Abstract- Perry Samson added the word “extreme” to the title of his lessons. For example, he took “Weather and Climate and renamed it “Extreme Weather.” Samson believes that “employing active learning techniques is an approach that will improve performance among students. 

Findings- Samson found that “a strong relationship exists between active learning and participation in student outcomes. "Active learning increases student performance in science, engineering, and mathematics." 

Citation- Waters, K. (2015). Engaging students with active learning. https://campustechnology.com/articles/2015/04/15/engaging-students-with-active-learning.aspx  

 

Abstract- If students are not interested in what is going on in class, they find something else that interests them. Through active learning, teachers can capture and keep students’ focus all the way through the lessons. 

Findings- This article listed ten ways to keep students engaged in the classroom. Strategies include creating teamwork tactics, changing up your teaching methods, using movement to get students going, and doing a mind warm-up. 

Frondeville,T. (2009). How to keep kids engaged in class.  Retrieved from 

https://www.edutopia.org/classroom-student-participation-tips 

Abstract- According to research, “in the traditional classroom, teachers do 80 percent of the talking. Active learning is the best way to teach to effectiveness in the classroom and keeps students very involved.

Findings- Collaborative learning, games, and learning cells are core elements of active learning. These types of activities revolve around student engagement. Active learning has the ability to help improve academic performance. 

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

 

Abstract- In their seminal work Active Learning: Creating Excitement in the Classroom, researchers define strategies for active learning. Approaches in classrooms were made to promote active learning.  These approaches “range from very simple (e.g., pausing lecture to allow students to clarify and organize their ideas by discussing with neighbors) to more complex (e.g., using case studies as a focal point for decision-making).” 

 Findings- There is evidence that active learning approaches help students learn more effectively than transmissionist approaches in which instructors rely on “teaching by telling” is robust and stretches back more than thirty years. 

Citation-  Stephen, C., Ellis, J., & Martlew, J. (2010). Taking active learning into the primary school: A matter of new practices?. International Journal Of Early Years Education, 18(4), 315-329.

 Brame, C., (2016). Active learning. Vanderbilt University Center for Teaching. Retrieved from 

https://cft.vanderbilt.edu/active-learning/ 

Abstract- Active learning, versus the lecture method, improves students’ abilities to retain information and exercise critical thinking. Active learning also takes into account the different learning styles that students have and “provide activities that may better engage the visual, aural, verbal, physical, logical, social or solitary learner.

 Findings- Active learning helps create an excitement and engagement in the class, which helps build a desire to gain more knowledge.

Citation-  Stephen, C., Ellis, J., & Martlew, J. (2010). Taking active learning into the primary school: A matter of new practices?. International Journal Of Early Years Education, 18(4), 315-329.

10 ways to bring active learning to your classroom. (2015).  Retrieved from http://www.edudemic.com/active-learning-in-classroom/

Abstract- Researchers examined the effect of active learning pedagogies on students’ satisfactions of learning processes in active and traditional learning classrooms. Participants for this study included sixteen classes at a private liberal arts university. The students were taught by seven different faculty members. Researchers categorized students’ satisfaction of learning processes (dependent variable) into individual and group learning processes, as students in the sample were required to work individually and in groups, depending on the activities in class. 

Findings- Research concluded that active learning pedagogy activities are a significant factor in positively influencing students’ satisfaction with their individual and group learning processes in active learning. Learning can be promoted and enhanced with the implementation of active learning pedagogy activities. 

Citation- Ediger, R., Hyun,J., & Lee.D. (2017). Students’ satisfaction on their learning processes in active learning and traditional classrooms. International Journal of Teaching and Learning in Higher Education, 29(1), 108-118.
Retrieved From
https://goo.gl/KhZTVC

Abstract- Through a systematic observation of active learning in practice, this study was done to investigate how teachers were constructing active learning and putting it into practice. Several schools in which teachers had recently started using an active learning approach in their classrooms were chosen to participate in this study. This research is reported for five teachers in four primary schools. The teachers were observed each class for half a day on four different occasions over a period of one year (October, December, March, and June.) Notes were taken on what the students were doing, their interactions with each other and the teacher, and the level of engagement the children had during the lesson. 

Findings- Research concluded that through active learning, teachers were able to teach alongside children as they completed a task. They were able to ask scaffolding questions and guide participation. Children ranged from passively to intensely engaged throughout the year. 

Citation-  Stephen, C., Ellis, J., & Martlew, J. (2010). Taking active learning into the primary school: A matter of new practices?. International Journal Of Early Years Education, 18(4), 315-329.

https://goo.gl/MjFfzC