Methods for Active Learning

In the "ACTIVATE" phase of our learning design, we work to make learning valuable and powerful by putting learners into a context where they integrate and apply new knowledge, attitudes, and skills immediately. In other words, in the Activate phase, learning is an active process!

Here are some methods and tactics that can be applied to almost any content.

Jigsaw

Divide the class into "Expert Groups" to study and develop expertise in a specific topic. The content can be provided in articles, questions to research, videos, etc etc. Then, groups are re-shuffled so members of the Expert Groups are divided into multiple Sharing Groups to disseminate the expertise. This makes all participants responsible for assimilating content.

SIX SECONDS EXAMPLE: "Expert Folders" exercise on the case for EQ in EQPC.

Debate

Provide a slightly controversial thesis (such as, "It is more effective to suppress emotions than to express them"); divide the class into teams and either:
a) assign each team to a position (for or against the thesis), or
b) tell them to prepare for both positions and you will assign them at the end.

Then, provide time to prepare by studying the provided or researched content (eg articles, web pages). At the end, hold a debate allowing each side set periods of time to give opening statements, arguments, and closing statements. If applicable, an audience or the facilitator can judge winners.

Sequence Sort

Prepare cards with discrete pieces of content (such as a paragraphs of an article, or un-numbered steps in a process). Give each small group a set of the cards, and challenge them to evaluate and come to consensus to determine the correct order (or a meaningful order).

Category Sort

Explain a method of categorization (for example, Intrinsic vs Extrinsic Motivation... or Happy, Sad, Mad, Fearful feelings). Prepare cards with discrete pieces of content (such as printed slides, each with a fact, graph, quotation, or other data). Give each small group a set of the cards, and challenge them to evaluate and come to consensus and place the content into the appropriate category.

Variation: Combine this idea with making a Continuum placing content along the continuum.

Continuum

Define a continuum (like a "number line" going from -10 to +10) with two opposite extremes (such as useful...useless or best-ever-team...worst-ever-team – if desired, the continuum can be marked with a string or rope, or drawn on a whiteboard). The continuum can be used several ways, eg

• participants or small groups place concepts on the continuum where they fit best
• participants stand on the continuum to represent their viewpoint

SIX SECONDS EXAMPLES: "Choice Continuum" in EQPC. "Intrinsic-Extrinsic Continuum" in EQEC.

Case Study

Provide a description and data about a situation and invite participants to read, analyze, and make recommendations or conclusions about the case.

SIX SECONDS EXAMPLES: Zexco Case in VSCC. Case Projects in EQPC. School Case in EQEC.