking about my own thinking," but it addresses a broader array of questions than just cognitive concerns. A teacher can ask students, on a small scale, to keep a journal for a course, or, on a larger scale, to develop a learning portfolio. In either case, students could write about what they are learning, how they are learning, what role this knowledge or learning plays in their own life, how this makes them feel, etc.
Dialogue with Others:
This can and does come in many forms. In traditional teaching, when students read a textbook or listen to a lecture, they are "listening to" another person (teacher, book author). This can perhaps be viewed as "partial dialogue" but it is limited because there is no back-and-forth exchange. A much more dynamic and active form of dialogue occurs when a teacher creates an intense small group discussion on a topic. Sometimes teachers can also find creative ways to involve students in dialogue situations with people other than students (e.g., practitioners, experts), either in class or outside of class. Whoever the dialogue is with, it might be done live, in writing, or by email.
Observing:
This occurs whenever a learner watches or listens to someone else "Doing" something that is related to what they are learning about. This might be such things as observing one's teacher do something (e.g., "This is how I critique a novel."), listening to other professionals perform (e.g., musicians), or observing the phenomena being studied (natural, social, or cultural). The act of observing may be "direct" or "vicarious." A direct observation means the learner is observing the real action, directly; a vicarious observation is observing a simulation of the real action. For example, a direct observation of poverty might be for the learner to actually go to where low income people are living and working, and spend some time observing life there. A vicarious or indirect observation of the same topic might be to watch a movie involving poor people or to read stories written by or about them.
Doing:
This refers to any learning activity where the learner actually does something: design a reservoir dam (engineering), conduct a high school band (music education), design and/or conduct an experiment (natural and social sciences), critique an argument or piece of writing (the humanities), investigate local historical resources(history), make an oral presentation (communication), etc.
Again, "Doing" may be direct or vicarious. Case studies, role-playing and simulation activities offer ways of vicariously engaging students in the "Doing" process. To take one example mentioned above, if one is trying to learn how to conduct a high school band, direct "Doing" would be to actually go to a high school and direct the students there. A vicarious "Doing" for the same purpose would be to simulate this by having the student conduct a band composed of fellow college students who were acting like (i.e., role playing) high school students. Or, in business courses, doing case studies is, in essence, a simulation of the decision making process that many courses are aimed at teaching.
Implementing This Model of Active Learning

So, what can a teacher do who wants to use this model to incorporate more active learning into his/her teaching? I would recommend the following three suggestions, each of which involves a more advanced use of active learning.
1. Expand the Kinds of Learning Experiences You Create.
The most traditional teaching consists of little more than having students read a text and listen to a lecture, a very limited and limiting form of Dialogue with Others. Consider using more dynamic forms of Dialogue with Others and the other three modes of learning. For example:
o Create small groups of students and have them make a decision or answer a focused question periodically,
o Find ways for students to engage in authentic dialogue with people other than fellow classmates who know something about the subject (on the web, by email, or live),
o Have students keep a journal or build a "learning portfolio" about their own thoughts, learning, feelings, etc.,
o Find ways of helping students observe (directly or vicariously) the subject or action they are trying to learn, and/or
o Find ways to allow students to actually do (directly, or vicariously with case studies, simulation or role play) that which they need to learn to do.
2. Take Advantage of the "Power of Interaction."
Each of the four modes of learning has its own value, and just using more of them should add variety and thereby be more interesting for the learner. However, when properly connected, the various learning activities can have an impact that is more than additive or cumulative; they can be interactive and thereby multiply the educational impact.
For example, if students write their own thoughts on a topic (Dialogue with Self) before they engage in small group discussion (Dialogue with Others), the group discussion should be richer and more engaging. If they can do both of these and then observe the phenomena or action (Observation), the observation should be richer and again more engaging. Then, if this is followed by having the students engage in the action itself (Doing), they will have a better sense of what they need to do and what they need to learn during doing. Finally if, after Doing, the learners process this experience by writing about it (Dialogue with Self) and/or discussing it with others (Dialogue with Others), this will add further insight. Such a sequence of learning activities will give the teacher and learners the advantage of the Power of Interaction.
Alternatively, advocates of Problem-Based Learning would suggest that a teacher start with "Doing" by posing a real problem for students to work on, and then having students consult with each other (Dialogue with Others) on how best to proceed in order to find a solution to the problem. The learners will likely use a variety of learning options, including Dialogue with Self and Observing.
3. Create a Dialectic Between Experience and Dialogue.
One refinement of the Interaction Principle described above is simply to create a dialectic between the two principle components of this Model of Active Learning: Experience and Dialogue. New experiences (whether of Doing or Observing) have the potential to give learners a new perspective on what is true (beliefs) and/or what is good (values) in the world. Dialogue (whether with Self or with Others) has the potential to help learners construct the many possible meanings of experience and the insights that come from them. A teacher who can creatively set up a dialectic of learning activities in which students move back and forth between having rich new experiences and engaging in deep, meaningful dialogue, can maximize the likelihood that the learners will experience significant and meaningful learning.

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