Active learning units
アクティブラーニングの学習単位
There are many ways for active learning to be implemented in the classroom. Sometimes it simply means that the students are more actively engaged in giving answers and feedback to the teacher, for example during a review.
The best way for teachers to begin to implement active learning is by considering the 7 Key Elements and seeking to incorporate one or more of the elements in a lesson. As experience increases, more elements can regularly be incorporated into teaching and lessons.
For active learning to be central to the way of teaching and learning, however, any type of substantial study (e.g. units of study, lessons spanning several days, etc.) should in large measure be devolved, i.e. largely directed by students themselves, with teachers serving as guides along the way.
What follows here is a breakdown of a typical longer-term unit of study according to active learning principles. It is important to note that not all lessons need to follow this structure. Shorter lessons need not be as elaborate as the structure outlined below.
Posing Questions
Alongside learning the basics about a topic, the students need to have the freedom to ask questions about it.
How and when they do this will depend on the nature, length and depth of the unit but the opportunity to pose questions and pursue those questions is an essential component of active learning. Together with the students, the teacher will typically posit their own questions which also serves to demonstrate the inquiry process.
It is often advisable not to dive directly into asking questions before the foundation has been partially set, or at least till the provocation has been undertaken. This can help ensure that the questions are better attuned to the topic and lead to deeper inquiry.
Finding out
Afterwards, the students can delve deeper into the concepts and ideas introduced in the first lesson or section of a lesson. They can do this as small groups which share the process of finding out and help teach each other about what they are learning. The teacher will visit the small groups throughout the lesson to provide feedback, clarification, tips and guidance along the way.
As this Finding Out stage evolves, students will reflect on what they have learned and how well they have been able to answer the questions they initially came up with. The teacher will continue to guide them in fruitful directions and elucidate potential misunderstandings.
Going deeper
This is the stage wherein students own questions as a springboard for deeper study. Now that a firm foundation has been set and various aspects of the topic have been studied, students can now choose their own angle on the topic and conduct a personal inquiry. Typically students will negotiate with the teacher in order to define the topic of their personal inquiry.
Depending on the length of the unit, this stage will differ in terms of time apportioned to this stage. However, it is important to leave considerable time (between a quarter and half of the unit time) so that students can adequately pursue their inquiry.
Presenting
At the latter stage of a unit, the students process what they have learned and seek now to summarise and communicate their findings. This involves creative thinking to come up with ways to share their knowledge that meet the expectations of the unit set by the teacher as well as being relevant and interesting to the student.
Being able to communicate one’s learning and conclusions is a critical component of the active learning process. Students need to be able, not only to summarise their learning and thinking, but also to communicate that learning effectively. This requires specific and demanding skills related to the medium of expression.
Presenting is not necessarily something that comes easily to all people. Consequently, it is critical that teachers Over the course of the year, teachers need to teach “just-in-time” mini-lessons that gradually build up the students’ abilities to write, speak publicly, design, and hone their expression.
In addition, it is important that rubrics and written guides be available to the students and revisited again and again in class to reinforce the characteristics of the skills needed for effective communication.
Establishing the foundation
The beginning of the lesson or lessons will be a mix of concepts and facts together with high interest media in an effort to both pave an initial understanding of the subject and also provoke thinking, questions and wonder on the part of the students.
A unit is often begun with a “provocation.” A provocation can be some information (video or other type of media), activity or experience with the topic and it is designed to engage the interest of the students and elicit a curious and inquiring response. A good provocation is very important to launch a successful unit of study based on active learning.
Pulling together
Reflecting / Asking Further Questions
Depending on the length of a lesson or unit, not all of these steps will be detailed or lengthy. However, it is essential that students be personally involved in building their understanding and grappling with thought provoking questions—both their own and the teacher’s.