Active Learning

Active learning is a general term for teaching and learning strategies that engage and involve students in the learning process. Research has shown that not everyone learns in the same way. Some of us are visual learners that need to see to understand; while others need to hear or verbalize information. Others are hands-on, kinesthetic learners. Some learners prefer to work alone, while some like to teach each other in small groups. Some need time to quietly reflect, while others need to move and be active. Teachers know that they need to use a variety of activities to meet the learning styles of their students. 

Active Learning Is Needed

At-risk students often struggle to learn in a traditional classroom. Classrooms where learning activities are varied give these students the opportunity to excel. Students become involved in their learning rather than disinterested. Involved learners enjoy school and become lifelong learners. Numerous research studies have shown the value of active learning, particularly in improving the achievement level of the lowest-performing students and minorities (Johnson, Johnson, & Holubec, 1992; Kagan, 1994; Slavin, 1983).

What Is Active Learning?

There are a variety of active learning teaching strategies: cooperative learning, learning styles theory, multiple intelligences theory, and project-based learning. Cooperative learning is a structured experience in which students work together to achieve a common goal. The basic elements of cooperative learning are positive interdependence, individual accountability, equal participation, and simultaneous interaction (Kagan, 1994).

There are numerous learning style theories, including: Dunn & Dunn, Kolb’s experiential learning, and Gardner’s multiple intelligences. The most commonly used learning theory in K-12 is Dr. Howard Gardner’s theory of multiple intelligences. Dr. Gardner began his work in 1970 at Harvard University with Project Zero. Through this project he identified eight intelligences: verbal/linguistic, logical/mathematical, musical, visual/spatial, bodily/kinesthetic, interpersonal, intrapersonal, and naturalist. Everyone has the ability to each of the intelligences, but there is usually one that is the strongest. This becomes our preferred learning style. Gardner continues his research and there is the possibility that he may identify new intelligences (1983, 1999). Others have expanded on Gardner’s work (Armstrong, 1994; Campbell, 1994; & Haggerty, 1995) and developed practical applications for the classroom.

Project-based learning usually extends over a number of class periods. Students design their own process for acquiring the knowledge necessary to complete the project. Hallmarks of these learning activities are student-centered, interdisciplinary, address real-world problems, and incorporate technology. Students also learn workplace skills such as effective decision-making, leadership, and interpersonal skills.

Expected Benefits

Active learning in the classroom allows students to take responsibility for their own learning. Teachers become facilitators rather than repositories of knowledge. Active learning has many benefits:

  • Allows each learner to be recognized and rewarded for special strengths;
  • Provides opportunities for learners to adapt their studies to their interests and learning preferences;
  • Reduces the chances of boredom by offering a variety of activities; and
  • Provides a teaching/learning methodology that works.

* Much of the information above was excerpted with permission from: Smink, J., & Schargel, F. P. (Eds.) Helping Students Graduate: A Strategic Approach to Dropout Prevention . Clemson, SC: National Dropout Prevention Center/Network, 2004.

References

Armstrong, R. (1994). Multiple intelligences in the classroom . Alexandria, VA: Association for Supervision and Curriculum Development.

Campbell, B. (1994). The multiple intelligences handbook: Lesson plans and more . Stanwood, WA: Campbell and Associates, Inc.

Gardner, H. (1983). Frames of mind: The theory of multiple intelligences . New York: Basic Books.

Gardner, H. (1999). Intelligence reframed: Multiple intelligence for the 21st century . New York: Basic Books.

Haggerty, B. (1995). Nurturing intelligences: A guide to multiple intelligences theory and teaching . Menlo Park, CA: Addison-Wesley.

Harvard Project Zero . Retrieved May 31, 2002, from http://www.pz.harvard.edu/

Johnson, R., Johnson, R., & Holubec, E. (1992). Advanced cooperative learning. Edina, MN: Interaction Book Company.

Kagan, S. (1994). Cooperative learning . San Clemente, CA: Kagan Cooperative Learning.

Smink, J., & Schargel, F. P. (2004). Helping Students Graduate: A Strategic Approach to Dropout Prevention . Larchmont, NY: Eye on Education

Slavin, E. R. (1983). When does cooperative learning increase student achievement? Psychological Bulletin, 94 , 429-335.

Active Learning Resources

NDPC Materials  

The 15 Effective Strategies for Dropout Prevention Online Courses: Overview Course . (2017). National Dropout Prevention Center/Network.

The 15 Effective Strategies for Dropout Prevention Online Courses: Active Learning . (2017). National Dropout Prevention Center/Network.

Talking Student Engagement . (2017). Solutions to the Dropout Crisis .

Four Overview Perspectives on Engaging Students . (2016).  Solutions to the Dropout Crisis .

Using Social Media to Engage Learners . (2015). Solutions to the Dropout Crisis .

Making Sense of the Evidence: A Review of Dropout Prevention Strategies . (2014). Solutions to the Dropout Crisis .

The 15 Effective Strategies for Dropout Prevention . (2011). Solutions to the Dropout Crisis .

Project-Based Learning: A Working Model for Student Engagement . (2011). Solutions to the Dropout Crisis .

Graduation and Collaboration Coaches: Working Effectively Together . (2009). Solutions to the Dropout Crisis .

Service-Learning: A Dropout Prevention Strategy and MORE! . (2009).  Solutions to the Dropout Crisis.

Keeping Youth In School – How Service-Learning Can Help! . (2008).  Solutions to the Dropout Crisis.

Smink, J., & Schargel, F. P. (Eds.). (2004). Helping Students Graduate: A Strategic Approach To Dropout Prevention . Larchmont, NY : Eye On Education.

Duckenfield, M., & Wright, J. N. (2001). Pocket Guide to Service-Learning . Linking Learning with Life Series .

Shirley, L. (1998). Pocket Guide to Multiple Intelligences . Clemson, SC : National Dropout Prevention Center.

Publications

Edwards, S. (2015). Active Learning in the Middle Grades .

Project-Based Learning: Explained (video) . (2010).

Pauley, J. A., Bradley, D. F., & Pauley, J. F. (2002). Here’s how to reach me: Matching instruction to personality types in your classroom . Baltimore : Paul H. Brookes Publishing Co..

Nagel, J., & Smith, P. (2001). The art of personalized learning . NASSP News , 2(3) .

Wilson, D., & Conyers, M. (2000). Courageous learners: Unleashing the brain power of students from at-risk situations . Winter Park, FL : BrainSmart.

Waxman, H. C., Walker de Felix, J., Anderson, J. E., & Baptiste, H. P. (1992).  Students at risk in at-risk schools: Improving environments for learning . Newbury Park, CA : Corwin Press.

Texas Education Agency (1989). Learning styles of at-risk youth: A schoolwide study skills program . Austin, TX : Texas Education Agency.

Websites

Air Quality Curriculum Project – PBL Resources

Association for Supervision and Curriculum Development (ASCD)

a unique international, nonprofit, nonpartisan association of professional educators whose jobs cross all grade levels and subject areas – founded in 1943, with the mission to forge covenants in teaching and learning for the success of all learners

Catapult Learning – Making Your Classroom Lessons Breathable

An article from Catapult Learning lays out an example of ways to facilitate active learning by “making your classroom lessons breathable”.

Learning Styles and Multiple Intelligence

National Society for Experiential Education (NSEE)

a nonprofit membership association of educators, businesses, and community leaders founded in 1971; serves as a national resource center for the development and improvement of experiential education programs nationwide

PBL Checklists

PBL-Online Video Library

Project-Based Learning

The Project Approach

“Schools are Missing What Matters About Learning” (7/24/17, Kaufman)

The article points to curiosity as being underemphasized across the board in today’s learning environments. Several additional resources are cited for more information on the topic, including Susan Engel’s book, The Hungry Mind. Good active learning strategies capitalize and build on students’ intellectual curiosity, thereby more actively engaging those learners for present and future learning.

Active Learning – Related Webcasts

Archived Solutions to the Dropout Crisis webcasts are available at the links below. 

The 15 Effective Strategies for Dropout Prevention . (2011). Solutions to the Dropout Crisis .

Four Overview Perspectives on Engaging Students . (2016).  Solutions to the Dropout Crisis .

Graduation and Collaboration Coaches: Working Effectively Together . (2009). Solutions to the Dropout Crisis .

Keeping Youth In School – How Service-Learning Can Help! . (2008). Solutions to the Dropout Crisis .

Making Sense of the Evidence: A Review of Dropout Prevention Strategies . (2014). Solutions to the Dropout Crisis .

Project-Based Learning: A Working Model for Student Engagement . (2011). Solutions to the Dropout Crisis .

Service-Learning: A Dropout Prevention Strategy and MORE! . (2009). Solutions to the Dropout Crisis .

Talking Student Engagement . (2017). Solutions to the Dropout Crisis .

Using Social Media to Engage Learners . (2015). Solutions to the Dropout Crisis.

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