Active learning, Wikipedia

https://en.wikipedia.org/wiki/Active_learning 

"Active learning is "a method of learning in which students are actively or experientially involved in the learning process and where there are different levels of active learning, depending on student involvement."^[1]"...

"Nature of active learning

There are a wide range of alternatives for the term active learning and specific strategies, such as: learning through play, technology-based learning, activity-based learning, group work, project method, etc. The common factors in these are some significant qualities and characteristics of active learning. Active learning is the opposite of passive learning; it is learner-centered, not teacher-centered, and requires more than just listening; the active participation of each and every student is a necessary aspect in active learning. Students must be doing things and simultaneously think about the work done and the purpose behind it so that they can enhance their higher order thinking capabilities.

... Barnes (1989)^[9][10] suggested principles of active learning:

1. Purposive: the relevance of the task to the students' concerns.
2. Reflective: students' reflection on the meaning of what is learned.
3. Negotiated: negotiation of goals and methods of learning between students and teachers.
4. Critical: students appreciate different ways and means of learning the content.
5. Complex: students compare learning tasks with complexities existing in real life and making reflective analysis.
6. Situation-driven: the need of the situation is considered in order to establish learning tasks.
7. Engaged: real life tasks are reflected in the activities conducted for learning.

Active learning requires appropriate learning environments through the implementation of correct strategy. Characteristics of learning environment are:^[11][12]

1. Aligned with constructivist strategies and evolved from traditional philosophies.
2. Promoting research based learning through investigation and contains authentic scholarly content.
3. Encouraging leadership skills of the students through self-development activities.
4. Creating atmosphere suitable for collaborative learning for building knowledgeable learning communities.
5. Cultivating a dynamic environment through interdisciplinary learning and generating high-profile activities for a better learning experience.
6. Integration of prior with new knowledge to incur a rich structure of knowledge among the students.
7. Task-based performance enhancement by giving the students a realistic practical sense of the subject matter learnt in the classroom...

Teacher's characteristics in active learning

A study by Jerome I. Rotgans and Henk G. Schmidt showed a correlation between three teachers' characteristics and students' situational interest in an active learning classroom....(:) social congruence, subject-matter expertise, and cognitive congruence:

1. When a teacher is socially congruent which means that he/she has a harmonious interaction with the student, the positive relationship allows students to express their opinions and participate without fear of making mistakes. Also, students will ask questions when the topic is not clear; as a result, they become more interested in the classroom.^[13]
2. Subject-matter expertise: When a teacher is an expert and has a broad knowledge of the subject being taught, students are expected to work harder and put more effort into their work. In contrast, If a teacher is less knowledgeable, students might lose interest in learning. Moreover, expert teachers are more helpful to their students in an effective way. This trait will positively impact student's success during the active learning process.^[13]
3. Cognitive congruence: This happens when a teacher can simplify hard concepts and use simple terms, so students can TT understand the topic. The teacher guides the students in the learning process by asking questions and allowing students to share their thoughts without interruption. As a result, students will trust their ability to learn on their own and will develop an organized way of thinking about a topic. Therefore, they will be more en
4. gaged in an active learning classroom.^[13]

Ensuring that all students are actively learning

Total participation offers two major techniques for teachers to apply in their classrooms.

1.  The first helpful tool is asking students higher-order questions [Големите въпроси на по Сугата Митра?] instead of lower-order questions...According to Bloom's Cognitive Taxonomy, a higher-order question will allow students to go beyond their basic knowledge, opening the door for their thinking to dive into new topics, and make connections related to real life. When students make these connections and analyze the topic that needs to be learned, the topic will become unforgettable...
2. The second tool is called "The Ripple." This technique will ensure that every student will participate and come up with an answer regarding a higher-order question because it gives a student the time needed to think independently and generate ideas. The drawback of the traditional teaching method is that it only allows some students to respond to the prompt, while others may need extra time to develop ideas. "The Ripple" will motivate students through different stages.

• First, the students think independently, t
• hen they expand their ideas with peers, 
• and finally, this discussion will expand to the whole class.^[14]

Constructivist framework

Active learning coordinates with the principles of constructivism which are, cognitive, meta-cognitive, evolving and effective in nature. Studies have shown that immediate results in construction of knowledge is not possible through active learning as the child first goes through the process of knowledge construction, knowledge recording and then knowledge absorption. This process of knowledge construction is dependent on previous knowledge of the learner where the learner is self-aware of the process of cognition and can control and regulate it by themselves.^[15] There are several aspects of learning and some of them are:

1. Learning through meaningful reception,  ... emphasizes the previous knowledge the learner possesses ....;
2. Learning through discovery ....;
3. Conceptual change: misconceptions ....;
4. Constructivism, influenced by researchers such as Lev Vygotsky, suggests collaborative group work within the framework of cognitive strategies like questioning, clarifying, predicting and summarizing.^[16]..

Active learning exercises

https://en.wikipedia.org/wiki/Active_learning 

"Active learning is "a method of learning in which students are actively or experientially involved in the learning process and where there are different levels of active learning, depending on student involvement."^[1]"...

"Nature of active learning

There are a wide range of alternatives for the term active learning and specific strategies, such as: learning through play, technology-based learning, activity-based learning, group work, project method, etc. The common factors in these are some significant qualities and characteristics of active learning. Active learning is the opposite of passive learning; it is learner-centered, not teacher-centered, and requires more than just listening; the active participation of each and every student is a necessary aspect in active learning. Students must be doing things and simultaneously think about the work done and the purpose behind it so that they can enhance their higher order thinking capabilities.

... Barnes (1989)^[9][10] suggested principles of active learning:

1. Purposive: the relevance of the task to the students' concerns.
2. Reflective: students' reflection on the meaning of what is learned.
3. Negotiated: negotiation of goals and methods of learning between students and teachers.
4. Critical: students appreciate different ways and means of learning the content.
5. Complex: students compare learning tasks with complexities existing in real life and making reflective analysis.
6. Situation-driven: the need of the situation is considered in order to establish learning tasks.
7. Engaged: real life tasks are reflected in the activities conducted for learning.

Active learning requires appropriate learning environments through the implementation of correct strategy. Characteristics of learning environment are:^[11][12]

1. Aligned with constructivist strategies and evolved from traditional philosophies.
2. Promoting research based learning through investigation and contains authentic scholarly content.
3. Encouraging leadership skills of the students through self-development activities.
4. Creating atmosphere suitable for collaborative learning for building knowledgeable learning communities.
5. Cultivating a dynamic environment through interdisciplinary learning and generating high-profile activities for a better learning experience.
6. Integration of prior with new knowledge to incur a rich structure of knowledge among the students.
7. Task-based performance enhancement by giving the students a realistic practical sense of the subject matter learnt in the classroom...

Teacher's characteristics in active learning

A study by Jerome I. Rotgans and Henk G. Schmidt showed a correlation between three teachers' characteristics and students' situational interest in an active learning classroom....(:) social congruence, subject-matter expertise, and cognitive congruence:

1. When a teacher is socially congruent which means that he/she has a harmonious interaction with the student, the positive relationship allows students to express their opinions and participate without fear of making mistakes. Also, students will ask questions when the topic is not clear; as a result, they become more interested in the classroom.^[13]
2. Subject-matter expertise: When a teacher is an expert and has a broad knowledge of the subject being taught, students are expected to work harder and put more effort into their work. In contrast, If a teacher is less knowledgeable, students might lose interest in learning. Moreover, expert teachers are more helpful to their students in an effective way. This trait will positively impact student's success during the active learning process.^[13]
3. Cognitive congruence: This happens when a teacher can simplify hard concepts and use simple terms, so students can TT understand the topic. The teacher guides the students in the learning process by asking questions and allowing students to share their thoughts without interruption. As a result, students will trust their ability to learn on their own and will develop an organized way of thinking about a topic. Therefore, they will be more en
4. gaged in an active learning classroom.^[13]

Ensuring that all students are actively learning

Total participation offers two major techniques for teachers to apply in their classrooms.

1.  The first helpful tool is asking students higher-order questions [Големите въпроси на по Сугата Митра?] instead of lower-order questions...According to Bloom's Cognitive Taxonomy, a higher-order question will allow students to go beyond their basic knowledge, opening the door for their thinking to dive into new topics, and make connections related to real life. When students make these connections and analyze the topic that needs to be learned, the topic will become unforgettable...
2. The second tool is called "The Ripple." This technique will ensure that every student will participate and come up with an answer regarding a higher-order question because it gives a student the time needed to think independently and generate ideas. The drawback of the traditional teaching method is that it only allows some students to respond to the prompt, while others may need extra time to develop ideas. "The Ripple" will motivate students through different stages.

• First, the students think independently, t
• hen they expand their ideas with peers, 
• and finally, this discussion will expand to the whole class.^[14]

Constructivist framework

Active learning coordinates with the principles of constructivism which are, cognitive, meta-cognitive, evolving and effective in nature. Studies have shown that immediate results in construction of knowledge is not possible through active learning as the child first goes through the process of knowledge construction, knowledge recording and then knowledge absorption. This process of knowledge construction is dependent on previous knowledge of the learner where the learner is self-aware of the process of cognition and can control and regulate it by themselves.^[15] There are several aspects of learning and some of them are:

1. Learning through meaningful reception,  ... emphasizes the previous knowledge the learner possesses ....;
2. Learning through discovery ....;
3. Conceptual change: misconceptions ....;
4. Constructivism, influenced by researchers such as Lev Vygotsky, suggests collaborative group work within the framework of cognitive strategies like questioning, clarifying, predicting and summarizing.^[16]..

Active learning exercises

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Elements of High-Impact Practices

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Use of technology

Incorporating technology combined with active learning have been researched and found a relationship between the use and increased positive behavior, an increase in effective learning, "motivation" as well as a connecting between students and the outside world.^[34] The theoretical foundations of this learning process are:

1. Flow: Flow is a concept to enhance the focus level of the student as each and every individual becomes aware and completely involved in the learning atmosphere. In accordance with one's own capability and potential, through self-awareness, students perform the task at hand. The first methodology to measure flow was Csikszentmihalyi's Experience Sampling.
2. Learning styles: Acquiring knowledge through one's own technique is called learning style. Learning occurs in accordance with potential as every child is different and has particular potential in various areas. It caters to all kinds of learners: visual, kinesthetic, cognitive and affective. ^{[dubious – discuss]}
3. Locus of control: Ones with high internal locus of control believe that every situation or event is attributable to their resources and behavior. Ones with high external locus of control believe that nothing is under their control.
4. Intrinsic motivation: Intrinsic motivation is a factor that deals with self-perception concerning the task at hand. Interest, attitude, and results depend on the self-perception of the given activity.^[35]

Research evidence

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