Active Learning Designs

Common features across seven Active Learning Designs
Features of seven Active Learning Designs

Active Learning Strategies

1. Sit & talk with peers nearby
2. Requires students moving around

Discourse & sensemaking strategies in large lecture

Small Group Interactions
After small group interactions, how to engage in large group discussion

References

Allen, Deborah, and Kimberly Tanner. "Infusing active learning into the large-enrollment biology class: seven strategies, from the simple to complex." Cell Biology Education 4.4 (2005): 262-268.

Beatty, I. D., Leonard, W. J., Gerace, W. J., & Dufresne, R. J. (2006). Question driven instruction: Teaching science. Audience response systems in higher education: Applications and cases, 96.

Kortz, K. M., Smay, J. J., & Murray, D. P. (2008). Increasing learning in introductory geoscience courses using lecture tutorials. Journal of Geoscience Education, 56(3), 280.

Mazur, E., & Watkins, J. (2010). Just-in-Time Teaching and Peer Instruction. In S. P. Simkins & M. H. Maier (Eds.), Just-in-time teaching: Across the disciplines, across the academy (pp. 39-62). Sterling, VA: Stylus Publishing

Prather, E.E., Slater, T.F., Adams, J.P., Bailey, J.M., Jones, L.V., Dostai, J.A., (2005) Research on a Lecture-Tutorial Approach to Teaching Introductory

Astronomy for Non–Science Majors, Astronomy Education Review, 3(2), 122-136.

*content on these pages are drawn from the Lawrence Hall of Science/UC Berkeley NSF-WIDER Grant: Faculty Learning Program