What Models of Instruction Suit Active Learning?

There are a variety of techniques applied to bring out the best in a student's potential. Amongst them all is the idea of active learning, but what exactly is it? Furthermore, what models are most effective to apply to active learning?

It seems that the traditional method of 'teacher talks, students listen' is becoming recognized as a flawed method for teaching. The repetitive and tedious nature of only ever sitting and listening is one that has more cons than pros. The concept of active learning is very basic; ensure that the student is actively participating in the lesson.

The method itself allows for a variety of models of instruction to be applied. The most common and popular model for active learning is simply introducing a class discussion or debate. Upon allowing the class to communicate and highlight their own individual perceptions and ideas surrounding the topic, the students are able to give each other feedback. In doing this, peer to peer relations can encourage a more in depth understanding of the content.

A study carried out (McKeachie et al. 1986) concluded that class discussions are a great way of encouraging the transfer of what the students are learning into the long term memory. The findings suggested that by participating in a discussion, students were developing far greater abilities when thinking about and understanding the information, as well as being able to apply it to a variety of situations.

Alternative, another model is to simply expand and enhance on a traditional lesson with an array of active learning techniques. Another study (Ruhl, Hughes and Schloss. 1987) highlighted that by simply pausing for 2 minutes 3 times within the lesson greatly improves a student's retention of the information. Within these 2 minute breaks, students are able to combine and link their notes independently, creating a greater understanding of the topic.

Several other effective methods include the insertion of miniature demonstrations or brief tests that are not graded into a lesson. These insertions are then followed up with the introduction of a class discussion. Through applying these models, students are encouraged to retain what they are learning and then return it back into class discussions. In doing this they are displaying a full understanding and application of the information.

In an alternative spin, a teacher could conduct a 20 minute lecture, during which the students are not permitted to take notes. Upon the culmination of the teaching, the students are then asked to write down what they have remembered. Once this is completed, the remainder of the lesson can be spent by the students comparing and elaborating with each other in groups.

Throughout all of the methods, class discussions appear to be the upmost effective when it comes to applying active learning. Through a student vocally presenting what they have retained from the lesson to an audience of their peers, they are far more likely to understand what they are learning about. In conclusion, allowing peer to peer feedback can illustrate to the teacher who is internalizing the material and who requires more extra help.