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The Power of Shifting to an Active Learning Environment

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The Power of Shifting to an Active Learning Environment

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Source:  Popular

Abstract:  Dr. Julie Marshall, who is a seventh grade teacher at Saluda Trail Middle School, describes the shift to an active learning environment at her school.  She specifically mentions a change in the students' confidence in their abilities and assignment completion.

Findings:  Dr. Marshall reports that assignment completion rose by forty-six percent.  Final averages improved by fourteen percent.  Finally, target scores in ELA increased by twenty-seven percent.

Citation:  Marshall, J. (2017).  The power of shifting to an active learning environment.  Retrieved 3 December 2017, from http://www.gettingsmart.com/2017/08/the-power-of-shifting-to-an-active-learning-environment/

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Incorporating (Good) Active Learning in the Classroom

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Incorporating (Good) Active Learning in the Classroom

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Source:  Popular

Abstract: The authors pose that not all active learning strategies are effective. Therefor, in this article, they discuss important features of effective active learning in classrooms.

Findings:  The authors state that four factors are needed for students to benefit from an active learning environment. The first factor is that students need to be paying attention. The second is that students need to be presented with information using words and visual materials. The last two factors are included students practicing and explaining the material.

Citation:  Wooldridge, C., Smith, M., and Weinstein, Y. (2016).  Incorporating (good) active learning in the classroom.  Retrieved 3 December 2017, from http://www.learningscientists.org/blog/2016/9/8-1

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Source:  Popular

Abstract:  Claire Gravelin discusses  her experiences with two types of discussion based active learning strategies.  She added extra responsibilities on the students for the second type of discussion based active learning strategy.

Findings:  The students were more prepared for class discussions using the second strategy that involved more responsibility. Students also scored higher on test questions in the class that used the second active learning strategy.

Citation:  Gravelin, C. (2016). Active learning in the classroom - Now what?  Retrieved 3 December 2017, from http://nobaproject.com/blog/2016-05-25-active-learning-in-the-classroom-now-what

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4 Ways to Start Using Active Learning in the Classroom

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4 Ways to Start Using Active Learning in the Classroom

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Source:  Practitioner

Abstract:  This article discusses the important features of the active learning strategy. It also presents several different ways to incorporate active learning into the classroom.

Findings:  For active learning to accomplish its goals, it must be focused on the specific goals of the lesson, and it must encourage students beyond simple comprehension of concepts.

Citation:  Hussey, C. (2013).  4 ways to start using active learning in the classroom.  Retrieved 3 December 2017, from http://www.edudemic.com/4-ways-to-start-using-active-learning-in-the-classroom/

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New Challenges to Active Learning Initiatives

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New Challenges to Active Learning Initiatives

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Source:  Practitioner

Abstract:  This article presented a study conducted at Case Western Reserve University. The study involved twelve classes. All classes utilized active learning strategies. However, ten of the classes met in a room specifically designed for active learning.

Findings:  The biggest discovery in this study was that the number of students in the class was a determining factor in the perceived success of the use of active learning.

Citation:  Juergensen, J., Oestreich, T., Yuhnke, B., and Kenney, M. (2016).  New challenges to active learning initiatives.  Retrieved 3 December 2017, from https://er.educause.edu/articles/2016/1/new-challenges-to-active-learning-initiatives

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Putting Students in Charge:  A Hands-Off Approach to Personalized Learning

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Putting Students in Charge:  A Hands-Off Approach to Personalized Learning

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Source:  Practitioner

Abstract:  This article focuses on how classrooms need to be redesigned to facilitate active learning strategies.  Classrooms designed in a typical fashion creates a teacher-centered atmosphere.

Findings:  Classrooms can be redesigned to provide locations for devices to be connected to power outlets and encourage active learning in the classroom.  Classrooms should allow for a redesign quickly and easily based on the activities for the day or lesson.

Citation:  Pierce, D. (2017).  As pedagogy changes, learning spaces are transforming too. Retrieved 3 December 2017, from https://thejournal.com/Articles/2017/11/07/As-Pedagogy-Changes-Learning-Spaces-Are-Transforming-Too.aspx?s=the_in_011217&Page=2

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Do Active-Learning Strategies Improve Students' Critical Thinking?

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Do Active-Learning Strategies Improve Students' Critical Thinking?

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Source:  Peer-reviewed

Abstract:  This study focused on college students who were interested in being high school physical education (P.E.) teachers or coaches.  In this study, these students were required to complete a project working with students in the middle school grades as coaches or presenting content about P.E.  There was a control group who received instruction through traditional methods only.  A second group received instruction through active learning strategies.  A pre-test and a post-test were administered which required students to read scenarios and provide a solution to the problems presented.

Findings:  Students in the control group and the active learning group seemed to score the same on the post-test. However, students who participated in the active learning classrooms were able to make connections between what was learned in the course to the real classroom. Active learning strategies did not seem to cause an increase in critical thinking abilities.

Citation:   Nelson, L. P., & Crow, M. L.  (2014).  Do active-learning strategies improve students' critical thinking?  Higher Education Studies, 4(2), p. 77-90, doi:  http://dx.doi.org/10.5539/hes.v4n2p77

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Active Learning Increases Student Performance in Science, Engineering, and Mathematics

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Active Learning Increases Student Performance in Science, Engineering, and Mathematics

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Source:  Peer-reviewed

Abstract:  This article used a meta-analysis of data to compare the grades of students who participated in an active learning classroom and a lecture-based classroom.  The study was aimed at determining if active learning produced higher grades and a smaller chance of failing the course.  This study was conducted with students who were taking college level science, technology, engineering, and mathematics courses.

Findings:  The study found that students were less likely to fail the course if they participated in the active learning classroom.  They were also more likely to receive higher scores.  These data suggest that active learning is beneficial to students by allowing them to receive better grades and reduce the risk of failure.

Citation:  Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014).  Active learning increases student performance in science, engineering, and mathematics.  Retrieved 10 December 2017, from http://www.pnas.org/content/111/23/8410.full#sec-1

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Like a Chameleon:  A Beginning Teacher's Journey to Implement Active Learning

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Like a Chameleon:  A Beginning Teacher's Journey to Implement Active Learning

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Source:  Peer-reviewed

Abstract:  This article is a case study involving a first-year teacher utilizing active learning in her seventh grade classroom.  The researcher would teach with the first-year teacher once a week.  The study sought to determine the difficulties a first-year teacher would have when using active learning, the assistance needed to implement active learning, and the response of middle school students to active learning.

Findings:  The teacher in the study faced several difficulties when using active learning.  These difficulties were the opinions of other teachers who did not support her and planning for activities.  The first-year teacher found it supportive when she saw how effective the strategy was with her students, when she found teachers who did support her use of active learning, using good classroom management, reflecting on the process to improve it, and finding resources that others had used.  Students expressed that they enjoyed this method, and the results included that students were more involved and had less behavior issues.

Citation: Edwards, S. (2017). Like a chameleon: A beginning teacher's journey to implement active learning. RMLE Online,  40(4), 1-11. https://doi.org/10.1080/19404476.2017.1293599