Examples of Effective Learning Activities

There are a wide range of activities used both inside and outside the classroom that promote active learning. While each discipline has traditional ways of teaching certain subject matter, and activities used in seminars and large lectures may vary, the concept of "active learning" applies in every discipline, in every class size. 

Some forms of active learning that are very effective but require time to plan, implement, and evaluate, include service learning, problem-based learning, collaborative learning (team based) and simulations. These activities are particularly recommended for upper level undergraduate and graduate courses where holistic learning is emphasized and students are encouraged to think about solving problems in "real world" situations while learning other skills such as teamwork.

Not all active learning techniques require extensive time however. There are many low-risk, high benefit activities that you can use, as illustrated in the alphabetically ordered list below. Some are individual in nature, some involve groups, and some might progress from individual activity to group activity. Be creative!

Case studies

Using case studies can be a very effective way to explore complex topics, and can be completed in one class session or a part of one, depending on the case and your goals. You can do this in small groups and/or as a whole class.

Collaborative learning

Very simply ask your students at some point during class to form small groups for discussion and ask some or all groups to report back to the larger group.

Debates

Well-structured debates can raise a large number of issues for discussion, and help students learn not only about the material, but critical thinking and presentation skills among others.

Effective questioning

Something as simple as asking good questions can be as effective as any other method of facilitating active learning if you follow some simple guidelines. Pause after asking any question and wait for a response. Ask only one question at a time. Perhaps let students write their responses for a minute or two before sharing. Gather a few responses before leaping into the answer - perhaps let other students respond, or you can build on the student response.

Games and simulations

Involve students in a demonstration of a concept by using games that either you or they create. Using a base like jeopardy or crossword puzzles can be fun and effective.

Learning by teaching

Asking a student or small group of students to read and synthesize material to teach their peers in class.

Minute Paper

This is a classic formative evaluation process where students are asked at the end of an class to summarize the key points in writing in one minute.

Reflection papers

Asking students to develop a reflection paper based on readings or an out of classroom assignment can help them to understand their own learning process better.

Student generated exam questions

Sometimes asking students to generate an exam question can help them review material and practice for the exam, and can also be an indicator to you of points you might need to review.

Student-led review sessions

Instead of the traditional instructor-led review session for an exam, have the students create the review questions. Each student should ask at least one question related to the material he or she doesn't understand, and to try to answer a question raised by another student.

Think Pair Share

At some point in the lecture, ask students a key question - have them first sit quietly and write down some notes on their own, then pair them up to discuss the question with another student. Lastly, have a few groups or all groups (depending on the class size), share their thoughts with the larger group.

References

Meyers C. & Jones T.B. (1993) Case studies: Promoting Active Learning- Strategies for the College Classroom, pp.103-119. San Francisco: Jossey-Bass, Inc.

Davis, B.G. (1993) Tools for Teaching, p. 177 San Francisco: Jossey Bass, Inc.