Teaching as Active Learning

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Teaching as Active Learning
Some Findings from the Research
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Non-Active Learning (Traditional
Lecture/Presentation)

• no more or less effective than other methods in
  transmitting facts and information
• not as effective as discussion methods in
  promoting thought
• relatively ineffective for teaching values,
  inspiring interest in a subject or for personal
  and social adjustment
• relatively ineffective for teaching skills

Donald Bligh (1998) Whats the Use of Lectures?,
Exeter Intellect Press.
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Students Experience of Relevance
Relevance related to content

• personal meaning
• understanding
• deep learning
• grades
• hoped for potential use
• surface learning

Intrinsic Experience   Extrinsic Experience
Vivien Hodgson (1997) in The Experience of
Learning (Marton et. al.). Edinburgh Scottish
Academic Press
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Relevance related to teacher
Vicarious Experience

• the way they present and interact
• their enthusiasm
• their use of illustrations
• the way they engage students

Active learning provides a bridge from surface
learning (extrinsic) to deep learning (intrinsic)
Vivien Hodgson (1997) in The Experience of
Learning (Marton et. al.). Edinburgh Scottish
Academic Press
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Active Learning Problematizing Teaching

• Begin with a question/problem
• Help students understand the significance/
  relevance of the question/problem
• Provide students an opportunity to answer the
  question/problem with reasons for the answer
• Answer the question/problem
• Leave students with a question/problem

Ken Bain (2004) What the best college teachers
do, Harvard University Press, Cambridge MA.