Resource

Cambridge International Certificate in Teaching and Learning

Module 1: Active Learning

Resource

Module 1: Active Learning

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Cambridge International Certificate in Teaching and Learning

Module 1: Active Learning

Resource

Active learning
Active Learning is an important feature of the syllabus. Teachers should be encouraged to use and review a
variety of teaching methods and learning activities that are predominantly based on active teaching approaches
to engage and motivate learners to learn.
This resource covers the following areas:

What is active learning?

Terms associated with active learning
Active learning strategies
Benefits of an active learning approach
Obstacles to an active learning approach
Active learning in the classroom
The flipped classroom
The role of the teacher
Resources
Further references and links

What is active learning?

Active learning describes a classroom approach which acknowledges that learners are active in the learning
process, building knowledge and understanding in response to learning opportunities provided by their teacher.
In practice, active learning refers to activities that are introduced in the classroom. This contrasts with a model of
instruction whereby knowledge is imparted or transmitted from the teacher to the learner. Active learning means
that learners take increasing responsibility for their learning, and that teachers are enablers and activators of
learning.
Active learning is based on a theory of learning called constructivism, which emphasises the fact that learners
construct or build their own understanding. Learning is a process of making meaning. Learners replace or adapt
their existing knowledge and understanding (based on their prior knowledge) with deeper and more skilled levels
of understanding. Skilled teaching is active, providing learning environments, opportunities, interactions, tasks
and instruction that foster deep learning.
Another aspect of constructivism is the theory of social constructivism, which says that learning happens
primarily through social interaction with others, such as a teacher or a learners peers. One prominent social
constructivist, Lev Vygotsky (18961934), described the zone of proximal development (ZPD). This is the area
where learning activities should be focused, lying between what the learner could achieve independently and
what the learner can achieve with the teachers expert guidance. By scaffolding tasks, providing guidance and
support that challenges the learner based on their current ability, and through providing rich feedback though
assessment for learning, the teacher actively helps learners develop deeper levels of understanding.
Active learning is an active, dynamic process in which connections (between different facts, ideas and
processes) are constantly changing. Such connections are encouraged through dialogue between teachers and
learners, and between learners and their peers.

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Module 1: Active Learning

Terms associated with active learning

Active learning is a concept used as a general term to combine various learning theories into a pedagogic
approach. It has been a common theme evident in the work of many educators, such as Dewy, Piaget,
Vygotsky, etc.
It is difficult to provide an internationally accepted definition of all of the terms associated with active learning,
however below there are some generally accepted definitions outlined.

Terms associated with active learning

Collaborative learning

Co-operative learning

In this approach, learners work in groups of two or

more toward a common goal. It focuses on assessing
the contribution of individuals within the group and of
the performance of the group as a whole.
In collaborative learning situations, learners are not
simply understanding the information, but are working
together to create something new.

This approach is similar to collaborative learning,

though it is a more structured form of group work
where learners pursue common goals while being
assessed individually.

Problem-based learning

Experiential learning

In this approach, relevant problems are introduced

and used to provide the context and motivation for the
learning that follows. It is usually collaborative and cooperative and involves significant amounts of selfdirected learning on the part of the learners.

In this approach, learning involves learning from

experience. Learners are encouraged to create,
discover, relate to and interact with things around them.
This form of learning is unstructured and involves
minimal guidance from the teacher.

Active learning strategies

There is a varied range of methods which teachers can integrate into their daily teaching and learning activities
in order to foster an active approach:

Paired/group discussion

Questioning techniques

Whole-class instruction

Debates

Role play

Group work

Cambridge International Certificate in Teaching and Learning

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Benefits of an active learning approach

Current research suggests that there are many advantages to using an active learning approach.
Active learning can:

foster greater understanding and development of skills (rather than rote-learning facts) which learners can
then apply to diverse contexts and problems
develop learners autonomy, giving them greater involvement and ownership over their
learning and encouraging learners to become more self-directed
increases learner engagement and motivation
creates opportunities for learners to learn from and support each other and to adopt new
perspectives and positions, leading to enhanced learning opportunities
develop higher-order thinking skills.

Obstacles to an active learning approach

Although there are many advantages to using an active learning approach, there could be several perceived
obstacles to it.

Shortage of time

Teachers view of their role

Active strategies could be viewed as being more timeconsuming to develop, and teachers may believe the
only way they can teach their subject in the available
time is to deliver it in a formal didactic style, with
minimal distraction or interruption from learners.

Learner groups

Teachers may openly believe it is inappropriate or

irresponsible for them to resign their traditional role as
leader of the classroom. Furthermore, school leaders
may oppose teachers adopting active learning
approaches in the classroom.

Teachers may lack confidence

Not all learners are expert collaborators; some may

bring personal issues to the learning context that
effectively disrupt the learning experience for others,
and this may result in teachers being reluctant to use
group work as a learning method.

Teachers may lack the confidence to explore

different teaching approaches and therefore may
continue to use teaching and learning strategies
which are perceived as trusted methods.

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Active learning in the classroom

Below are some features of active learning in the classroom.

A range of teaching and learning approaches are used.

Learners should experience a wide range of learning and teaching approaches. Tasks are challenging,
creative and investigative. Learners engage confidently in activities and are prepared to take risks.

Learning is made relevant and meaningful to pupils.

Explanations of new topics should make appropriate links with previous learning and be relevant to the context
of the learner. Learners are encouraged to explain key ideas and concepts in their own words. Curriculum
topics are linked to real-life situations and are made meaningful.

Learning outcomes are understood.

Teachers questions focus on key learning aims and outcomes and they invite learners to think about them.
Learners understand and can describe these aims and success criteria.

Activities involve all learners.

Tasks and activities involve learners in learning through thinking and doing, rather than by rote. Learning can
be applied in new situations. Learners can work well independently and as part of a group.

Class discussions are interactive.

Class discussions are interactive and involve an appropriate range of learner within the class. All learners
understand that their individual responses will be valued. Learners as well as teachers ask questions of each
other and of the teacher. Those who are not involved in discussion participate actively by listening, thinking
and reflecting.

Learners lead their own learning.

Teachers adopt approaches which ensure learners are leaders in their own learning. Learners have
independent learning skills and can reflect on their own learning. They draw their own informed conclusions.
They know what they are trying to achieve and seek help at appropriate times. Learners have choices in their
learning.

Cambridge International Certificate in Teaching and Learning

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The flipped classroom

The flipped classroom approach is a pedagogical model which aims to shift the focus from passive to active
learning. There are varying definitions of the term flipped classroom, and it can depend on variables such as
class size, resources, support, etc.
Regardless of which definition is accepted, in the flipped classroom it is the roles and expectations of learners
and teachers which change. The flipped classroom can encourage:

learners to take more responsibility for their own learning and explore core content (individually or in groups,
at home or at school) and then apply knowledge and skills to a range of activities using higher-order thinking
learner-centred learning and collaboration and significant learning opportunities can be gained through
facilitating active learning, engaging learners, guiding learning, correcting misunderstandings and providing
timely feedback using a variety of pedagogical strategies
a greater focus on concept exploration, meaning-making and demonstration or application of knowledge
while in the classroom, with less focus on didactic teaching.

Technological advancements have also enabled teachers to experiment more with this model, enabling learners
to access materials (for example, instructional videos and audio recordings) beyond the classroom.
Candidates could explore this as a potential approach when exploring active teaching methods.

The role of the teacher

In an active classroom environment, the role of a teacher is often that of a facilitator, supporting
learners as they learn and develop skills. A learner-centred teacher should enable learners to build
knowledge through talking, reading and writing, with use of dialogue, discussion and group work
important in fostering whole-class understanding. Teachers will set their teaching in real-world
contexts, and they will find out learners starting points of understanding before they plan how to
enable them to learn. Because of this, a learner-centred teacher will focus on differentiation, and will
use strategies associated with assessment for learning, including:

effective questioning
sharing of assessment criteria
provision of feedback
peer assessment and self-assessment
using assessment information to adapt their teaching.

Active learning requires highly skilled teaching which uses a wide range of instruction, incorporating
scaffolding of tasks and a deep appreciation of how assessment can be used in support of learning, and
recognises the need for differentiation as learners are at different levels.

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Resources

1.1

Shifting role of the teacher and learner

1.2

Active learning strategies

Cambridge International Certificate in Teaching and Learning

Module 1: Active Learning

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Module 1: Active Learning

Resource 1.1

Shifting role of the teacher and learner

Shift in the role of the teacher in creating an active classroom environment

Learner-centred classroom

Teacher-centred classroom

Process-centred learning

Product-centred learning

Teacher as a transmitter of knowledge

Teacher as an organiser of knowledge

Teacher as an enabler

Teacher as a doer for learners

Holistic learning focus

Subject-specific focus

Shift in the role played by learners in an active classroom environment

Being passive recipients of knowledge

Active and participatory learners

Asking questions

Answering questions

Taking responsibility for their own learning

Being spoon-fed

Competing with other learners

Collaborating with other learners

Learners of individual subjects

Connecting their learning

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Module 1: Active Learning

Resource 1.2

Active learning strategies

Strategy 1: KWL (Know Want to Know Learned)

KWL grids are useful for assessment at the start of a new topic or between stages within a topic. They
provide a means of revising and consolidating what has been learned and can be adapted in many ways to
suit the group and context. The most important principle is that learners should reflect on what they know
(K) at the time of completing the grid and what they want to learn (W), which could include revision of
partially forgotten material. Later, they record what they have learnt (L). Completing the L column
consolidates the new knowledge and demonstrates progress. Some groups benefit from including an
additional F column for Finding Further information.

I already know

I want to learn

I have learned

Strategy 2: Mind maps

Learners may find it helpful to map their knowledge by drawing a mind map. This helps them to see
what they have learned, by looking at the diagram, and then to structure the concepts. It can remind
learners of what they have understood well and what topics they need to address. It is useful in
organising ideas, and can be used to:

provide a summary before or after learning

encourage recognition of links between different ideas
demonstrate growth in knowledge and understanding
develop the context of topic or learning
identify areas of limited pupil understanding
help the learners teacher to recognise what links individual learners make between aspects of their
learning.

Strategy 3: Get one give one

1. A statement, statistic, etc. is distributed to each learner. Ideally there should be a different
statement for each learner.
2. Learners read through their statement to ensure that they understand its meaning.
3. Learners move around and share their statement with other learners. They should aim to
explain their statement to as many learners as possible.
4. Learners are encouraged to extend their explanations by giving examples, if relevant, or by
linking their statement with those of other pupils.
5. Learners could then work in smaller groups to organise the information they have acquired during the
activity.
6. Learners to explain and justify how they have organised the information.

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Cambridge International Certificate in Teaching and Learning

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Module 1: Active Learning

Further references and links

Texts
Biggs, J. and Tang, C. (2011). Teaching for quality learning at university. Maidenhead: McGraw-Hill/Society for
Research into Higher Education/Open University Press.
Brookfield, S. and Preskill, S. (2005). Discussion as a way of teaching. Tools and techniques for democratic
classrooms. 2nd ed. San Francisco: Jossey-Bass.
Gibbs, G. (1988) Learning by doing: a guide to teaching and learning methods. London: FEU
Mayer, R. (2008). Learning and instruction. 2nd ed. Upper Saddle River, N.J.: Pearson Merrill Prentice Hall.
Michael, J. (2006). Where's the evidence that active learning works?. Advances in physiology education, 30(4),
pp.159--167.
Prince, M. (2004). Does active learning work? A review of the research. Journal of engineering education, 93(3),
pp.223--231.
Race, P. (2000) 500 Tips on Group Learning. London: Kogan Page.
Silberman, M. (1996) Active Learning: 101 Strategies to Teach Any Subject. Pearson.
Strayer, J. (2012). How learning in an inverted classroom influences cooperation, innovation and task
orientation. Learning Environments Research, 15(2), pp.171--193.
ONeill, G. and McMahon, T. (2005). Student-centred learning: What does it mean for students and
lecturers. Emerging issues in the practice of university learning and teaching, 1.
Web links
Geoffpetty.com, (2014). Active Learning | Geoff Petty. [online] Available at: http://geoffpetty.com/forteachers/active-learning/ [Accessed 29 October. 2014].
Student-Centred Learning: Toolkit for students, staff and higher education institutions. (2010). The European
Students Union. Available at: http://www.esu-online.org/resources/6068/Student-Centred-Learning-Toolkit/
[Accessed 29 October 2014].
Duamont, H., Istance, D. and Benavides, F. (Eds.) (2010). The nature of learning: using research to inspire
practice. OECD. Available at: http://www.oecd.org/edu/ceri/50300814.pdf [Accessed 29 October 2014].

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