Active Learning Designs, Strategies, and Instructional Models

Active Learning Designs

Common features across 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


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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

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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