Active Learning

Smith (2008) reports that when students learn about learning, or when they acknowledge the linkage between their goals and the implemented learning methods, they have a new appreciation for why learner-centered instructors do what they do. Furthermore, these learners come to value these teaching methods, such as encouraging and providing opportunities for active learning, so long as they are used effectively and they can measure their own learning.

Students learn best (Davis, 1993) when they take an active role:

• When they discuss what they are learning,
• When they practice what they are learning,
• When they apply practices and ideas.

To start the discussion about importance of active learning with your students, try asking them the following questions on the first day of class:
Thinking of what you want to get out of your college education and this course, which of the following is most important to you?

1. Acquiring information (facts, principles, concepts)
2. Learning how to use information and knowledge in new situations
3. Developing lifelong learning skills.

Then ask them to think about the best approach in accomplishing each one of the goals: is it studying alone, or learning with peer and instructor influence. This discussion can explain active learning methods they may find in the class syllabus.

Some methods to include in your syllabus that promote learning:

• Administer weekly online assignments to serve as a guide to both you and the students, to encourage reading the content and for students to come to class prepared
• Allow for in-class peer work for students to apply what they read
• Limit lecturing; focus presentations on topics students struggle with.

Smith, G. (2008). First-day Questions for the learner-centered classroom. The National Teaching and Learning Forum 17(5), 1-4.