Active Learning Activities

The literature on teaching and learning suggests that designing appropriate learning activities in the classroom can trigger greater student involvement in the learning process. Here are some activities that we have used in our classes, which students have found useful.


Fish Bowl Technique

The fishbowl technique is a versatile method to encourage questions, student-generated answers, and feedback on teaching and learning. Distribute post-it notes to students and ask them to write questions about topics they need further clarification on. Collect these notes in a container. The questions are then drawn from the container, and either the instructor or students respond to them.

This technique can also promote individual accountability in group activities. To do this, fill the container with numbers and assign each student a number. When it's time for responses, draw a number, and the corresponding student answers. This keeps students alert and avoids the feeling of being singled out. However, it can lead to uncomfortable silence if a student doesn't know the answer. To mitigate this, use collaborative techniques such as Think-Pair-Share.

Think-Pair-Share

Sometimes students might be hesitant to answer questions posed by instructors because they are uncertain about how to respond. This activity provides students with the opportunity to clarify their answers with a peer before providing a response. The procedure is as follows:

  1. Ask your question, either verbally or in text form.
  2. Give students a minute to think about the question.
  3. Ask them to discuss their answers with a partner.
  4. Randomly select students to share the result of their discussion.

Effective Questioning Techniques

Instructors often use questioning in the classroom to test students' level of understanding of the topic or, at times, to keep students on their toes. To encourage deeper thinking and further questioning, you can use Socratic questioning techniques. Here are some tips for effective questioning:

  1. Align with Course Goals: Plan questions that focus on course objectives.
  2. Avoid Leading Questions: Encourage independent thinking by avoiding questions that hint at the answer.
  3. Don't Interrupt: Allow students to complete their answers without interruption.
  4. Avoid Self-Answering: Don't answer your own questions; this promotes passive learning.
  5. Limit Yes/No Questions: Follow up yes/no questions with probing questions to deepen understanding.
  6. Use Sequential Questions: Build complexity with a series of questions, such as Socratic questioning.
  7. Encourage Peer Discussion: Have students discuss responses with a partner before sharing with the class to enhance engagement and understanding.
  8. Allow Thinking Time: Use the Question-Pause-Pounce technique (ask the question, pause for thinking, then call on a random student) to give students time to formulate their answers.

Student Response to Another Student's Answer

To encourage greater participation and to promote active listening, you can consider asking another student for his or her opinion of the response given by the initial respondent. This is regardless of whether the answer is correct or incorrect. Refrain, though, from asking questions that only elicit yes/no, agree/disagree responses. Rather, use Socratic questioning, if necessary, to seek responses that demonstrate deeper thought.

Jigsaw

The jigsaw technique involves breaking up a task or reading assignment into separate parts, with each student in a group assigned a specific part. These parts are then combined to form a complete understanding. For instance, if you have readings for a task, each student in their initial 'home' groups is assigned a different section. Students with the same section (from different 'home' groups) then form an 'expert' group to discuss their section. After sharing interpretations and ideas within their 'expert' groups, students return to their 'home' groups to teach their members what they have learned. Finally, set a task that requires each group to integrate the knowledge from all the readings.

Post-It Note Clustering

In this activity, the instructor poses a question or a problem. Students are then given two to three post-it notes and  must write down one idea on each note. Each team then sticks their notes onto a wall and moves them around to sort the ideas into themes or categories which are then used to respond to the question or problem posed.

Making effective use of demonstrations

Demonstrations can be powerful tools in encouraging critical thinking. The following is a suggested format for conducting effective demonstrations:

  1. Introduction: Briefly explain how the demonstration relates to the topic being covered.
  2. Background: Explain what you are going to do without telling students the expected results.
  3. Safety Precautions: Have all safety precautions in place to perform the demonstration without harming anybody. Announce the safety measures to the class.
  4. Student Feedback: Ask the class for the probable results or have them make a hypothesis based on what they learned or read in class so far.
  5. Perform Demonstration: Carry out the demonstration, explaining each step.
  6. Reiteration: Ask students what took place and what they saw.
  7. Assessment or Reflection: Provide a brief guided question-and-answer session about the principles behind the demonstration.
  8. Critical Thinking Moment: Ask the class to come up with applications of the principle or other ways to demonstrate the principle.

References & Other Resources

For more information on building positive relationships with your students, visit the following pages: References:
Biggs, J., & Tang, C. (2011). Teaching for Quality Learning at University. Maidenhead: Open University Press.

Brown University (2018). The Sheridan Center for Teaching and Learning: Interactive Classroom Activities. Retrieved from: https://www.brown.edu/sheridan/teaching-learning-resources/teaching-resources/classroom-practices/active-learning/interactive. Accessed on 18 Jul 2018

Tabot, A., Tufan, K., & Hamada, M. (2014). Active and Collaborative Learning: Practices, Problems & Prospects. New York: Nova Science Publishers.

Race, P. (2014). The lecturer's toolkit: a practical guide to assessment, learning and teaching. New York: Routledge.

University of Waterloo. (n.d.). Centre for Teaching Excellence: Active Learning Activities. Retrieved from https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/developing-assignments/assignment-design/active-learning-activities Accessed on 26 Feb 2018.