Editing Active learning (section)

== Ensuring that all students are actively learning ==
Total participation offers two major techniques for teachers to apply in their classrooms. The first helpful tool is asking students higher-order questions instead of lower-order questions. According to Bloom's Cognitive Taxonomy, a higher-order question will allow students to go beyond their basic knowledge, opening the door for their thinking to dive into new topics, and make connections related to real life. When students make these connections and analyze the topic that needs to be learned, the topic will become unforgettable. In contrast, lower-order questions are straightforward questions based on memorized facts or predictable conclusions. These types of questions may engage all students to participate but will not allow students to expand their thinking. They will likely forget the concept later because it lacks connections to real life, and their thinking didn't go through deep analysis. The second tool is called "The Ripple." This technique will ensure that every student will participate and come up with an answer regarding a higher-order question because it gives a student the time needed to think independently and generate ideas. The drawback of the traditional teaching method is that it only allows some students to respond to the prompt, while others may need extra time to develop ideas. "The Ripple" will motivate students through different stages. First, the students think independently, then they expand their ideas with peers, and finally, this discussion will expand to the whole class.<ref>{{Cite book |last=Himmele |first=Pérsida |url=https://www.totalparticipationtechniques.com/total-participation-techniques-m9gyf |title=Total participation techniques : making every student an active learner |year=2017 |isbn= |pages=14–20}}</ref>

=== Constructivist framework ===
Active learning coordinates with the principles of [[Constructivism (philosophy of education)|constructivism]] which are, cognitive, meta-cognitive, evolving and effective in nature. Studies have shown that immediate results in construction of knowledge is not possible through active learning as the child first goes through the process of knowledge construction, knowledge recording and then knowledge absorption. This process of knowledge construction is dependent on previous knowledge of the learner where the learner is self-aware of the process of cognition and can control and regulate it by themselves.<ref>{{cite journal |last1=Anthony |first1=Glenda |s2cid=143954768 |title=Active Learning in a Constructivist Framework |journal= Educational Studies in Mathematics|date=1996 |volume=31 |issue=4 |pages=349–369 |jstor=3482969|doi=10.1007/BF00369153 }}</ref>  There are several aspects of learning and some of them are: 
# Learning through meaningful reception, influenced by [[David Ausubel]], who emphasizes the previous knowledge the learner possesses and considers it a key factor in learning.
# Learning through discovery, influenced by [[Jerome Bruner]], where students learn through discovery of ideas with the help of situations provided by the teacher.
# Conceptual change: misconceptions takes place as students discover knowledge without any guidance; teachers provide knowledge keeping in mind the common misconceptions about the content and keep an evaluatory check on the knowledge constructed by the students.
# Constructivism, influenced by researchers such as [[Lev Vygotsky]], suggests collaborative group work within the framework of cognitive strategies like questioning, clarifying, predicting and summarizing.<ref>{{cite web |last1=Rusbult |first1=Craig |title=Constructivism as a Theory of Active Learning |url=http://www.asa3.org/ASA/education/teach/active.htm#constructivism |access-date=25 September 2015}}</ref>