Knowledge bank

Research suggests that active participation in learning as against passive listening is more enjoyable, more memorable and more effectively understood.

Active approaches to learning stimulate the brain to make neural connections (build synaptic links between brain cells) and it is this connection which constitutes learning. It seems that passive listening approaches to learning are less effective at assisting us to make connections.

Active learning lessons usually contain a number of similar features:

• reviewing prior knowledge and understanding
• demonstration by the teacher of how to do something or verbal introduction to important ideas
• monitored practice where learners try the new skill or work with the new knowledge, with reflection on process as well as content
• learners having opportunities to practise the skills or use the knowledge again on their own
• extension assignments, e.g. for homework
• further review to consolidate.

Studies using control groups and test groups carried out by John Hattie showed that learners involved in an active learning process performed, on average, one and a half grades better than those taught with didactic, passive, teacher talk methods. In these studies, both groups were taught for the same amount of time.

Active learning is based on a constructivist view of learning, that is, it sees learning as a building process where new meaning is made by reflecting on experience and relating this to existing meaning. Reflection is stimulated through meaningful practical experiences close to the application of the knowledge or skill. This means that concepts are not understood until it has been related to existing ideas, contexts, knowledge and skills.

Active learning supports the ‘making of meaning’ and in this sense it enables learners to ‘transform what is fragmentary or in separate compartments into a coherent whole’.

The activities involved in the active learning process must stimulate individuals to question their existing constructs, that is they need to encourage learners to question the concepts and connections they make between them. There is also a need for a period of reflection, where the ideas and experiences are explained to others, to themselves and to their teachers, so that new thinking can be affirmed and improved. Teaching others their new knowledge would seem to be the most effective method of ensuring recall over time.

Ask yourself

• To what extent are your lessons active learning experiences?
• How do you structure a learning period currently and what might you consider changing in the light of reading this briefing?
• How are learners given opportunities for active reflection and interpersonal communication in your lessons?
• Where does active learning happen and where does it not happen? What are the reasons for this?

To do list

• Set up an audit of active learning in your classroom. Invite learners to score their levels of satisfaction from 1-10 in your lessons, comparing active lessons versus more didactic lessons. Ask them also to rate their understanding on the same 1-10 scale. Compare the results over a half term.
• Set up your own control study between different groups of learners and explore the differences over a module. Note that if you see key differences in performance, ethically you should cease your studies and go with the findings!
• Collect ideas from colleagues for active learning activities at the start of staff meetings or in informal discussions.
• Make reflection on active learning approaches a focus of lesson observations for professional development.

Teachers show children many things during their years in school they need by gently guiding and encouraging the child to explore many facets of life. Without teachers, the world lack the least acknowledge detail of the child’s development and learning.

Teachers are a special breed of individuals. They want to share with their student’s knowledge and watch the delight in the student’s eyes when they get to experience something new. The teacher is the one who exposes the children many facts in life they badly need and desire. That is why teachers are called educators.

There are different levels for a teacher. They can teach elementary education, which is kindergartner to twelfth grade. The college professor expands the knowledge of the young adult and creates the professional of tomorrow. Both are essential parts of the educational system. Both are responsible for the crucial development of every child or adult. Both have seriously responsible duties and both are great careers that will be in existence for many years to come.

To be a teacher, a four-year degree is required. There are many varieties of specialty teaching degrees including history, mathematical, science, business, English, middle school education, special education, and social studies. These are only part of the specialty sectors but this is the basic groups. For the college profession, they are required to have a master’s degree and specialty designed for the class they are instructing.

With the demand for teachers, the demand for colleges and universities has increased. There are the standard universities and colleges with campuses. There are online universities providing the same quality education so the students can attend class more flexible allowing the student to also maintain full-time employment while obtaining their further education.

Studies show the enrollment for students in the teacher field is at a high currently. This means there will be plenty of teachers to meet the demands of the educational system. Nevertheless, even with the amount of current students enrolled in college, there will continue to be a demand for more and more teachers in the future. As the population continues to grow, so will the need for the teachers.

Becoming a teacher is a fulfilling career for anyone that enjoys sharing a terrific learning experience with young eager minds. It is one career that will continue to expand due to the ever-changing society and the demands for newer methods to teach.