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Active Learning 1
Active Learning
| Term | Definition |
|---|---|
| Open-Ended Question | A question without a correct answer which students have an opportunity to answer freely. |
| Brainstorming | Creation a list of terms/ideas with a moderator collecting the list in a location visible to others. |
| Case Study | Having students work through a scenario to solve a problem, create/test a hypothesis, or identify a solution. |
| Clickers | A personal response system that permits real-time, in-class assessment of student learning with multiple-choice responses. |
| Comics | Visuals used to support student learning either through creation or reading of content material in comic format. |
| Concept Mapping | Identification of key terms/concepts, meaningful patterns, and directional arrows to explain relationships between the terms. |
| C.R.E.A.T.E. | Instruction method based on Considering, Reading, Elucidating, Analyzing, & Thinking of the next Experiment/Activity. |
| External Brains | Visiting a location outside the classroom (literally or virtually) to demonstrate topics that cannot be visualized in class. |
| Flipped Classroom | Having students learn new content outside of class and using in-class time/activities to deepen/reinforce knowledge. |
| Gamification | The use of game structures to increase engagement through multiple levels, challenges, tasks, identifications, or rewards. |
| Garage Demos | Demonstrations put together with ordinary household objects to illustrate a principle. |
| In-Class Problem Solving | Having students use previous knowledge & work individually or in groups to solve specific problems. |
| Interactive Lecture Demonstration | Having students make predictions about demonstrations, assess the results, & explain observed phenomena. |
| Just-in-Time Teaching | Having students complete activities right before class, with their responses shaping in-class instruction as needed. |
| Learn Before Lecture | Having students complete an activity and assessment before class, followed with a short quiz or writing assignment. |
| Lecture | Method of presenting material to class that focuses on knowledge transfer. |
| One-Minute Papers | Asking students an open-ended question and giving them a limited time to write about it. |
| Peer Instruction | Having students learn together to solve problems through workshops, guided-inquiry, laboratory, course discussion, etc. |
| POGIL (Process Oriented Guided Inquiry Learning) | A method of peer learning with students working in small groups in pre-assigned roles. |
| Blogs or Discussions | Using an online forum for students to answer open-ended questions/reading questions, form their own questions, etc. |
| Pre- & Post- Questions | Asking students the same content or conceptual questions before and after a lesson. |
| Problem-Based Learning | Having students work in groups to identify, examine, and solve a problem by finding information and proposing a solution. |
| Scaffolding | Providing a framework with basic knowledge so students can add on complexity and higher order thinking. |
| Screen-Casted Videos | Recording movement and sound on a computer and posting it as a video to supplement class material. |
| Service Learning | Having students participate in teaching or volunteering outside of the classroom as part of their course work, |
| Strip Sequence | Jumbling the steps of a process out of order & asking students to put them into the correct order. |
| Student Discussion | Allowing students the opportunity to talk and discuss a problem in small groups or as a whole class. |
| Think - Pair - Share | Having students consider a question, write a response, discuss with a neighbor, & report back forlarger class discussion. |
| Whip Around | Posing a questions and expecting each student in the class to share a response. |
| Portfolio | A (digital) repository to showcase student (academic) accomplishments. |
| Debate | Having students assume opposing roles on an issue and engage a topic orally to discover and discuss complexity. |
| Journalling | Having students record their responses to and reflections on a learning experience, question, topic, issue, etc. |
| Lecture Bingo | A game identifying important points with students marking each point off on a card as it is brought up in a lecture. |
| Muddiest Point | Having students write a brief outline of the most unclear point of a class presentation, lecture, etc. |
| Performance Recording | A student performance, presentation, speech, or activity recorded for immediate playback and/or assessment. |
| Role Play | Having students act out a scene, case study, controversy, etc. by assuming the roles of of the principals. |
| Treasure Hunt | Having students find (and later present) core resources, facts, etc. essential to understanding a given topic. |
| Fill in the Blank | Having students watch short, unfinished clips of a video, fill in the blanks for themselves, and then discuss. |
| WebQuest | Inquiry-based lessons in which the information that learners interact with come from resources on the Internet. |
| Socratic Questioning | Systematically questioning students to define tasks, express problems, delineate issues, etc. through their responses. |
Created by:
RLD
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