11 Ppt Active Learning S1314

Active Learning
Methods
.
Session Objective
At the end of this session candidates will be

able to
implement different active learning methods

Discussion and presentation
Allotted time for discussion: 30 minutes
 Discuss on each issue and summarize your idea on the chart
paper with in 30 minutes. Then share your idea to the class.
1. What do we mean by a teacher centered class?
2. List the disadvantages of teacher centered classes?
3. What are active learning methods. List their functions,
too.
4. What is the difference between lecture method and active
teaching method?
5. Should lecture method be abandoned to implement active
learning methods?
6. What challenges do you think teachers face to apply active
learning methods in their classes?
7. What ways do you suggest to overcome the challenges?
8. What is the relationship between active learning methods
and learning styles?
1.4 Active Learning Methods
Active Learning is any teaching or instructional
approach whereby students are fully and
meaningfully engaged in the learning process.
 It requires a student-centered approach and
encourages students to take responsibility for their
own learning.
The -purpose of employing active learning methods
is to develop higher order levels of learning
outcomes
For learning to be active students should be
engaged in problem solving activities than a mere
listening and note taking.
Students must be doing things, and then thinking
about why they are doing them.
Some of the common misunderstandings
about active learning
1. Lecture method should be completely
abandoned in favor of active learning.
2. Active learning is simply group
discussion and activities.
3. Active learning is simply physical activity; it
is about engaging the students’ brains
somehow.
4. Active learning is simply a fashionable
thing without any research to back it up.
5. Active learning does not fit the cultural
context of Ethiopian higher education
institutions.
• Revision and stabilization
on
1. Active Learnin
Techniques
2 .Uses of ALMs
3. Challenges of
Implementing ALMs
4. strategies to overcome
the challenges
Session Objectives
At the end of this session candidates will be able
 to identify active learning techniques
 to apply active learning techniques in their classrooms
 to use effective strategies to solve problems of implementing
active teaching methods
 to identify criteria for using effective active teaching
methods
Some Active Learning Techniques
 Leading question : A question framed as to guide the student

questioned to respond with a particular obvious answer.
 Puzzle: incomplete, or ambiguous information such as picture
presented to students to complete it and to make it clear and
accurate
 Connecting a topic : Pointing out similarities between the
topic to be studied and the one that is familiar or interesting to
your students.
 Challenges to knowledge, beliefs, and attitudes: to argue
against a cause or a position in order to provoke a discussion
 Case study, mini-case study: An analysis of a particular/a
specific case or situation, either real or constructed, that is
used as a basis for the application of knowledge and/or drawing
conclusions about similar situations.
 Poll: a survey/election/censes conducted about a
topic by asking questions that can be answered by
yes/no or agree/disagree. These generally gives quick
collective feedback.
 Brainstorming : A method of problem solving in
which all members of a group/ or all of the students
contribute ideas to solve a problem by rapidly
generating a possible solution.
 Collaborative listing and ranking : A group process
by which members determine elements of a task or
concept, and place them in a hierarchical order.
 Cognitive analogies : Students are encouraged to
imagine multiple ways in which an idea, fact,
explanation, procedure, etc. could be understood in
relation to other things/ideas.
 Charts, graphs, flowcharts: representations of
concepts which enable students to approach the
material in more concrete ways.
Role-playing: The instructor provides either real
or imaginary contexts along with a range of relevant
characters/roles; students are encouraged to
research these characters, and/or roles, and then to
create dramatic interactions among their characters
during class periods.
Student debate: A formal discussion in which
students offer their critical opinions about an issue.
Concept mapping: is a technique for representing
knowledge in graphs.
Student-created charts, flowcharts, models: in
which Students are encouraged to build charts,
flowcharts, and models as contexts for extending
their understanding of key course-specific
concepts.
(Reflective Activity 2 on page 33-34)
Reflective Activity 2 on page 33-34
1.If you have ever applied ALMs (active learning

methods) such as pair work, role play, jigsaw or
puzzle, etc., give examples of those which you most
frequently used.
2.What do you think are the challenges in applying
the ALMs?
3.What strategies can you think of to overcome the
challenges?
4.In the first column (below) list active learning
methods used in the HDP sessions so far. In the
second column, tick if you have used ¬these
methods in your teaching. Use the third column to
explain the degree of your success in using ¬ the
methods.
List Active Tick if you have Evaluation of
learning used them the usefulness
methods used in of the methods
HDP class
5. Check the application of the following activities/
criteria related to student motivation, performance and
cognitive development when they are implemented in
classroom teaching.
Activity Yes No Explanation of
resp.
Is the task you set at the

right level for your
students?
Is the work of mixed rev
difficulty so every student
can be challenged and
experience success?
The task you set must be at the right level for your
students.
There should be the work of mixed difficulty, so
every student can be challenged and shared
experience successfully.
The task should be interesting and relevant.
Can students resubmit work that is not up to
standard?
Students should understand what they will gain from
what you are asking them to do.
Students should understand the relevance of what
they are doing.
Are your sessions varied?
Do your sessions engage students in
activities?
Do you base your teaching on interesting
and/or topical questions?
Are you enthusiastic in your sessions?
Do you have a good relationship with your
students?
Can students show creativity in your
sessions?
Are students able to work with others when
completing tasks?
Do your students get frequent feedback such
as praise or positive comments, etc. about
their work?
Do you set personal goals for students?
Is it possible to make all students active
learners?
Do you encourage students to take
responsibility for their own learning?

11 Ppt Active Learning S1314

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Active Learning

At the end of this session candidates will be

implement different active learning methods

At the end of this session candidates will be able

 to identify active learning techniques

 to apply active learning techniques in their classrooms

 to use effective strategies to solve problems of implementing

active teaching methods

 to identify criteria for using effective active teaching

 Leading question : A question framed as to guide the student

1.If you have ever applied ALMs (active learning

Is the task you set at the

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