Active learning is an approach where learners participate in the learning process, building on prior knowledge and understanding. It is a student-centred process, which focuses on how students learn, not just on what they learn.
With active learning, learners start to rely more on themselves than on anybody else in the classroom, becoming more engaged and developing confidence in their own skills. Furthermore, an active learning approach encourages learners to be curious about what they are learning, seeking answers for themselves.
In today’s post, Fleur McLennan takes us through a variety of tools and activities that support an active learning approach.
Asking the right questions to support active learning
Before reading further, have a go at the following activity.
Have we piqued your curiosity? Try moving onto the next slide to find out the answer.
It is helpful to plan questions carefully to engage learners in different ways. For example, we could have asked ‘How might this object be used?’. As learners consider their answer to this question, they may start to notice details about the object and begin tapping into prior knowledge. This will increase their ability to provide an answer to the question.
Try to make the most of “probing” questions, which encourage learners to think in more detail, asking what they have understood, not just if they have understood. For example, ‘Can you tell me how you got your answer?’ or ‘Is there another way you could explain that?’.
Concept Check Questions (CCQs)
Concept Check Questions (CCQs) are another useful tool, especially when there are English as a second language (ESL) learners or multiple languages in the classroom. The purpose of CCQs is to determine whether learners have understood the instructions of a task. After giving the learners a task, ask them three questions that involve ‘yes’ or ‘no’ answers.
Active learning and independent writing practice
Writing scaffolds support learners as they become more confident with the writing process and should be withdrawn over time.
Here is an example of a scaffolded writing activity:
Phase 1 – learners engage with a question and complete a quick pre-writing task
Phase 2 – in pairs or small groups, learners are given time to discuss their ideas and potentially broaden their knowledge of the question. In the writing space, learners should consider how to refine their answer and note down any helpful ideas.
Phase 3 – learners revise, rewrite and improve upon their first answer using the knowledge collected in the group task (phase 2).
Writing Activity Worksheet – click to download a worksheet for this writing activity.
See – Think – Wonder
In this activity, learners look at a visual stimulus and consider a variety of questions to deepen their thinking and encourage curiosity and further questioning.
Before reading further, have a go at the following activity.
The questions encourage further discussion as well as different ways of thinking about the visual stimulus, which may lead to an improved understanding of what they are looking at. Instead of just asking questions to the learners, encourage them to ask their own questions in order to engage with the learning and draw on their prior knowledge to explore answers.
Remember to stop and reflect!
In addition, active learning does not need to take lots of time. The role of the teacher is vital when embedding an active learning approach. It is not all about the activities, but instead it is about the learning that is taking place. An important part of learning to embed the approach, and continuing to improve, is reflective thinking.
1. What does my class need?
2. Which strategy should I use?
3. What am I expecting?
4. Was it successful?
5. How could I improve?
By doing this, teachers can engage in their own active learning at the same time.
The content for this article is taken from Fleur McLennan’s recent talk at our Be Ready for the World conference. If you would like to find out more, watch Fleur’s full session on our YouTube channel or visit our website to discover the Cambridge Primary and Lower Secondary series.
