Active Learning Strategies Analysis

In her New York Times Magazine article “Are College Lectures Unfair?.” Annie Murphy Paul describes the partiality of traditional lectures, why? and how active learning is the next big thing. While college lectures are convectional and absolute tradition in teaching, the lecture format used without supporting instructions clearly shows its exclusiveness towards indulged students. This favoritism is vivid when compared with active learning where increased structure, feedback and synergy provokes students to participate in constructing their own understanding on the idea rather than learn by rote.

In chapter five, by Cris Tovani, “Why Am I Reading This” explains how educators need to establish a clear reading instructional plan. In order to accomplish understanding students need to concentrate on main ideas from the readings. Tovani explains that it is vital for teachers to model how students should hold their thinking or slow down their reading. Throughout the chapters she gives examples as question strategies, highlighting text, or summarizing key points. As this will benefit students in their reading assignment. Tovani also explains throughout the chapter that teachers should model thinking aloud. This strategy will benefit students on how to negotiate difficult text.

Shared book reading focuses on developing comprehension, alphabetics, and general reading achievement to enhance student literacy achievement. The teacher selects a text and reads it aloud to a student and/or group of students. The shared book reading program allows the teacher to model reading strategies, increase alphabetic skills, and activate and increase comprehension skills through targeted questions, prompts, and strategies. During the reading the teacher prompts students with strategic prompts and/or questions to engage the students in the text. Moreover, the teacher directs the students to key elements within the pictures, words, and/or text features. The teacher tailors the shared reading experience to meet the needs of the participants (International Reading Association Common Core State Standards (CCSS) Committee, 2012). Hence, educators are able to alter prompts, questions, and strategies to enhance the learning needs of

The strength of shared reading has been well documented by many researchers in the field of education and thus is a widely used practice among elementary teachers. Researchers have concluded the importance of shared reading experiences as it gives students opportunity with texts that helps “facilitate the

The intervention used first was the Peer-Mediated instruction with repeated reading (PRR). During this phase, the students were seated across from each other. The students were then given a copy of the passage, one in which to read, and the other in which to mark the time and note any errors observed, along with a stopwatch. Both students began reading from the selected text for the pair for a duration of twenty minutes at the beginning of the class. Next, the “paired reading” time consisted of each student taking turns reading using only a whisper. To ensure the fidelity of the intervention, measures were taken to ensure that one student didn’t have to be the first reader every time. During the read aloud, the student who wasn’t reading would follow protocol and read the following sentence “Stop. That word is _______. What word? Yes, ________. Please read that sentence again.” After the paired reading time, the reader would then be asked to read

According to the AVID Strategies for Curricular Enhancement Article, AVID is a system of best practices in teaching and learning that has successfully helped more than 400,000 learners over the past 30 years. The main goal of AVID is to close the achievement gap by preparing students for college readiness and success in a global society. One of AVID strategies is the Active Learning Methods, also known as ALMS. Active Learning Methodologies (ALMs) are strategies that AVID teachers and trainers have used very effectively to engage students in active learning. The more that it is being used the more quickly students continue to engage and respond. I believe an effective teacher keeps their students engaged and responsive to the lesson that is being taught. This strategy can be benefiting because it has an effective way to keep my students engaged in the lesson and attentive and responsive being taught.

In the module for week two there were several ideas that you can implement in your classroom. For instance you could try the walk and talk discussion strategy. This strategy simply means that the students read a selected piece of literature and have a small-group discussion about teacher-created topics posted around the room. The resources/idea for this strategy includes identifying main ideas and develop 4-5 questions pertaining to the ideas. Afterword’s you type up questions to be printed out and placed around the room. You then should secure large sheets of butcher paper or whiteboard space for the students to write down the groups’ ideas, once this task is completed make sure you have supplied each group with dry erase or regular felt tip pens.

Doing small group activity also help them to understand what they read. Teacher asks students have a discussion about the story in a small group. When they have an interactive discussion with their peers while sharing information about the

Active learning strategies are diverse, but most focus on asking students to reflect on what they know and apply it through an activity. The rise of flipped and active-learning classrooms has resulted in the development of a vast collection of tools to

Active learning focuses the responsibility of learning on the learners, it should be experimental, mindful, and engaging. The learners are required to do things and think about those things they are doing. As a 8th grade math teacher, dealing with the Common Core Standards daily, I feel as if the internal design grammars are set up to produce an active learning environment. The standards were written with verbs, such as: apply, perform, verify experimentally, graph, interpret, construct, and compare; therefore, if a teacher is to have his/her students master these standards, then there should be some active learning going. The problem with this is that teachers do not have enough time in a day, week, or even the year to push the students

The methods I have found most effective are: active learning, practice and overlearning, and distance learning. There were several research studies that demonstrated the positive impact active learning can have upon students. One outcome is increased content knowledge, critical thinking and problem-solving abilities, and positive attitudes towards learning in comparison to traditional lecture-based delivery. However, it also can increase enthusiasm for learning in both students and instructors. Then, there is the improving students’ perceptions and attitudes towards information literacy ("Ellis Hall Active Learning Classrooms Project."). Therefore, professors always encourage students to take notes or outline reading assignments, talk to others about the material, and write and rewrite key concepts rather than just read the material repeatedly (Levy p.228). Now, practice and overlearning, the book says, “practice makes perfect.” Although true perfection is rarely

Active engagement occurs in the classroom when a teacher makes the connection between teaching and learning through pedagogy. The choice of pedagogy must see fit with the content of the lesson which in return will assist the teacher in constructing a more meaningful and supportive learning environment where students’ are more willing to participate and be actively engaged. The most important skill in pedagogies is relating the learning experience to real world situations in which students’ can relate too (Churchill et al., 2011).

Expert learners are people who know their learning goals and do their best to reach those goals (O'Brien-Moran, 2012). They start early, come up with strategies to help them achieve their goals and are often satisfied with their results (O'Brien-Moran, 2012). Novice learners however, have no goals, they cram the night before a test and just do not give a full effort into their learning and are usually disappointed with their results (O'Brien-Moran, 2012). Expert learners often engage in self-regulated learning. Someone who is a self-regulated learner is said to begin with setting goals, planning how to achieve those goals taking into account their time constraints as well as their strength and weaknesses related to that specific learning task (O'Brien-Moran, 2012). Once they set their goals and have a strategy, they carry on while monitoring their results (O'Brien-Moran, 2012). If their strategies are working well for them, they continue on, but if they aren't, they adjust until they find something that works for them and helps them reach their goal (O'Brien-Moran, 2012). Being an expert learner would be a great technique to use if you want to learn more actively because it gets you more involved with your work and you are not just showing up to class, writing some notes and never looking at them again. Another technique we have talked about in class that would help students learn more actively is working in groups.

Each child in different stages has different behaviors and interest. Based on my observation of children in the middle childhood stage, I have seen them think more differently and logically than early childhood stage. In this stage they like to choose what they want. According to Piaget, at this stage a child develop logical thinking, hypothesizing abilities, possibilities to grow in understanding and knowledge, develop critical thinking and analytical skills and choose what is appropriate for them. Therefore, in the museum we need to create protective strategies and think about ways to make them learn better, supplement their

This involves a learning process that engages the learners. Attention is moved from the teacher to the learners through practices such as role playing, group work and problem-based approaches, for instance. These activities put the learners in a situation where it is up to them to use available learning resources to solve problems, hence causing active learning.