Active learning is optimal for student learning, principally because it involves students in their learning, increases time on task, and increases interaction with peers (and faculty). Increasing active learning opportunities also makes the process of learning enjoyable.Here are 4 suggestions on incorporating active learning in the classroom.

1. Increase Class Time Devoted to Synthesis and Application

Increasing class time devoted to synthesis and application of the material facilitates learning. Lectures can be broken up by periodic learning activities, placed at critical points to ensure students practice the concepts or are able to apply them.

For example, after the instructor presents the concepts and provides examples, students could be given a practice opportunity or a group response opportunity requiring them to develop examples that show they understand and can elaborate on the concepts. Students find practice and application opportunities enjoyable and more importantly, it makes a difference in their learning.

2. Use Interactive Tutorials and Exercises that Support Greater Student Engagement to Replace or Reduce Standard Presentation Formats

Increasing active learning opportunities may necessitate emphasizing depth rather than covering as much as possible. Use of interactive tutorials and exercises in class may be a way to support greater student engagement and replace/reduce standard presentation class formats. Interactive tutorials can also be used out of class to achieve the same purposes, particularly if students are held accountable for completing the tutorial or exercise through a quiz or low-stakes assignment and awarding sufficient points toward the grade.

3. Increase Student Accountability for Pre-class Assignments (and Attending) with Low-Stakes Assessments

Less than optimal attendance and preparation can be addressed by effectively employing a grading scheme with sufficient inducement tied to low stakes assessments. For example, one UWM instructor at the start of each class (8:30 a.m. in this instance) begins with a brief quiz, a single open-ended question displayed on the PowerPoint related to the reading assignment. This simple quiz encourages attendance and reading of the text chapters and journal articles before class. The sum of the daily quiz grade equals 110 points. With perfect attendance students can receive up to an additional 10 points toward the quiz score, or can miss two quizzes without adversely affecting their grade. The instructor also has an examination exemption policy, which makes great sense. Students can qualify as exempt from certain tests if their performance is exemplary (i.e., no absences during that period, they earn maximal scores on each quiz, and achieve a high score on the previous test). This policy encourages excellence in performance. Students also have the opportunity in this course for extra credit by participating in departmental research, as well as by attending department colloquia. This encourages students to be actively involved in the department.

Beyond encouraging attendance and preparation for class, low-stakes assessments can also make student learning transparent to instructors so they can adjust accordingly to make sure students have mastered concepts before moving on.  Low-stakes assessments also help students stay on track and their learning becomes visible to them. Angelo and Cross (1993) coined the term, classroom assessment techniques (CATs) and suggested strategies for low stakes assessment aligned with levels of learning similar to Bloom’s Taxonomy.

For more strategies, consult: Low Stakes Assessment Booklet

4. Scaffold Projects, Papers, and Lab Reports

Breaking large assignments such as projects, papers, and lab reports down into smaller tasks, each with a separate due date and point value has been shown to help students immensely. Knowing what is expected at each step helps students reach performance standards and stay on target. The scaffolding of assignments helps students work on steps toward their culminating project throughout the semester. Rather than have a large project due at the end, students are helped to accomplish the large project and guided toward success as they incorporate the timely feedback received at each step.

For guidance and examples, consult: Scaffolding Assignments Booklet