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Active Learning Is Key to Differentiated Instruction

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Active Learning Is Key to Differentiated Instruction

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Source:  Practitioner

Abstract:  The author of this article discusses how active learning is the best way to differentiate instruction to meet the needs of every student.  He discusses his struggles in his first years of teaching with how to meet the needs of high and low students in the same lesson.  He discovered active learning.

Findings:  The key to active learning is to find the right match and put students into groups and also give students a choice.  Rather than to create one learning activity to meet the requirements, having multiple ways for students to complete their assignments and allowing them to choose also aids in differentiated learning.

APA Citation:  Johnson, B. (2009, January 14). Active Learning Is Key to Differentiated Instruction. Retrieved from https://www.edutopia.org/differentiated-instruction-active-learning

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BookmarkStudents Learn That Active Bodies Lead to Active Minds

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BookmarkStudents Learn That Active Bodies Lead to Active Minds

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Source:  Practitioner

Abstract:  This article describes a 2nd grade classroom who begins their day doing yoga each day.  "Yoga is a time for us to calm down," Mitsui tells her students, who listen eagerly. "This is a time for us to practice having confidence with our bodies and making our bodies stronger" (Oberthur, 2008).  The author then gives 3 reasons for exercise in the classroom.

Findings:  The author discusses that research supports the claim that exercise helps the brain.  There are links to physical fitness and academic success. Regardless of adult or child, the better physical shape of a person, the more quickly and accurately they respond to given tasks.   This works with yoga and brain breaks (such as movement exercises) in classrooms.

APA Citation:  Oberthur, A. (2008, May 22). BookmarkStudents Learn That Active Bodies Lead to Active Minds. Retrieved from https://www.edutopia.org/active-bodies-active-minds-students-move-to-learn

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Source:  Practitioner

Abstract:  This article discusses what it's like to have a "dead" classroom and compares that to a pointless faculty meeting where no one is paying attention.  Active learning and active listening is when students are thoroughly and thoughtfully engaged with each other or the teacher (de Frondeville, 2009).  This would be the opposite of dead time in a classroom.  This article presents teachers with 10 rules of engagement to ensure active learning techniques are in their toolbox.

Findings:  Once teachers create a toolbox of active learning techniques, students begin to look forward to these techniques when it is time to come to class.  They get to where they look for them to happen and are excited about learning.

APA Citation:  de Frondeville, T. (2009, August 3). How to Keep Kids Engaged in Class. Retrieved from https://www.edutopia.org/classroom-student-participation-tips

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Source:  Popular

Abstract:  This article discusses what active learning is and provides teachers with 3 tips for creating an active learning environment:  Facilitate independent, critical, and creative thinking, encourage effective collaboration, and increase student investment, motivation, and performance.

Findings:  Teachers who use these tips are more likely to have the mindset of an active learning classroom and promoting this mindset to their students.

APA Citation:  S. (n.d.). Promoting Active Learning. Retrieved from https://teachingcommons.stanford.edu/resources/learning-resources/promoting-active-learning

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6 Tips For Keeping Your Students Engaged in Class

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6 Tips For Keeping Your Students Engaged in Class

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Source:  Popular

Abstract:  "A recent poll found that the top two words teenagers most associate with school are “bored” and “tired,” and this probably isn’t all that surprising" (Jones, 2017).  Keeping students engaged is a huge task for teachers.  This article gives 7 active learning techniques to help keep students fully engaged.

Findings:  Using these active learning techniques will help teachers keep students involved and engaged in learning.  By incorporating numerous strategies throughout the day or class will help teachers fight this difficult task of keeping their students involved.

APA Citation:  Jones, G. (2017, May 15). 6 Tips For Keeping Your Students Engaged in Class. Retrieved from http://www.edudemic.com/6-tips-keeping-students-engaged-class/

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What is 'Active Learning' and  Why Is It Important?

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What is 'Active Learning' and  Why Is It Important?

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Source:  Popular

Abstract:  This article discusses how The Ivory Tower brings together scholars from around the world to collaborate and reflect to help make more clear the role of the modern-day academic.

Findings:  In education literature there are studies that show when material is delivered using a single method their concentration limit is between 10 and 20 minutes, a small fraction of a lecture.  All learning types are important, but higher-order thinking skills are critical when studying international relations. Lessons in which students are passively listening and are not actively engaged are not good at promoting higher-level learning skills.  Promoting active learning has many benefits for student learning. This drop-off in concentration can be limited or even eliminated by using a different learning strategy every 15 minutes (Gifkins, 2015). Lower-performing students have greater benefits from active learning than students who are already high achieving.  Active learning also supports students of different learning styles.

APA Citation:  Gifkins, J. (2015, October 8). What Is ‘Active Learning’ and Why Is It Important? Retrieved December 9, 2017, from http://www.e-ir.info/2015/10/08/what-is-active-learning-and-why-is-it-important/

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The Effect of Active Learning Based ScienceCamp Activities on Primary School Students’Opinions Towards Scientific Knowledge andScientific Process Skills 

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The Effect of Active Learning Based ScienceCamp Activities on Primary School Students’Opinions Towards Scientific Knowledge andScientific Process Skills 

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Source:  Peer-reviewed

Abstract:   The purpose of this study is to examine the effect of active learning based science camp activities on 6th, 7th, and 8th grade students' opinions towards scientific knowledge and scientific process skills (AYDEDE YALÇIN, 2016). In order to achieve this goal, the natural, historical, archaeological and the cultural sources of the Cappadocia area were used as a teaching tool.  This research consisted of 17 boarding school primary grade students.  An opinion survey on scientific knowledge, scientific process skills scale, and a conceptual comprehension survey on environmental problems were used as tools for data collection.

Findings:  Results of this study show a significant different supporting the students' post-test results of the scientific knowledge survey.  The number of students' post test explanations were more than students' pre-test explanations of conceptual knowledge survey on environmental problems.

APA Citation:  AYDEDE YALÇIN, M. N. (2016). The Effect of Active Learning Based Science Camp Activities on Primary School Students’ Opinions Towards Scientific Knowledge and Scientific Process Skills . International Electronic Journal of Environmental Education,6(2), 108-125. Retrieved December 9, 2017, from https://files.eric.ed.gov/fulltext/EJ1104840.pdf.

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Teacher feedback during active learning: Currentpractices in primary schools

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Teacher feedback during active learning: Currentpractices in primary schools

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Source:  Peer-reviewed

Abstract:   The purpose of this study is to contribute and to gain knowledge about feedback and give directions to improve teacher feedback in the context of active learning (Van den Bergh & Beijaard, 2013).   The participants in the study consisted of 32 teachers who practiced active learning in the area of environmental studies in the 6th, 7th, and 8th grade of 13 Dutch primary schools.  A total of 1,465 teacher-student interactions were determined.  Video observations were made of active learning lessons in the environmental studies.  A category system was created based on the literature and empirical data.  Teacher-student interactions were assessed using this system.

Findings:   About half of the teacher–student interactions contained feedback (Van den Bergh & Beijaard, 2013).  This feedback was usually focused on the tasks that were being performed by the students and on the ways in which these tasks were processed. Only 5% of the feedback was explicitly related to a learning goal. In their feedback, the teachers were directing (rather than facilitating) the learning processes.   During active learning, feedback on meta-cognition and social learning is important. Feedback should be explicitly related to learning goals. In practice, these kinds of feedback appear to be scarce. Therefore, giving feedback during active learning seems to be an important topic for teachers’ professional development.

Apa Citation:  Van den Bergh, L., Ros, A., & Beijaard, D. (2013). Teacher feedback during active learning: Current practices in primary schools. British Journal of Educational Psychology,83, 341-362. Retrieved December 9, 2017, from http://eds.b.ebscohost.com.ezproxy.una.edu/eds/pdfviewer/pdfviewer?vid=4&sid=0b41faea-d691-40c1-9eb5-178445f74f50%40sessionmgr120

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Is it possible to have students think creatively with the help of activelearning techniques? 

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Is it possible to have students think creatively with the help of activelearning techniques? 

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Source:  Peer-reviewed

Abstract:   This particular research was conducted to determine the impact of active learning techniques on creativity in a 2006-2007 Science and Technology course with 64 fifth grade students.  The result of this study proves that using active learning methods in Science and Technology increases students' creative thinking significantly.

Findings:   This study was done to determine the effects of active learning techniques on creativity. The statistical data from this study shows that education done using active learning techniques is effective on the levels of students' creative thinking, and this shows that creative thinking can be changed via education.

APA Citation:
Bakor, S. (2011). Is it possible to have students think creatively with the help of active learning techniques? . Procedia Social and Behavioral Sciences,15, 2533-2539. Retrieved December 9, 2017, from https://ac-els-cdn-com.ezproxy.una.edu/S1877042811006860/1-s2.0-S1877042811006860-main.pdf?_tid=25ecbe74-dd17-11e7-b0bc-00000aab0f01&acdnat=1512847895_f2c62dc51946d441dab39097402cdbd6.