Editing Active learning (section)

==Active learning exercises==
{{See also|Cooperative learning#Techniques}}

Bonwell and Eison (1991) suggested learners work collaboratively, discuss materials while [[role-playing]], [[debate]], engage in [[case study]], take part in [[cooperative learning]], or produce short written exercises, etc. The argument is "when should active learning exercises be used during instruction?".  Numerous studies have shown that introducing active learning activities (such as simulations, games, contrasting cases, labs,..) before, rather than after lectures or readings, results in [[w:Deeper Learning|deeper learning]], understanding, and transfer.<ref>{{cite journal |last1=Brant |first1=George |last2=Hooper |first2=Elizabeth |last3=Sugrue |first3=Brenda |title=Which Comes First the Simulation or the Lecture? |journal=Journal of Educational Computing Research |date=1 November 1991 |volume=7 |issue=4 |pages=469–481 |doi=10.2190/PWDP-45L8-LHL5-2VX7 |s2cid=62648189 }}</ref><ref>{{cite journal |last1=Schwartz |first1=Daniel L. |last2=Bransford |first2=John D. |title=A Time For Telling |journal=Cognition and Instruction |date=1 December 1998 |volume=16 |issue=4 |pages=475–5223 |doi=10.1207/s1532690xci1604_4 |url=https://aaalab.stanford.edu/papers/time_for_telling.pdf }}</ref><ref>{{cite conference |last1=Kapur |first1=Manu |last2=Bielaczyc |first2=Katerine |title=Classroom-based experiments in productive failure |conference=Expanding the space of cognitive science: Proceedings of the 33rd Annual Meeting of the Cognitive Science Society, Boston, Massachusetts, July 20–23, 2011 |date=2011 |pages=2812–2817 |url=http://csjarchive.cogsci.rpi.edu/Proceedings/2011/papers/0644/ |publisher=Cognitive Science Society }}</ref><ref>{{cite journal |last1=Kapur |first1=Manu |title=Productive failure in mathematical problem solving |journal=Instructional Science |date=1 November 2010 |volume=38 |issue=6 |pages=523–550 |doi=10.1007/s11251-009-9093-x |s2cid=17395122 }}</ref><ref>{{cite journal |last1=Kapur |first1=Manu |title=Productive Failure |journal=Cognition and Instruction |date=8 July 2008 |volume=26 |issue=3 |pages=379–424 |doi=10.1080/07370000802212669 |s2cid=9501428 }}</ref><ref>{{cite journal |last1=Kapur |first1=Manu |title=Productive failure in learning the concept of variance |journal=Instructional Science |date=1 July 2012 |volume=40 |issue=4 |pages=651–672 |doi=10.1007/s11251-012-9209-6 |s2cid=14267127 |url=http://www.escholarship.org/uc/item/16f7z2zq |url-access=subscription }}</ref><ref>{{cite journal |last1=Kapur |first1=Manu |last2=Bielaczyc |first2=Katerine |title=Designing for Productive Failure |journal=Journal of the Learning Sciences |date=1 January 2012 |volume=21 |issue=1 |pages=45–83 |doi=10.1080/10508406.2011.591717 |s2cid=58862754 }}</ref><ref>{{cite journal |last1=Westermann |first1=Katharina |last2=Rummel |first2=Nikol |title=Delaying instruction: evidence from a study in a university relearning setting |journal=Instructional Science |date=1 July 2012 |volume=40 |issue=4 |pages=673–689 |doi=10.1007/s11251-012-9207-8 |s2cid=146528306 }}</ref> The degree of instructor guidance students need while being "active" may vary according to the task and its place in a teaching unit.

In an active learning environment learners are immersed in experiences within which they engage in [[meaning-making]] inquiry, action, imagination, invention, interaction, hypothesizing and personal reflection (Cranton 2012).

Examples of "active learning" activities include

* A ''class discussion'' may be held in person or in an online environment. Discussions can be conducted with any class size, although it is typically more effective in smaller group settings.  This environment allows for instructor guidance of the learning experience. Discussion requires the learners to think critically on the subject matter and use logic to evaluate their and others' positions.  As learners are expected to discuss material constructively and intelligently, a discussion is a good follow-up activity given the unit has been sufficiently covered already.<ref>McKeachie, W.J., Svinicki, M. (2006). Teaching Tips: Strategies, Research, and Theory for College and University Teachers. Belmont, CA. Wadsworth.{{page needed|date=April 2021}}</ref> Some of the benefits of using discussion as a method of learning are that it helps students explore a diversity of perspectives, it increases intellectual agility, it shows respect for students' voices and experiences, it develops habits of collaborative learning, it helps students develop skills of synthesis and integration (Brookfield 2005). In addition, by having the teacher actively engage with the students, it allows for them to come to class better prepared and aware of what is taking place in the classroom.<ref>{{cite web|last1=Weimer|first1=Maryellen|title=10 benefits of getting students to participate in classroom discussions|url=http://www.facultyfocus.com/articles/teaching-and-learning/10-benefits-of-getting-students-to-participate-in-classroom-discussions/|website=Faculty Focus|date=15 February 2011|access-date=11 March 2015}}</ref>
* 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 as part of a formal discussion. It is during this formal discussion that the instructor should clarify misconceptions. However students need a background in the subject matter to converse in a meaningful way. Therefore, a "think-pair-share" exercise is useful in situations where learners can identify and relate what they already know to others. It can also help teachers or instructors to observe students and see if they understand the material being discussed.<ref>{{cite news|last1=Robertson|first1=Kristina|title=Increase Student Interaction with "Think-Pair-Shares" and "Circle Chats"|url=http://www.colorincolorado.org/article/13346/|access-date=5 March 2015|publisher=colorincolorado.org|date=2006}}</ref> This is not a good strategy to use in large classes because of time and logistical constraints (Bonwell and Eison, 1991). Think-pair-share is helpful for the instructor as it enables organizing content and tracking students on where they are relative to the topic being discussed in class, saves time so that he/she can move to other topics, helps to make the class more interactive, provides opportunities for students to interact with each other (Radhakrishna, Ewing, and Chikthimmah, 2012).
* A ''[[learning cell]]'' is an effective way for a pair of students to study and learn together. The learning cell was developed by Marcel Goldschmid of the Swiss Federal Institute of Technology in Lausanne (Goldschmid, 1971). A learning cell is a process of learning where two students alternate asking and answering questions on commonly read materials. To prepare for the assignment, the students read the assignment and write down questions that they have about the reading. At the next class meeting, the teacher randomly puts students in pairs. The process begins by designating one student from each group to begin by asking one of their questions to the other. Once the two students discuss the question, the other student ask a question and they alternate accordingly. During this time, the teacher goes from group to group giving feedback and answering questions. This system is also called a ''student dyad''.
* A ''short written exercise'' that is often used is the "one-minute paper". This is a good way to review materials and provide feedback. However a "one-minute paper" does not take one minute and for students to concisely summarize it is suggested{{Who|date=January 2010}} that they have at least 10 minutes to work on this exercise. (See also: {{slink|Quiz#In education}}.)
* A ''collaborative learning group'' is a successful way to learn different material for different classes.  It is where you assign students in groups of 3-6 people and they are given an assignment or task to work on together.<ref name=McKinney>McKinney, Kathleen. (2010). Active Learning. Normal, IL. Center for Teaching, Learning & Technology.{{page needed|date=April 2021}}</ref> To create participation and draw on the wisdom of all the learners the classroom arrangement needs to be flexible seating to allow for the creation of small groups. (Bens, 2005)
* A ''student debate'' is an active way for students to learn because they allow students the chance to take a position and gather information to support their view and explain it to others.<ref name=McKinney/>
* A ''reaction to a video'' is also an example of active learning.<ref name=McKinney/>
* A ''small group discussion'' is also an example of active learning because it allows students to express themselves in the classroom.  It is more likely for students to participate in small group discussions than in a normal classroom lecture because they are in a more comfortable setting amongst their peers, and from a sheer numbers perspective, by dividing the students up more students get opportunities to speak out.  There are so many different ways a teacher can implement small group discussion in to the class, such as making a game out of it, a competition, or an assignment.  Statistics show that small group discussions is more beneficial to students than large group discussions when it comes to participation, expressing thoughts, understanding issues, applying issues, and overall status of knowledge.<ref>{{cite journal |last1=Hamann |first1=Kerstin |last2=Pollock |first2=Philip H. |last3=Wilson |first3=Bruce M. |title=Assessing Student Perceptions of the Benefits of Discussions in Small-Group, Large-Class, and Online Learning Contexts |journal=College Teaching |date=April 2012 |volume=60 |issue=2 |pages=65–75 |id={{ERIC|EJ965394}} |doi=10.1080/87567555.2011.633407 |s2cid=143307863 }}</ref>
* ''[[Just-in-time teaching]]'' promotes active learning by using pre-class questions to create common ground among students and teachers before the class period begins. These ''warmup exercises'' are generally open ended questions designed to encourage students to prepare for class and to elicit student's thoughts on learning goals.  
* A ''class game'' is also considered an energetic way to learn because it not only helps the students to review the course material before a big exam but it helps them to enjoy learning about a topic. Different games such as ''[[Jeopardy!]]'' and crossword puzzles always seem to get the students' minds going.<ref name=McKinney/>
* ''[[Learning by teaching]]'' is also an example of active learning because students actively research a topic and prepare the information so that they can teach it to the class. This helps students learn their own topic even better and sometimes students learn and communicate better with their peers than their teachers.
* ''[[Gallery walk]]'' is where students in groups move around the classroom or workshop actively engaging in discussions and contributing to other groups and finally constructing knowledge on a topic and sharing it.
*In a [[Learning Factory|learning factory]] production-related subjects can be learned interactively in a realistic learning environment.
*''Problem based learning'' or "PBL" is an active learning strategy that provides students with the problem first and has been found as an effective strategy with topics as advanced as medicine.<ref name=":1" />