LIS 724: Active Learning

 

                                                  An Introduction

    Hello Readers! As someone who is currently an university student, studying to earn her master’s degree in Librarian and Information Science, that means I spend quite a bit of time in classes! Do you remember going to school growing up? Having to sit quietly and listen to the teacher’s lectures, needing to ask permission to speak in the classroom or to move around? I imagine for many students in their early educational journey, their learning experiences in school often felt like being talked down towards and passive, not feeling like you had much of a say in what you learned or what was discussed? Or perhaps, Reader, you are a teacher, and looking for new ways to get your students interested, enriched and engaged in their educational lessons, in ways in which students truly feel that they’re taking an active part in their learning experience rather than a quiet, passive listener? Whether you are a teacher or student, Readers, perhaps you would benefit from active learning in your educational journey?

Chart Describing the Examples of Active Learning, Created by the University of Minnesota. Image source.

                                    What is Active Learning?

    “But what is active learning?” You may be asking, dear blog readers. Active learning, as described through research by the University of Minnesota, is a method of teaching in which students, across all grade levels and ages, are encouraged by their teachers to take an active participance in their education, as opposed to more traditional, passive forms of class learning. Active learning can take many shapes and forms, not being limited to any singular style of teaching, class subject or academic discipline, taking the forms of potentially a wide variety of educational strategies and classroom activities. Active learning does not replace traditional classroom setups such as reading, listening to lectures, group projects and students responding to questions when prompted, but rather, active learning is intended to enhance students’ education though teaching them to practice critical and creative thinking, to further develop skills, allow them to discuss material in their own words, learn teamwork with their classmates and to broaden their understanding of the class curriculum and study materials. As described through research by the Cornell University, active learning can benefit students though helping them explore new angles for problem solving; helping students absorb classroom material by talking, writing, and thinking through the lesson plans, form new connections with the material and apply new knowledge to memory through active learning methods and help motivate students to develop new relationships to learning in school beyond simply sitting quietly and listening passively, unengaged with their lessons.   

"A blank sheet of paper equals endless possibilities." - Michael Scott. Image source

                                                       One-Minute Papers

    One example of the many active learning methods teachers can encourage their students to broaden their relationships and understanding with education is through utilizing an active learning method known as One-Minute Papers. One-Minute Papers can be utilized for multiple subjects across different grade levels, benefiting both students and their educators. In class, usually after a topic discussion, class forum, reading, lecture or unit, on any subject matter, the teacher instructs the students to take a piece of paper and pencil or pen, to write down for one minute their thoughts and reflections about what they just learned as a class. This can be helpful in that it encourages students to reflect on what stood out to them in the day's lesson and to voice any questions or observations about their learning experience while the information is still fresh in their minds; while giving the teacher samples of where everyone in class is at with the lesson plan, allowing for both student engagement and feedback at the same time. A benefit of One-Minute Papers is how they are flexible. One-Minute Papers can be arranged to fit the needs of the students, teacher and the subject matter as they are learning new material any given class. It can can ask questions such as “What was the most interesting thing you learned in class today?” Or “What was the most confusing thing in today’s lesson?” These can be written anonymously on blank flashcards if the teacher and class so choose, to be read and reviewed by the teacher at the end of class, followed by a group discussion with students on their opinions on the context of the cards. The One-Minute Papers method of active learning expands upon the concept of note-taking, short writing assignments and end-of-lesson questions with the teacher by turning the talks into something of a game for students. One-Minute Papers, through a creative writing opportunity, allow students to develop their critical thinking skills, while also allowing students the chance to voice their thoughts, questions and concerns at the end of class, becoming engaged with the material on a deeper level through the short-form active learning writing exercises.

                  My Experience with One-Minute Papers

    At this time of writing, I am not a teacher, but a university student studying to earn her master’s degree in Library and Information Science, working to become a public librarian after completing my education. With that said however, in the past, I have volunteered at my church’s Sunday school room, babysitting and helping with the readings and bible studies each week with the grade school children, aged from early elementary to middle-school aged. One of the activities I would help the children with was an exercise similar to the One-Minute Papers, in which I asked the children to write down or draw pictures on blank papers anything which stood out them in the chapters of the lesson plans we just read, or any questions they had, to which I would do my best to answer any questions or comments they had about the reading. This exercise was meant to help the children be engaged with readings and lessons taught in the Sunday school class, encouraging them to reflect and voice their thoughts through writing, arts and craft activities.   

                                             Conclusion

We all should strive to have the confidence of Tina Belcher going to school! Image source. 

    Active learning techniques, such as the One-Minute Papers, are not meant to replace traditional forms of education and curriculums in classrooms, but to be an opportunity for teachers and their students to engage with the material from a new point of view. Active learning, as the name implies, is a chance to spark discussion and motive questions within a class setting. Through experimenting with active learning, students have the opportunity to have their voices heard in their education, a chance to be a proactive participant in learning rather than passively listening. If One-Minute Papers do not suit a class, there are a wide variety of other methods and activities for teachers and students to experience with active learning. Traditional forms of education can be difficult for some students, but with active learning, there are a plethora of ways for students to discover which learning styles, activities and exercises are best suited to their interests and needs, both as individuals and as a classroom.