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Active Learning Classroom
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Active Review Session
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Active Learning 2
| Term | Definition |
|---|---|
| Active Learning Classroom | Learning space with furniture & technology specifically designed to support student-centered, flexible, & interactive learning. |
| Active Review Session | Posing questions to students in groups which share solutions with the class & discuss differences among proposed solutions. |
| Analogy | Having students provide the second half of an analogy (A is to B as X is to Y). |
| Blended Learning | Instruction involving some combination of in-person and online learning. |
| Bumper Stickers | Having students write slogans for particular concept -- or a one-sentence summary of an entire lecture/class/chapter. |
| Capstone Project | A culminating effort which draws on the learning & experience of a whole course/education to demonstrate mastery. |
| Circle of Voices | Having students speak uninterrupted and in turn on an assigned topic until each person in a group has had a chance to speak. |
| Choral Response | Asking the class collectively for a one-word answer with volume of correct, collective response indicating comprehension. |
| Clarification Pause | Stopping in a lecture after important points/key concepts and, after waiting a bit, asking if anyone needs to have it clarified. |
| Collaborative Assignment | Work completed in small groups that offers all in the group the opportunity to write, provide feedback, and present. |
| Distributed Learning | Instruction that occurs when students are physically distributed at multiple sites but need to learn at the same time. |
| Experiential Learning | Site visits/service that allow students to see and experience applications to the theory/concepts discussed in the class. |
| Field Experience or Internship | Student participation in an industry workplace to practice real-world applications of learned knowledge and skills. |
| Fishbowl | Having a pair or small group of students discuss a topic while the rest look on and listen in. |
| Forum Theater | Using drama to depict a situation and then have students enter into the sketch to act out possible solutions. |
| Gallery Walk | Having student in small groups move to explore/respond to multiple texts, images, questions, etc. placed around the room. |
| Group Evaluation | Having peers evaluate other students’ group presentations or documents. |
| Guided Discovery | Guiding students to a conclusion through a series of specific questions or statements. |
| Hands-on Technology | Using technology such as simulation programs to get a deeper understanding of course concepts. |
| Inquiry Learning | Having students use investigative processes to understand ideas and tie the activity back to the main idea/concept. |
| Interactive Lecture | Breaking up a lecture with student participation in activities that let them work directly with the material/ideas. |
| Invented Dialogue | Having students weave together real quotations from primary sources or invent ones to fit the speaker(s) and context. |
| Jigsaw Discussion | Dividing a topic into related pieces with each group member becoming an “expert” on one topic to teach the other students. |
| Learning Community | A social context in which students experience a support network, have new experiences, and develop critical thinking skills. |
| Note Check | Pausing briefly so paired students can share/compare notes, clarify key points, solve a problem, write a response, etc. |
| Peer Review | Student assessment of other students’ assignment or paper. |
| Picture Prompt | Beginning a lecture/section with a picture, cartoon, etc. meant to provoke discussion or engagement. |
| Question Generation | Having students each create 5 types of questions to share from a reading assignment, each on a higher level of thinking. |
| Retrieval Practice | Turning passively-absorbed information into understanding by having students recall, with notes closed, what they’ve learned. |
| Self-Assessment | Having students use a quiz, checklist of ideas, concept inventory, etc. to determine their own understanding of the subject. |
| Snowball Groups or Pyramids | Having students engage an issue/question first alone, then in pairs, then in fours, etc. through progressive doubling. |
| Community-Based Learning | Having students work with community partners to obtain direct experience in real-world settings with issues they are studying. |
| Station Work | Organizing multiple, related, learning activities as stations that small groups rotate through. |
| Ten-Two Strategy | Presenting for 10 minutes & then pausing for 2 while listeners pair/share ideas, fill in gaps, correct misunderstandings, etc. |
| Think Break | Asking a rhetorical question, allowing 20 seconds for students to think about it, & then moving on to the explanation/discussion. |
| Think-Tac-Toe | Allowing students to select their assessment by providing 9 options in a 3x3 grid: they choose three that make a line. |
| 3-2-1 | Having students jot down & share 3 ideas/issues presented, 2 examples or uses of the information, & 1 remaining question. |
| Total Physical Response (TPR) | Having students stand or sit to indicate answers to binary questions (yes/no, true/false, etc.). |
| Study Abroad | Having students travel abroad to learn while immersed in the local culture. |
| Writing Intensive Course | A course in which students practice & discuss several forms of writing intended for different audiences within their discipline. |
Created by:
RLD
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