Getting Started with Active Learning

Are you looking for new ways to practice active learning in your classroom?

Whether you are just starting with active learning or seeking to deepen and extend your active learning tool chest, this page provides targeted resources, summaries, and tips. Also, check out these online modules to learn more about getting started with active learning.

Contents

• Instructors looking for ideas of active learning options to fit their time constraints might browse the Activities category. It organizes active learning activities by level of preparation required in advance of administering the activity and in-class time necessary for students to complete it.
• The Challenges category will help you troubleshoot common issues that can arise in the active learning classroom.
• The Technology category provides technology tools to support active learning at low or no cost. These are organized by uses of the technology.

Activities and Classroom Assessment Techniques

• Minimal Preparation, Quick Class Activities
  • K, W, L Chart (Know, Want, Learn)

    K, W, L Charts are used to engage students in their learning before, during, and after a class, lesson, or unit. This activity is adaptable across subject areas and assignment types.

    • Students create a chart with 3 columns and label them with K, W, and L.
    • Students fill the K column with what they already know about the topic.
    • Then students fill the W column with questions for what they want to know about the topic.
    • After the lesson or unit, students then fill the L column with what they learned. This column can also be filled during a lesson.
    • Have students review the questions in the W column to be sure all have been answered.

    
    (Ogle 1986)
  • Think-Pair-Share

    This is a collaborative learning strategy in which students work together to solve a problem or answer a question. This simple activity can relieve the anxiety and mental block of being called on to answer a question in class. First, ask your students a meaningful, open-ended question or pose a problem, then follow these steps:

    • THINK: Give your students a minute to ponder the question independently.
    • PAIR: Invite your students to discuss their answer with a nearby peer.
    • SHARE: Ask pairs to summarize and share their answers with the class.

    
    (Lyman 1981)
  • One Minute Papers

    You can use this strategy at the end of class or during any topic discussion to support and reinforce student learning and engagement with class content. Simply ask your students to write a short paper in response to the following questions:

    • What are the two central ideas or concepts you learned during this session?
    • What question(s) remains uppermost in your mind?
    • Is there anything you did not understand?

    You can organize and sort your students’ short responses to help you target ideas or concepts where students might need additional help.

    
    (Syickni and McKeachie 2014)
  • Turn and Talk

    This can be a good discussion starter, an opportunity for all students to share ideas no matter the size of the class, and a way to build a spirit of collaboration and community in a class.

    • The instructor provides a question to the class.
    • Students turn to a neighbor and discuss their responses.

    
    (Harvey and Goudvis 2007)
  • Quick Write

    Quick write is a short writing activity, usually about 5 minutes, designed to accomplish one of three goals:

    • Access students’ prior knowledge.
    • Evaluate understanding of a homework assignment, or
    • Engage students in the topic that will be covered in class.

    The writing can be graded or ungraded. If the instructor chooses to grade the quick write, it should be a low-stakes value.

    (Green et al 2007)
  • Paused Lecture

    Paused lecture encourages students to be engaged continuously in a lecture rather than be a passive listener. Twenty to thirty minutes into a lecture, pause to have students reflect, make notes, or answer a question. This technique fosters "active listening" skill development.

    • After you state an important point or define a key concept, stop, and have the students get in groups of two.
    • Have the pairs discuss and rework notes.
    • Circulate around the room during these pauses to observe discussions and answer questions.

    Pausing to let material absorb has been shown to significantly increase learning when compared to lectures without the pauses. This activity can be combined with other active learning strategies such as the K, W, L chart, Think-Pair-Share, Turn and Talk, and Quick Write.

    (Syickni and McKeachie 2014)
• Minimal to Moderate Preparation, Moderate Length Class Activities
  • Jigsaw

    The Jigsaw method has students learn a chunk of content that is one part of a larger unit of information. Begin by sorting students into groups and give each group content such as a textbook chapter, an article, or an online resource.

    • Each group will need to divide the content into sections for each member to read and study.
    • Students should try to identify the key ideas, the big idea, and determine its meaning for what they are learning.
    • Students in the groups now fit their pieces together through teaching each other what they learned and then discussing it.

    
    

    Optional Steps

    • Have students fit their pieces together on white boards, and create a gallery walk.
    • Use expert groups: Have all students who learned about the same content form a group together.
    • Students in expert groups discuss their understandings to deepen their learning.

    (Angelo and Cross 1993)

  • Sorting Strips

    Bits of information or steps of a process are placed on strips for students to organize into ordered steps, nominal categories, or other organizational systems. Sorting Strips encourage:

    • discussion of competing ideas.
    • collaboration among group members.
    • creative problem solving for bits of information that do not have a natural order.

    Students can then compare the different methods of organization used across groups.

    (Handelsman et al 2007)
  • Gallery Walk

    You can use this high-energy activity to introduce a new topic or as a formative assessment of existing knowledge.

    • Write questions on whiteboards or flip charts in multiple places in a room.
    • Divide your students into groups and give each group to a different question.
    • Invite every student to write an answer to the question and discuss their responses with each other.
    • After a few minutes, ask the groups to move to the next question, read what is already there, and add any new responses they can think of, or alternatively, evaluate the existing ideas.
    • Continue until all questions have been visited, then convene a full-class discussion to consider the group’s collective answers.

    (Chin et al 2015)
  • Four Corners

    Four Corners begins with a question prominently displayed. Four possible answers or positions are assigned to each corner of the room, and students are instructed to move to the corner that matches their response. If students agree with more than one answer, have them choose one agreeable corner. If students are not sure or do not agree with any of the responses, have them stand in the middle of the room.

    • Have students discuss with their group why they chose that corner.
    • To share diverse perspectives, chart paper or white boards can be used for groups to record their thinking, and then have students read other groups' responses.
    • If the class involves argumentation, have each group take 5 minutes to form a defense of their “position” to share with the class.

    (Angelo and Cross 1993)
  • Posters

    For this activity students are given an assignment to develop together. They write it on a white board or sheet of chart paper.

    • Once the posters have been completed, the posters will be displayed on the wall, and one member of the group will stay with the poster as the class circulates among the other posters, much like a conference poster session.
    • Group members should rotate who stays with the poster, so all students can view all the posters.
    • This activity can be used for more interactive presentations and as a way for students to organize and synthesize larger groups of information.

    (Angelo and Cross 1993)
  • Peer Lessons

    Select several problems from related material and divide students into groups.

    • Give each group one problem and have them work on the solution on a white board or flip chart paper.
    • Have the group come forward and explain the problem in as much detail as they can to the class.
    • Ask them to show their thought processes and methods used in finding the solution.
    • The instructor should add or correct anything necessary.

    (Cothran and Kulinna 2006)
  • Concept Mapping

    This strategy will look like a big spider web on the board when you are finished.

    • Break students into groups and provide a central word or concept around which to build a map.
    • Have students extend branches from the central concept that includes all subtopics from the main idea.
    • Students should add additional branches that are linked.
    • Students may also indicate relationships between concept map elements.

    This mapping activity encourages students to see the overall picture and helps bring focus away from minute details and back to the main ideas.

    (Angelo and Cross 1993)
  • Circle of Voices

    This strategy encourages students to think about their position on a topic and lets all students be heard at least once in the discussion. Begin by moving students into a large discussion circle.

    • Pose a question and allow students to silently write down their thoughts/response.
    • Participants go around the circle in order, sharing their responses. Each person has up to one minute of uninterrupted air time to give his or her viewpoint.
    • Then students move into a free discussion with the ground rule that every comment offered must somehow refer back to a comment made by someone else.
    • Students may agree, question, elaborate or disagree, but must always relate to something stated by a classmate.

    (Brookfield 1987)
  • Idea Line-Up

    Similar to Four Corners, a question which has a variety of answers is prominently displayed.

    • Students are instructed to line up on a continuum to show how much they agree or the strength of their response to the question.
    • Students should then talk to the people next to them to clarify their own thinking and to understand other perspectives.
    • Instructors can use this to form groups of diverse perspectives for further discussion or projects.

    (Gomez Zaccarelli et al 2018)
• Moderate Preparation, Moderate – Long Length Class Activities
  • Individual + Group Quiz

    Two copies of a test are needed for this activity, but not two versions.

    • Students first take the test individually.
    • When all have finished, place students in groups and have them take the test again, but this time they can discuss the answers.
    • Both tests are scored. If a student does better on the group test, the group and individual scores are averaged. If a student performs better on the individual attempt, the individual score is kept.

    This values the student’s individual contribution to their academic performance, while also providing immediate feedback and possible correction through the group on concepts a student did not understand. This method can provide valuable insight into students’ understanding early in a term.

    (Mills 2012)
  • Partial Outline

    In this activity, also called skeletal notes, the instructor provides students with a partially completed lesson outline prior to the lecture to keep students engaged throughout the lecture. Students fill in the gaps. This also gives students more accurate notes from which to study for exams. Partial PowerPoint slides can also be used.

    (Angelo and Cross 1993)
  • Polling

    Polling activities provide opportunities for diverse perspectives to be valued and better understood and fosters deeper thinking for students.

    • The instructor poses a question and has students record and display responses. If using a technology tool to facilitate the process, this should be set up before class.
    • Students should then be prompted to support, explain, or defend their response or explain why other responses are not accurate.
    • It is important that the instructor records and acknowledges all responses in this activity. Several polling systems are available for use, or low-tech options like color cards can be used.

    (Angelo and Cross 1993)
  • Fish Bowl

    Fish Bowl capitalizes on collaborative idea creation and sharing.

    • Choose a small Group of students to be the “fish” and place them in a circle in the middle of the room so that the rest of the class can form a circle or half circle around them.
    • The instructor guides the discussion for the small group, while the students on the perimeter take notes on the discussion.

    This method is useful to practice discourse or argumentative techniques and to apply conceptual knowledge from the class. If the class regularly uses small groups, the small “fish” group can be made up of one person from each group. Students can also be allowed to “tap in” and replace a student in the middle to encourage all students to participate. The instructor can also choose students from the perimeter to replace someone in the middle.

    (Angelo and Cross 1993)
  • Stations

    Offering an alternative to traditional lecture, this activity engages students by requiring them to move around the room and interact with learning materials as they examine, question, exchange ideas with peers, and respond to prompts.

    • Set out various stations around the room (quotes, problems, multi-media presentations, charts, photos, specimens, etc.).
    • Student groups will move among stations and complete a provided, instructor-made worksheet that gives directions and questions about each station.

    (Jeffries et al 2002)
• Classroom Activity Video Examples
  • “The In-Class Flip” – Cult of Pedagogy, 5:28 min.
  • “Active Learning: 3 Easy Ways for Higher Education Lectures” – CU Academy of Medical Educators, 18:45 min.
  • “The Jigsaw Method” – The Cult of Pedagogy, 6:22 min.
  • “How to do a Fishbowl” – TeachLikeThis, 2:21 min.

Addressing Challenges of Active Learning

The content from this section is based on the work of Petersen and Gorman (2014).

Petersen, C., & Gorman, K. (2014). Strategies to Address Common Challenges When Teaching in an Active Learning Classroom. New Directions for Teaching and Learning, 2014(137), 63-70

• Course Preparation

  Preparing for active learning requires facing a set of challenges often completely new to instructors. Moving from an instructor-centered to student-centered course format requires the consideration of several factors.

  Less In-Class Time to Cover Content

  PROBLEM: Group activities take a lot of in-class time, and I already struggle to cover the course content in the time allotted.

  SOLUTIONS:

  • Consider creative ways for students to learn course content outside of class time, including adaptive learning software.
  • Keep students accountable for outside of class content through graded assessments or group accountability.
  • Choose active learning activities that take less in-class time to leave time for lecture as needed.

  Redesigning a Course for Active Learning

  PROBLEM: I’ve been teaching this course in a traditional way, and I’m good at it. Using active learning would mean redesigning it, and that is time I do not have.

  SOLUTIONS:

  • Introduce innovative methods in stages, not all at once!
  • Use a scaffolding approach to transition expectations gradually and allow students and the instructor to acclimate to active learning together.
  • Insert short active learning activities in the middle of your existing lectures. Hours of new course develop or training are not needed to implement active learning.
  • Observe peers using the same teaching space to get ideas and ask questions.
  • Use formative assessment and early student feedback to ensure students are meeting learning objectives.
• Classroom Space

  Active learning classroom spaces present a set of challenges absent from the traditional classroom.

  Multiple Distractions

  PROBLEM: Noisy small groups, audio from other groups’ laptops, and changing projections from multiple screens all fight for students’ attention.

  SOLUTIONS:

  • As an instructor, consciously direct student attention. Repeat key points.
  • Monitor groups to ensure they are aware of tasks and requirements; consider projecting instructions during group work.
  • Gravitate toward distracted or distracting students to bring them back to productive work.

  Overwhelming Technology

  PROBLEM: Technology can be unfamiliar to instructors and undermine their confidence.

  SOLUTIONS:

  • Plan class sessions in detail when starting to use new technologies and methods.
  • Contact the Delphi center to learn about upcoming technology open houses or to schedule a practice session with technologies.
  • Observe peers using the same teaching space to get ideas and ask questions.

  No Focal Point

  PROBLEM: The classroom orientation and/or configuration requires some students to have their backs to the instructor or turn to face him or her.

  SOLUTIONS:

  • Position yourself near the center of the room to avoiding being too far from any student.
  • Move around to different locations to engage students.
  • Encourage students to re-orient themselves to face you as is needed and as they are able.
  • Project materials to multiple screens to enable students to see a screen while also using a flat surface to write or type notes.
• Classroom Management

  Reminding students of the purpose of the activity and behavior expectations can mitigate most classroom management issues. The following are common classroom management challenges:

  Students Feel Singled Out

  PROBLEM: Students feel uncomfortable when adjusting to student-centered teaching.

  SOLUTIONS:

  • Allow students to first talk in pairs or small groups before asking any one person or group to give a response to the entire class.
  • Encourage students to value the skills they already have.
  • Choose activities that engage all students.

  A Student or Student Group is Disruptive

  PROBLEM: A student (or students) disrupts classroom learning by diverting attention from the assigned task or exhibiting inappropriate or impolite behavior.

  SOLUTIONS:

  • Shift the focus of discussions to another speaker or topic
  • Create a classroom civility policy.

Technology Assisted Active Learning

• Active Learning in Online Courses
  • Communication Tools

    These tools make it easier for students to connect and communicate with each other at a distance.

    Groups Feature in Blackboard

    Within Blackboard, students can be assigned to groups. Each group has their own page within Blackboard where they can access their own discussion board, blog, journal, and other features that make it easier to communicate and work together.

    Collaborate Ultra

    Collaborate is a video conferencing tool that students can use to meet for live video chats. Student can share files, show their screens or use the whiteboard tool to collaborate on their assignment. Collaborate Ultra is built into Blackboard and you can create a separate “room” for each group. Get started with Collaborate Ultra.

    VoiceThread

    VoiceThread is another tool that’s available within Blackboard. Students can have a conversation that includes text, audio, video, as well as shared links and documents.

    Video Chat

    In addition to Collaborate Ultra, which includes a lot of features in addition to video, students may want to use Skype (https://www.skype.com), Google Hangouts (https://hangouts.google.com/), or Zoom (https://www.zoom.us).

    Group Texting

    A method for communicating that blends synchronous and asynchronous communication is group texts. Google Hangouts (https://hangouts.google.com/) and Slack (https://slack.com). Both apps also allow file sharing.

    Microsoft 365

    All UofL students have access to Office 365 which includes a number of tools that are helpful for collaboration. Students can co-create all Office products, such as Word files, PowerPoint and Excel. Another useful tool is Teams, which was created to help teams communicate. It includes a chat feature as well as document sharing.

    CardBox

    Cardbox is a file sharing tool available to all UofL students and employees. It’s an easy way for students to share files with each other while working on a project. To learn more and set up access to CardBox, visit https://louisville.edu/it/cardbox.

    Mindmapping

    Mind maps are a great way to brainstorm and organize ideas. Two recommendations for collaborative mindmaps are MindMeister (https://www.mindmeister.com/) and WiseMapping (http://www.wisemapping.com/).

  • Presentation Tools

    Presentation Tools

    If the assignment is to result in a document, Office 365 is a good option for students to co-create documents. However, you may want students to submit other types of presentations. These tools can be used for students to create group projects.

    Wikis

    Wikis are available within Blackboard and are a shared creation space, similar to a web site. Students can work together to create content which can then be shared. Just like a web site, wikis can contain links, videos, and other online content.

    Panopto

    Panopto is a video tool available within Blackboard. Students can record a video presentation using Panopto, or they can create a video using other tools and upload it to Panopto for sharing. Learn more about Panopto.

    Collaborate Ultra

    In addition to being a group communication tool, Collaborate can be used by students to give a presentation, sharing a PowerPoint or other content along with video of the speaker. Other students can attend live or the presentation can be recorded for later viewing. Get started with Collaborate Ultra.

• Active Learning in Face-to-Face Courses
  • Gamification

    Kahoot!

    Kahoot! is a tool for using technology to administer quizzes, discussions or surveys. It is a game based classroom response system played by the whole class in real time. Multiple-choice questions are projected on the screen. Students answer the questions with their smartphone, tablet or computer.

    Learn more about Kahoot!

  • Recording

    Camtasia

    Camtasia is software used to record onscreen activity, audio and web cam video and narrate existing PowerPoint presentations. Through Camtasia, you can record, edit, produce and share course content. Editing features include callouts, transitions, zoom-in-pan, audio enhancements and more. The final video file can then be viewed by students at their convenience and may include a table of contents to ease navigation. Learn more about Camtasia.

  • Collaboration Tools

    Adobe Spark

    Adobe Spark is an integrated suite of storytelling applications that can be used on the iPad, iPhone and the web. It consists of 3 different design apps: Spark Page, Spark Post and Spark Video.

    • Spark Page helps in the development of web stories. It can be used for such things as magazine-style travel stories, photo albums, online newsletters, reports or anything that you wish to present on the web.
    • Spark Post lets people create professional graphics in seconds, and it allows for layering of images with text and filters.
    • Spark Video lets users create animated videos in minutes. While it does not allow for filming of content, it does let one combine text, images, icons and themes in a presentation and then record a voice-over to create the video.

    Learn more about Adobe Spark.

  • Polling Technologies

    Poll Everywhere

    Poll Everywhere is web based and clickers are not needed. The tool is free for audiences up to 40.

    Learn more about Poll Everywhere.

    AnswerGarden

    AnswerGarden is a minimalistic feedback tool. Use it in the classroom as an educational tool or at work as a creative brainstorming tool. It is web based, clickers are not needed, and it is free for all audiences.

    Learn more about Answer Garden.

    Sli.Do

    Slido asks audiences for their opinions and/or questions and displays the results in real time. When used to solicit questions, students may click on a “thumbs up” for questions they also have. Questions with the greatest amount of likes are displayed first. Slido is web based, clickers are not needed, and it is free for up to 1,000 users.

    Learn more about Slido.

  • QR Codes

    QR codes are easy to create and allow the instructor to give students direct access to a resource in class or at home.

    See How to Create a QR Code (6:04 min)