Active Learning Reflection Paper

As children, we did not learn how to walk by taking a walking class. Instead we learned by doing.

Learning by "doing" is a theme that many educators have stressed since John Dewey's proposal that

children must be engaged in an active quest for learning and new ideas. Active learning is an effective

teaching strategy that is used to engage students and build skills rather than just acquisition of

knowledge. Active learning derives from two basic assumptions: 1) that learning is by nature an active

endeavor and 2) that different people learn in different ways (Meyers and Jones, 2003). Research

shows that students learn best when they are engaged and actively participating in their learning.

Active learning environments in classrooms require students and teachers to maintain a dynamic

partnership, where both parties share the same vision and goals. According to Ovando, Combs and

Collier, In such an environment, students learn content, develop conceptual knowledge, and acquire

language through a discovery-oriented approach to learning in which the learner is not only engaged in

the activity but also with the goal of the activity. (Ovando et al, 93). Essential to this approach is the

view of the learner as responsible for discovering, constructing and creating something new and the view

of the teacher as a resource and facilitator.

While there are many strategies associated with active learning that Ive used, it is vital for me to

incorporate cooperative learning strategies into the everyday curriculum. A significant step in this

process is to have an active learning environment or one in which the students not only interact with the

teacher but engage one another in cooperative groups. Cooperative learning is one of the Active learning

strategies that can be used in conducting practical lessons in any setting. Cooperative learning is a

relationship in a group of students that requires positive interdependence (a sense of sink or swim

together), individual accountability (each of us has to contribute and learn), interpersonal skills

(communication, trust, leadership, decision making, and conflict resolution), and processing (reflecting on

how well the team is functioning and how to function even better).

There many other ways to incorporate active learning into my classrooms. The more

traditional approach of lectures and demonstrations can be supplemented by a more project based

design. On the Web active learning can be enforced by the use of interactivity, e.g. interactive questions,

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online tasks, online assessments, hyperlinks, and interactive multimedia elements such as simulations,

interactive games, interactive video, etc.

From my experience with students, one way to address student resistance and/or other barriers

to active learning is active listening. Active listening is especially important in the classroom; teachers who

practice active listening connect with their students and engage them in the participatory aspects of

learning. Active listening promotes understanding and sends the message to students that they are

important. When students internalize these positive messages, communication and behavior in the

classroom improves. When teachers really listen, students intuitively feel that the teacher cares about and

believes in them (Wolfgang 208). Consequently, students feel understood and empowered and are more

likely to communicate their needs appropriately. Therefore, this enhances active learning.