Active Learning Methods in Higher Education

1. Active Learning Methods
(ALM)
Dr. Z. Zayapragassarazan, PhD.
Associate Professor
Department of Medical Education
Jawaharlal Institute of Postgraduate Medical Education & Research (JIPMER)
(An Institution of National Importance)
Puducherry-6.
E-mail: zprazan@yahoo.co.in

2. Objectives
At the end of this session the
participants shall be able to:
-state the meaning of active learning
-explain the need for active learning
-describe the different types of active
learning methods
-provide hands on experience on
active learning through group tasks

3. Please share your views on:
-the effective methods that your
college teachers taught you

4. State some ways you learn
best now as a faculty !

5. Levels of Teaching/Learning
Memory level
Understanding Level
Reflective level

6. What does it mean ““to learn””?
• Think
• Read
•• Write
• Do
• Share
• Compromise for further learning

7. What does it mean ““to learn””?
Think
Read
WWrriittee
Do
Share
Compromise for further learning

8. What iiss AAccttiivvee LLeeaarrnniinngg??
Provides opportunities for the learners to :
Meaningfully Talk
TThhaannkkss
Listen
RReeaadd Write
Reflect on the content, ideas, issues and
concerns of an academic subject.
Share
Compromise for further learning

9. What is Active Learning?
It allows learners answer
questions, formulate questions of
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debate, brainstorm and solve
problems during class.

10. When Active Learning Takes
Place?
Active learning is more likely to
take place when learners do
something besides listening.

11. Passive Vs Active Learning
I see and I forget
I hear and I remember
I do and I understand
- Confucius

12. Passive Vs Active Learning

13. What is the purpose?
• Increase learners participation
• Increase learners engagement
• Increase retention
•• More ownership in learning
• Less lecturing by facilitators
• More exciting classroom experience
• Higher Order Thinking Skills (HOTS)

14. Group Task
Selected Methods ooff AAccttiivvee LLeeaarrnniinngg

15. Think, Pair and Share
The think, pair, share strategy is a
cooperative learning technique that
encourages individual participation and is
applicable across all grade levels and class
sizes. Learners think through questions
using three distinct steps:
Think
Pair
Share

16. Think, Pair and Share
Steps
• Decide on how to organize learners into
pairs.
• Pose a discussion topic or pose a
question.
• Give learners at least 1-2 minutes to think
on their own. (“think time”).
• Ask learners to pair with a partner and
share their thinking.
• Call on a few learners to share their ideas
with the rest of the class.

17. Think, Pair and Share

18. Roundtable Brainstorming
Purpose: Generate as many answers to
the question as possible.
This involves taking turns and having
teammates contribute one answer at a time.

19. Roundtable Brainstorming
Steps:
1. Listen to the question.
2. Think about all the answers that might be
appropriate.
3. Write one answer on a paper while saying it out
loud.
4. Pass the paper to the teammate on your left.
5. Listen to the one answer that each of your
teammates will write.
6. Write an additional answer that no one has
mentioned the next time the paper comes to you.
7. Listen to the additional answers from your
teammates.
8. Continue contributing answers, one at a time,
until time is up.

20. Circular Questioning
•Divide into two groups
•Each member of the group asks a question
to another group member, who briefly
answers the question.
•The exercise is complete when everyone
has asked a question.
•The facilitator can wrap up the session by
summarizing questions asked and
responses.

21. One minute paper
What I learned Today (WILT)
Please take a minute to respond to the
following questions:
1. Here’s what I learned in today’s lecture:
2. Here are some questions I still have:
3. Here are some things I don’t even
understand well enough to ask about:
4. Other comments or suggestions:

22. JJiigg ssaaww mmeetthhoodd
• Number the students as 1,2,3,4..
• Group them as Group 1, Group 2 , Group 3 and Group 4 each
containing students numbered 1,2,3,4..
• Break an assignment topic into four parts/sub-topics.
• Assign part 1 to students numbered as 1 and part 2 to students
numbered as 2 and so on.
•• AAllll tthhee ssttuuddeennttss wwiillll rreeaadd,, gglleeaann kkeeyy iiddeeaass aanndd bbeeccoommee ffaammiilliiaarr wwiitthh
their topic.
• Students of same number will meet as a team (Team-1, Team-2,..) to
discuss their sub-topic and arrive at a consensus about the sub-topic.
• Students return to their home group with the information about their
sub-topic and share the same with the other member of their home
team.
• This facilitates all students to gain knowledge about the whole topic.

23. JJiigg ssaaww mmeetthhoodd - GGrroouupp ttaasskk
Topic: Reforms to improve medical
education in India
Sub topic 1 : Reforms in Selection of students
SSuubb ttooppiicc 22:: RReeffoorrmmss iinn iimmpprroovviinngg tthhee ccoonntteennttss
(Syllabus)
Sub topic 3: Reforms in delivery of contents
(T/L methods)
Sub topic 4: Reforms in assessment
Sub topic 5 : Reforms in community practice

24. JJiigg ssaaww mmeetthhoodd

25. Why should we Use Active Learning ?
• Involves learners more actively with the course
content
• Helps them apply what they are learning and use
higher order thinking skills.
• Appeals to a wide variety of learning styles and
intellectual strengths.
• Active learning involves the whole student in the
learning process: head, heart and hand (3H).
• Active learning makes learners do.
• Active learning can excite learners about the subject
matter, thus getting them more personally involved
in their own learning process.

26. OOuuttlliinniinngg
Outlining is a standard way to organize
information for presentation by grouping facts
and concepts; learning is at a higher level than
just memorization of facts.
I. First item
II. Second item
A. sub item
B. sub item
• 1. sub-sub item
• 2. sub-sub item
• III. Third item, etc.

27. Outlines on Major Aspects of Aids
• I. Transmittal of AIDS
A. Transfusions
B. Body fluids
1. Sexual
2. Non-sexual
• II. Societal Consequences of AIDS
A. Epidemic ddiisseeaassee ppaatttteerrnn
1. Teenagers
2. Women
3. Homosexuals
B. AIDS babies
C. Increased homophobia
D. Overburdened health care
• III. Research Solutions to AIDS
A. AZT
B. HIV virus
C. Other viruses

28. Concept Mapping
http://www.youtube.com/watch?v=A625Yh6v6uQ
http://www.youtube.com/watch?v=5IXfyOi5PtI

29. Students Resource
• The most unused resource in teaching
today is learners.
• Learners can teach each other and help
their peers and themselves to achieve
more in learning.
• By giving learners responsibility, it can
promote higher learning outcomes.

30. Collaborative Writing

31. Peer Teaching
“I Teach You, Then You Teach Me”
Peer teaching is the process by which a
competent learner, with minimal training and
with a facilitator’s guidance, helps one or
more students at the same grade level learn
a concept or skill.

32. Ways to Learn
• Learn by trial and error.
• Learn by dramatization, by acting it out.
• Learn by grouping, categorizing, and clarifying.
• Learn by forming concepts based on evidence and reason.
• Learn by creating conceptual maps of relationships among items or ideas.
• Learn by picturing—by seeing and recalling things that are.
• Learn by visualizing—by imagining things that might be.
• Learn by thinking metaphorically: link the known to the unknown.
• Learn about ideas by connecting them to what yyoouu aallrreeaaddyy kknnooww..
• Learn from failure how not to fail; from success, how to succeed.
• Learn from simulations.
• Learn by taking a job that requires the performance you seek.
• Learn by thinking for yourself—forming opinions, reaching conclusions.
• Learn intuitively: discover what you know instinctively.
• Learn by competing with others.
• Learn by playing spontaneously or in games.
• Learn from observing yourself: your thoughts, emotions, and actions.
• Learn by striving to achieve an ambitious goal.
• Learn from reflection and contemplation in solitude.
• Learn from travel—new places, new people, new activities.
• Learn by doing what has moral value (for example, helping others).

33. • Learn by being told—through lessons, lectures, presentations.
• Learn by being shown—from examples, demonstrations, and models.
• Learn from an on-line or distance education course.
• Learn by observing intensely.
• Learn by studying books or other print resources.
• Learn by asking someone what you want to know.
• Learn by searching the Internet.
• Learn by imitating a skilled performance.
• Learn by practicing repeatedly, especially coached practice.
• Learn by mentally rehearsing.
• Learn by seeking direct experiences.
• Learn by conducting an experiment.
• Learn by taking action in the field, by doing it.
• Learn by working cooperatively with others as a team.
• Learn by teaching someone else.
• Learn by teaching yourself.
• Learn by studying media: videos, CDs, tapes, and DVDs.
• Learn by preparing a public presentation.
• Learn by working or studying with a mentor.

34. Take home message
Create learning situations, involve
students, be a learning partner and
energize the learning environment
through ALM.

35. Thank TTThhhaaannnkkk yyyyoooouuuu ffffoooorrrr yyyyoooouuuurrrr AAAAtttttttteeeennnnttttiiiioooonnnn