ACTIVE LEARNING PRACTICES

Workshop

OPEN WORKSHOP FOR TEACHERS

 Background of Active Learning

According to Andresen et al (2000), Active learning is that direct experience is the basis for

learning. This falls under constructivism theory which states that learners “construct” their

knowledge via experiences Galarneau, L. (2004). This can be done using many methods such as

role playing, virtual reality (like virtual labs), simulations, game based learning and cooperative

learning (Johnson, R. T., & Johnson, D. W., 2008). Examples of active learning can be to conduct

an experiment in a lab, if it is not feasible it could be via virtual labs.

Features of this mode according to Skinner (2010) are:

1. Means of learning: Learning from experience

2. Organization & resource: It is very important that there is planning prior to the session

and relevant recourses if necessary to be prepared.

3. Teacher and learner roles: learner is in control of their learning, learning is learner

centered and not content centered.

4. Assessment: using reports, rubrics and observation.

Many theories are in line with Active learning such as situated learning, constructionism and

cognitive apprenticeship. According to Skinner (2010), an effective method to cognitive

apprenticeship is the Planning -> doing -> reflecting cycle. Since cognitive apprenticeship is

about a more experienced individual (the teacher) guiding an apprentice (the student) to learn.

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This means that the teacher must plan for the lesson before implementing it and then have the

students reflect on their learning (Collins, A., Brown, J. S., & Holum, A.1991).

Then Vs Now

Active learning is especially important in today’s world where learners are no longer passive.

Learners have access to the internet and can search for a wide range of information with a click

of a button. Having Active learning in the classrooms will better prepare the students for skills

they need in the real world, also many elements of the ISTE standards and 21 st century skills

apply to active learning (Andresen, L., Boud, D., & Cohen, R., 2000).

Technology also plays a significant role in the mode of teaching. With the introduction of

technology came many changes in today’s learners. These changes need to be accommodated

to. Some techniques may have worked for previous learners where technology did not play a

vital role in their everyday lives. Active learning can occur without technology, but it does help

when certain experiments or field trips are not practical. With the help of games, simulations

virtual reality and augmented reality, many learning objectives can be achieved that might have

not been achievable before the introduction of present day technology (Jones, R. W., 2006).

Lastly, Active learning is supported by many studies and is favored by many leaners as they are

engaged in the learning making the knowledge retained more memorable (Meyers, C., & Jones,

T. B., 1993).

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 Why Active learning?

As a teacher, you should consider active learning since it is especially important in today’s world

where learners are no longer passive. Learners have changed, therefore instruction should

accommodate for this change. Students today have access to the internet and can search for a

wide range of information with a click of a button. Having Active learning in the classrooms will

better prepare the students for skills they need in the real world, also many elements of the

ISTE standards and 21st century skills apply to active learning (Andresen, L., Boud, D., & Cohen,

R., 2000).

Technology also plays a significant role in the mode of teaching. With the introduction of

technology came many changes in today’s learners. These changes need to be accommodated

to. Some techniques may have worked for previous learners where technology did not play a

vital role in their everyday lives. Active learning can occur without technology, but it does help

when certain experiments or field trips are not practical. With the help of games, simulations

virtual reality and augmented reality, many learning objectives can be achieved that might have

not been achievable before the introduction of present day technology (Jones, R. W., 2006).

Lastly, Active learning is supported by many studies and is favored by many leaners as they are

engaged in the learning making the knowledge retained more memorable (Meyers, C., & Jones,

T. B., 1993).

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 Considerations:

As you can see, Active learning has many benefits, however Jones, R. W., (2006) and Drinkwater

et al., (2014) mention some points you should keep in mind as a teacher:

• Time and topic coverage: there could be limited classroom time with lots of curricula to

be covered, therefore this can be a challenge to integrate Active learning as it does

require more time than other modes.

• Preparation: The teacher must prepare ahead of classroom time for the activities in

order to be time efficient and effective.

• Is not efficient without participation required: if students to not participate, this can

minimize effectiveness.

• Lack of individual accountability: during group work it is more challenging to give

accountability to each individual since they are working as a team. This might be unfair

as sometimes few students contribute much more causing the whole team to get credit

including the students who had low participation.

• Could be expensive: integrating resources such as makerspaces, or field trips and else

could be costly.

• Could require resources: many Active learning activities would require resources that

the teacher must source.

• Could be challenging to assess: it is not as quantifiable to assess the learner knowledge

as there is no one right answer, could be very subjective.

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 Goal

The purpose of this workshop is to prepare the trainees to implement Active Learning practices

in their classrooms. By the end of the workshop, they should be able to: Define Active Learning,

Identify Active Learning techniques, Distinguish between key aspects of active learning and

traditional learning methods, Recognize emerging trends in Active Learning approaches,

Suggest how games and makerspaces can be used to supplement learning in their discipline,

Create a lesson plan in their discipline that implements Active Learning and Evaluate an Active

Learning lesson plan.

Structure of Workshop

The workshop will take place on 3 consecutive days, each day the workshop will take up 1 hour

20 minutes with the breakdown highlighted in the outline below:

Prior to workshop – pre session

Learning outcome Learners should be able to generally understand what Active
Learning is and what it entails including Active learning techniques,
Active Learning methods and emerging trends in Active learning
practices.
Topic and summary Pre-assessment: trainees will fill a survey so you can assess their
of Activity prior knowledge
Resources for background information: you will supply them with
resources based on their needs that you recognized from the
assessment.
Day 1 – session 1
Learning outcome Learners should be able to:
 Define Active Learning
 Identify Active Learning techniques
 Distinguish between key aspects of active learning and
traditional learning methods
Topic and summary Ice breaking Activity 5 mins: trainees will answer a question that will

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of activity trigger interest
Formative Assessment 10 mins: Trainees will be asked questions in
class as formative assessment using Poll Everywhere
Learning Activity 50 mins: Trainees will create a short video in pairs
that highlight traditional teaching vs Active learning teaching
Wrap up 15 mins: videos will be displayed followed by a discussion
Day 2 – session 2
Learning outcome Learners should be able to:
 Recognize emerging trends in Active Learning approaches
 Suggest how games and makerspaces can be used to
supplement learning in their discipline
Topic and summary Setting: This class will take place in a The Makers Hub in Beirut
of activity Digital District
Introduction 35 mins: to introduce the trainees to Makerspaces
giving them a tour of the materials, tools and explaining to them
the process of what students do there.
Learning Activity 30: the trainees will be asked to suggest how
games and makerspaces can be used to supplement learning in
their discipline.
Wrap up 15 mins: you will have a class discussion
Day 3 – session 3
Learning outcome Learners should be able to:
 Create a lesson plan in their discipline that implements
Active Learning
 Evaluate an Active Learning lesson plan
Topic and summary Introduction 15 mins: Trainees will be asked to reflect on their
of activity current teaching practices
Learning Activity 40 mins: in pairs and come up with ways to
improve it by creating a lesson plan in their discipline that
implements Active Learning strategies.
Once they have completed, they will switch lesson plans with
another group and they must assess it by providing feedback with
recommendations.
Wrap up 25 mins: Once completed there will be a class discussion
where each group will present their lesson plan and the group
which evaluated them will present their praise and constructive
criticism.
Detailed Activity Description

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 1. Pre session

Learning outcomes: Learners should be able to generally understand what Active Learning is

and what it entails including Active learning techniques, Active Learning methods and

emerging trends in Active learning practices.

Pre-assessment: In order to know what to focus on in the workshop, you should asses your

learners to know what prior knowledge they have to fill in any gaps before beginning the

workshop - Please refer to this in appendix 1.

This will take place when the teachers register for the workshop, they will receive an email

with a link to survey monkey which will include the questions in appendix 1.

You will then assign resources to the teachers depending on their learning gaps so that they

come prepared to the workshop and you do not have to waste time covering lower order

thinking skill material. These resources will be given on an individual basis per each teachers

learning need.

You can choose between the recourses in Appendix 2 which are assigned according to the

gaps. You will give the workshop as a flipped classroom to practice what you preach.

2. Session 1:

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Introduction - Ice breaking Activity: all the trainees will be asked to answer the question;

“What do you think is the most important key term that falls under Active learning?” This

will be asked via Poll Everywhere within your ppt presentation. This gives everyone the

opportunity to participate and you can have a brief discussion with the trainees after seeing

the results.

Formative assessment: After that, the same questions asked prior to the workshop will be

asked via poll everywhere to assess whether the gaps have been filled via the resources

provided to the trainees prior to the workshop or not. Using Poll Everywhere, everyone will

be able to answer anonymously to provide a safe environment for them to answer honestly

without feeling embarrassment that they do not know something. The results show

instantly on the presentation, therefore you can address any minor gaps on the spot by

clarifying the needed. Learners will also be asked to define Active Learning on Poll

Everywhere. You will go through all the responses and make sure they are all correct, if not

discuss why the response is not correct and correct it.

Learning Activity – the difference between a traditional classroom vs an active learning

classroom: Class will be divided in two groups, they both have to create a short stickman

video on PowToon of a student; one group will have to create it of the student in a

traditional classroom and the other group must create it of the student in an Active learning

classroom. Then the two will be displayed showing the traditional classroom first and then

the Active learning classroom. This will force the teachers to look at learning from the

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student’s perspective which puts emphasis on the learner not the content and it will also

highlight the difference between the two classrooms.

Wrap up: After watching there will be a short discussion to compare and contrast the

difference.

Session 3

Introduction: Trainees will be asked to reflect on their current teaching practices

Activity – Create a lesson plan: in pairs and come up with ways to improve it by creating a

lesson plan in their discipline that implements Active Learning strategies. The trainees will be

paired by having those in the same or relevant discipline work together. Once they have

completed, they will switch lesson plans with another group and they must assess it by

providing feedback with recommendations.

Wrap up: Once completed there will be a class discussion where each group will present

their lesson plan and the group which evaluated them will present their praise and

constructive criticism. You will act as a moderator to guide everyone in the right direction.

1. Supporting materials such as:

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a. NOT OPTIONAL: A practitioner friendly article for participants to use as
resource
b. Handouts for activities (2-4 handouts for the expanded activities)
c. Power point presentations (for the expanded activities)
d. Useful websites, online videos and resources, etc.

Rubric
Section or Aspect of Paper Grade
Breakdown
1. Background of methodology /3
 Rationale
 Overview
 Personal narrative to teachers to
use methodology
2. Goals of Training /2
3. Table of LO and session breakdown /4
4. Detailed Workshop Session 1 /6
 Clarity of flow of session and transitions
among Introduction, etc.
 Likelihood of session achieving LO
 Session Interactive and potentially engaging
and effective
5. Detailed Workshop Session 2 /6
 Clarity of flow of session and transitions
among Introduction, etc.
 Likelihood of session achieving LO
 Session Interactive and potentially engaging
and effective
6. Supporting materials /4
Total /25

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