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    Active Learning Methods: - Objectives

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    Habtamu Hailemariam Asfaw
    Active learning methods discussed include think-pair-share, focused listing, brainstorming, round robin, one minute papers, and reading quizzes. These methods engage students directly in the learning process and focus on having them apply and integrate the new material. They can be done individually, in pairs, or as a group, and typically only take a few minutes to complete, making them suitable for incorporating into classroom lectures.

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    Active Learning Methods: - Objectives

    Uploaded by

    Habtamu Hailemariam Asfaw
    158 views20 pages
    Active learning methods discussed include think-pair-share, focused listing, brainstorming, round robin, one minute papers, and reading quizzes. These methods engage students directly in the learning process and focus on having them apply and integrate the new material. They can be done individually, in pairs, or as a group, and typically only take a few minutes to complete, making them suitable for incorporating into classroom lectures.

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    Active learning methods discussed include think-pair-share, focused listing, brainstorming, round robin, one minute papers, and reading quizzes. These methods engage students directly in the learning process and focus on having them apply and integrate the new material. They can be done individually, in pairs, or as a group, and typically only take a few minutes to complete, making them suitable for incorporating into classroom lectures.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    158 views20 pages

    Active Learning Methods: - Objectives

    Uploaded by

    Habtamu Hailemariam Asfaw
    Active learning methods discussed include think-pair-share, focused listing, brainstorming, round robin, one minute papers, and reading quizzes. These methods engage students directly in the learning process and focus on having them apply and integrate the new material. They can be done individually, in pairs, or as a group, and typically only take a few minutes to complete, making them suitable for incorporating into classroom lectures.

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    of 20

    Active Learning Methods

    • Objectives
    Participants of this training will be able to:
     Define active learning in their own words
     Identify the different types of active learning
    methods
     Apply some of the active learning methods in their
    classrooms
    Active Learning Methods
    Defining Active Learning
    ACTIVITY
    1. What do you understand by the term “Active
    Learning”?
    2. Write down a maximum of six key words or
    phrases that may be included in the
    definition of ACTIVE LEARNING
    Mind Map
    List as many components of Active learning as
    you can.
    Problem
    solving Class
    Game
    Learning
    Cell

    Daily Active Reading


    Journal Learning Quiz

    One Minute Think-


    Paper
    pair-share
    Student
    Debate
    Mind map (Contd.)

    • Examples of mind map


    Decisio Round
    Fish n Line Robin
    bowl

    Active
    Buzz Learning
    Group Cooperativ
    e Learning

    Debates Hot
    seating Case
    study
    Examples of Active Learning Methods
    Mind-Map
    Mind Map (Contd.)
    • Mind mapping involves writing down a central
    idea and thinking up new and related ideas
    which radiate from the central idea. It requires
    thinking of an idea and looking for branches
    out and connections between the ideas –
    mapping knowledge in a manner which help
    understand and remember new information.
    Think-pair-share
    Think-pair-share(Contd.)
    • "Think-Pair-Share" is an active learning strategy
    that engages students with material on an
    individual level, in pairs, and finally as a large
    group. It consists of three steps. First, the
    instructor poses a prepared question and asks
    individuals to think (or write) about it quietly.
    Second, students pair up with someone sitting
    near them and share their responses verbally.
    Third, the lecturer chooses a few pairs to briefly
    summarize their ideas for the benefit of the
    entire class.
    Think-pair-share(Contd.)
    • When used at the beginning of a lecture, a
    Think-Pair-Share strategy can help students
    organize prior knowledge and brainstorm
    questions. When used later in the session, the
    strategy can help students summarize what
    they're learning, apply it to novel situations,
    and integrate new information with what they
    already know.
    Think-pair-share(Contd.)
    • The strategy works well with groups of various
    sizes and can be completed in as little as two
    or three minutes, making it an ideal active
    learning strategy for classes in which lecture is
    the primary instructional method.
    Focused Listing
    Focused Listing (Contd.)
    • Focused listing is a strategy in which students
    recall what they know about a subject by
    creating a list of terms or ideas related to it. To
    begin, the instructor asks students to take out
    a sheet of paper and begin generating a list
    based on a topic presented on a PowerPoint
    slide. Topics might relate to the day's assigned
    reading, to a previous day's lecture material,
    or to the subject of the current session.
    Focused Listing (Contd.)
    • Instructors often move around the room and look
    at students' lists as they write, briefly
    summarizing major trends or themes as a way of
    closing the exercise. Others ask students
    randomly to share the contents of their lists
    before moving on with their lecture. In either
    case, focused listing need not take more than a
    few minutes. It's an effective way to get students
    to actively engage material, and it offer feedback
    that the instructor can use to tailor the
    subsequent presentation of material to students'
    needs.
    Brainstorming
    Brainstorming (Contd.)
    • Like focused listing, brainstorming is an active
    learning strategy in which students are asked to
    recall what they know about a subject by
    generating terms and ideas related to it. In
    brainstorming, however, students are encouraged
    to stretch what they know by forming creative
    connections between prior knowledge and new
    possibilities. To initiate the strategy, the instructor
    asks students, via a PowerPoint slide, what they
    know about a topic.
    Brainstorming (Contd.)
    • Students are instructed to begin with those
    things they know to be true and systematically
    work toward formulating surprising relationships
    they hadn't considered before.
    • Brainstorming can work well at the beginning of a
    lecture to gain students' attention and prepare
    them to receive the day's material, or it can be
    used at the end of a lecture to summarize and
    help students formulate connections between
    what they've just learned and the world outside
    the classroom.
    Brainstorming (Contd.)
    • Like the previous strategies we've discussed,
    brainstorming can be adapted to large or
    small classes and can be completed in as little
    as a minute.
    Round Robin
    • Students are asked to take turns responding to
    a question or concept. All students must
    answer.
    • Use this method as alternative to brain
    storming.
    • Example: Why is the “renaissance dam” said
    to be special?
    One Minute Paper
    • One Minute Paper: Ask students to take out a
    piece of paper and write answers to a
    question within one minute. The question
    could be about summary of previous lesson.
    Example: What was the main point of
    yesterday’s lesson?
    Reading Quiz
    Reading Quiz
    • This is a way of forcing students to read assigned
    material. This can be used as an effective
    measure of student comprehension. If you
    continue asking similar questions in subsequent
    reading quizzes, students will get a clue as to
    what information to look for in a written
    material. The questions that appear in the quiz
    might be asked to know which student has read
    the material and/or

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