Supporting Active Learning Behaviours Active Learning - Active Learning
Last updated on 18/05/2020
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Description
This simple activity explores the behaviours that promote active learning and builds students’ awareness of new study strategies.
How to implement the strategy
1. During an introductory session at the beginning of the course, provide students with a survey that lists a selection of, or all the behaviours in the table below.
2. Take a minute to evaluate the survey and identify the most common responses.
3. The responses can then be used to begin a class discussion about active learning or to guide your design of learning opportunities that incorporate strategies to develop active learning behaviours.
4. Revisit the survey from time to time (for example every 4 weeks) as a means of reinforcing the benefits of active learning behaviours.
| Cognitively passive learning behaviours | Cognitively active learning behaviours |
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I previewed the reading before class. I came to class
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I asked myself: “How does it work?” and “Why does it work this way?” I drew my own flowcharts or diagrams. I broke down complex processes step-by-step I reorganised the lecture notes and other information. I compared and contrasted. I fill all the facts into a bigger picture. I tried to figure out the answer before looking it up. I closed my notes and tested how much I remembered. I was able to explain material in my own words to someone else I asked myself “How are individual steps connected” and “Why are they connected?” I drew and labelled diagrams from memory and figured out missing pieces. I asked myself: “How does this impact my life” and “Why is this important to know” I used Bloom’s taxonomy to write my own study questions. |
Adapted from: Stanger-Hall, K. F. (2012). Multiple-choice exams: An obstacle for higher-level thinking in introductory science classes. CBE-Life Sciences Education, 11(3), 294-306. doi:10.1187/cbe.11-11-0100
The purpose of the strategy
Students come to university with inefficient study strategies that are often based on memorisation and recall. Many are unaware that learning involves thinking about what they learn and how they learn (metacognition). This strategy develops students’ awareness of learning behaviours and supports them in changing their practices.
As educators, it is our role to teach discipline specific content and our responsibility to nurture critical thinking skills and deep learning. By weaving learning and teaching practices that enable learners to adopt holistic behaviours to active learning inside and outside of the classroom, we are guiding them to become active life-long learners.
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Variation on activity
Students can also take charge of their learning by identifying behaviours from the ‘Cognitive active learning behaviours’ column they would like to practice and incorporate in their study activities.
This activity can also be implemented as a pre-session activity.
Further Reading
Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223-231. doi:10.1002/j.2168-9830.2004.tb00809.x
This widely cited paper provides a good foundation and includes commonly used definitions of active learning strategies.
Pelley, J. (2014). Making active learning effective. Medical Science Educator, 24(S1), 13-18. doi:10.1007/s40670-014-0087-1
In this paper the author lists four tasks that need to be considered to make an activity ‘active’. The author also discusses metacognition and growth mindset as important aspects of learning behaviour.
Learner-Enabling Design (P5). Getting Started with VLE tools and the Course Design Standards.
Technology that can be used to enhance the strategy
Office 365 Forms: Create a simple survey using Office 365 forms and distribute to your class. The responses can be used to identify the best strategies that will promote deep learning for your students.
Class size that is suitable for the strategy
- 100+ students
- 20 - 50 students
- 50+ students
- < 20 students
Activity group size
- Individual
Year level in which the strategy is often used
- First year
- Second year
Discipline area (Academic Group) in which the strategy is often used
- Arts Education and Law
- Griffith Business School
- Griffith Health
- Griffith Sciences
- Other Group
Phase of the learning and teaching session in which the strategy will be used
- Introduction to session
Preparation time for the strategy
- Between 10 and 25 minutes
Duration of the strategy
- Between 10 and 25 minutes
Level of learning outcome that the strategy is designed to address
- Evaluate
Learning space appropriate for the strategy
- Computer room
- Lecture theatre
- Online
- Seminar room
- Workshop
Assessment Strategies
- Formative Assessment
Preferred Citation
(2020). Supporting Active Learning Behaviours. Retrieved from https://app.secure.griffith.edu.au/exlnt/entry/8648/view
Licence
© 2024 Griffith University.