Lesson Plans - Details

Active Learning

  • 24 April 2018
  • Posted by: Sabrina Lemonius
  • Number of views: 140
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Active Learning
Students’ age range: 16-18
Topic: Active Learning vs Didactic Learning Approach
 
Description: Active Learning Active learning is generally defined as any instructional method that engages students in the learning process. In short, active learning requires students to do meaningful learning activities and think about what they are doing. While this definition could include traditional activities such as homework, in practice, active learning refers to activities that are introduced into the classroom. The core elements of active learning are student activity and engagement in the learning process. Active learning is often contrasted to the traditional lecture where students passively receive information from the instructor. In the traditional approach to college teaching, most class time is spent with the profesor lecturing and the students watching and listening. The students work individually on assignments, and cooperation is limited. Such teacher-centered instructional methods have repeatedly been found inferior to instruction that involves active learning, in which students solve problems, answer questions, formulate questions of their own, discuss, explain, debate, or brainstorm during class. Active Learning vs Diadactic Learning Approach 1. Teacher centered: based on the assumption that the teacher is the primary agent in learning. A 1. Problem centered: based on the assumption that the student is the primary agent in learning. D 2. Teacher's role: to impart the results of experience, personal study, and reflection. A 2. Teacher's role: to uncover the question that the answer hides. To be a co-learner. D 3. Primarily deductive: the usual methods are lecture, story-telling, use of analogy, and aphorism. A 3. Primarily inductive: the usual methods discussion, dialogue, and problem solving. D 4. Test of truth: authority and experience. A 4. Test of truth: reason and evidence. D 5. Learning is the reception of ideas. A 5. Learning is a conflict of ideas: a thesis, antithesis, and a synthesis that results in new knowledge. D 6. Student's role: to be passive, open, receptive, trusting, and unquestioning. A 6. Student's role: to be active, questioning, critical, and discriminating learning to trust one's own judgment (independent thinking). D 7. Evaluation is factual recall of data commonly in the form of objective tests right and wrong answers. A 7. Evaluation is application of understanding interpretation of data commonly in an essay, speech, journal, or a review. D 8. Ultimate goal: wisdom viewed as the internalization of truths and beliefs. A 8. Ultimate goal: wisdom viewed as an informed ignorance (knowing what one does not know the Socratic paradox). D Example "active leaning" activities class discussion, small group discussion, debate, posing questions to the class, think-pair-share activities, short written exercises and polling the class (Bonwell and Eison, 1991). A class discussion may be held in person or in an online environment. It is best that these discussions be centered on an open-ended (occasionally controversial) topic (e.g. one that has no right or wrong answer). A small group discussion is a similar activity between individual, groups, or teams of individuals. A presidential debate is a common debate format. But these also may center around controversial or political topic. A think-pair-share activity is when learners take a minute to ponder the previous lesson, later to discuss it with one or more of their peers, finally to share it with the class a part of a formal discussion. A short written exercise that is often used is the "one minute paper." In this exercise students are asked to summarize the day's discussion in a short paper to be turned in before the end of class. This is a good way to review materials. Procedure/Activities: Engage: The lesson will be introduced with a skit on didactic vs active learning approach. In this skit students will be asked to form 2 groups and students will be given 15 minutes to prepare for their role-play presentation, the two learning approach will be displayed and students will notify the differences between both. This is used as an icebreaker for the lesson, it will help students to understand what the topic is about. Explore: After the role-play presentations, students will brainstorm what comes to mind when they hear the words active and didactic learning approach in their groups which students will use their smartphones to help assist them in answering the question as best as possible. Explain: Students will then

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