Abstract
Active learning shifts the focus of teaching from what the teacher should bring to learners towards what do you want learners to be able to do with lesson material. Similarly, learners must enter class prepared to use assigned readings and reviewed material from past classes, etc. Not only are learners expected to be up-to-date on lesson material but to have assimilated the material so they can use and build on it. When learners recognise that the teacher’s lesson involves active learning, they will also recognise that they must be active if they are to succeed in the lesson (Doyle, 2011). the teacher consider various modes of instruction, they must keep in mind that learning depends primarily on what the learners do, both in and out of class, rather than what the teacher does. The teacher’s task is to select activities through which learners can master lesson objectives. Lessons, discussions, written exercises, reading exercises, tests, group work, individualized instruction, field trips, observations, experiments, and many other kinds of experiences may be necessary for learners to learn the things the teacher want them to learn. DOI: 10.5901/mjss.2014.v5n14p180
Highlights
As multiple studies have indicated, increases in learner achievement are only one of the positive results of active learning
Using the Bonwell and Eison definition, Braxton, Milem and Sullivan (2000: 571) examined the impact of active learning classroom approaches, “class discussions, knowledge-level examination questions, group work, and higherorder thinking activities,” on learner persistence and their feelings of social integration. Their results suggest that active learning may influence learners’ social integration, commitment to the institution, and their decision whether to remain in school
Before introducing active learning approaches, it is a good idea for teachers to clarify their expectations and to emphasise that the active learning techniques used in class will be used in the tests, examinations and class exercises (Cameron, 1999)
Summary
As multiple studies have indicated, increases in learner achievement are only one of the positive results of active learning. Using the Bonwell and Eison definition, Braxton, Milem and Sullivan (2000: 571) examined the impact of active learning classroom approaches, “class discussions, knowledge-level examination questions, group work, and higherorder thinking activities,” on learner persistence and their feelings of social integration. Their results suggest that active learning may influence learners’ social integration, commitment to the institution, and their decision whether to remain in school. Given such value in active learning approaches, faculty should know how to introduce them effectively. The teacher may periodically stop discussions during the lesson and offer suggestions for how learners may have modified their comments to engage and build on what another learner has said (Berry, 2008)
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