Think-Pair-Share
One way instructors can
transition to active learning is to incorporate feedback using a
think-pair-share active learning strategy. Using think-pair-share, the instructor
asks students a question or to solve a problem that requires higher order
thinking. Each student writes a response for one to two minutes (think). Then,
students pair up to discussion responses for an additional one to two minutes
(pair). Finally, individuals in each group engage collaboratively in sharing
their thoughts on the information. If needed, the instructor provides further
explanations. Think-pair-share helps to
clarify student understanding, builds relationships between students, and
furthers learning by students (Christenson, 2018).
Cooper
(2018) implemented a modified think-pair-share strategy to focus on
student-centered learning with student-generated questions. At the beginning of
class, students developed two questions based on reading done before
class. The questions sought insight
rather than requiring simple recall. Then, the students paired up to answer
their partner’s questions. Next, in groups of five, students discussed
questions and responses and chose two questions for the instructor to answer.
The instructor answered at least one question from each group, and then allowed
the whole class to answer the other questions. At the end, the instructor asked
if there were any questions unanswered. Utilizing the think-pair-share process,
students gained a deeper understanding of the topics in this active learning
strategy.
Pause Procedure
The pause procedure is another active
learning strategy in which the instructor gives strategic pauses during each
lecture. During the pauses, students can review their notes, discuss materials
with other students, or participate in interactive exercises. The process
allows students the opportunity to clarify and retain information taught by the
instructor during each lecture (Chowdhury, 2016). For effective implementation
of the pause procedure, the instructor should plan the frequency of pauses and
predetermine various collaborative and active learning activities before each
lecture.
Research into the use of the pause
procedure supports its use as an active learning strategy. Chowdhury (2016)
conducted an action research study and found that the incorporation of
strategic pauses during accounting lectures enhanced student satisfaction and
overall class performance. A total of 75 undergraduate first year students
participated in the study. The pause procedure was applied in one accounting
class (experimental group) and the findings were compared with another
accounting class (control group). In the experimental group class, the
instructor gave two 8 minute pauses after every 30 minutes lecture. During the
first pause, students worked in pairs and discussed, compared, and reviewed
their notes. During the second pause, students wrote a short summary on the key
concepts discussed by the instructor. Students in the experimental group had
the opportunity to stop, think, and reflect back on content covered by the
instructor.
One-Minute Paper
The
one-minute paper is another active learning strategy. At the end of each class
session or at a convenient transitional point during the class session, the
instructor asks students to spend a few minutes answering reflective questions.
Students can reflect on what they have learned and even what they have not
learned in response to the questions. To stimulate discussion, students can
share responses with the class. The instructor can revisit points of confusion
during or in another class session (Christenson, 2018). When effectively
implemented, the one-minute paper increases student learning through reflection
and critical thinking.
In a
research study, Hacisalihoglu, Stephens, Johnson, and
Edington (2018) measured the impact of active learning strategies on student
success in General Biology in a SCALE-UP (Student Centered Active Learning
Environment with Upside-down Pedagogies) learning environment. SCALE-UP is a
classroom environment with movable tables and chairs, computers for student
groups, and whiteboards strategically placed around the room. The researchers
compared students in SCALE-UP courses to students in standard General Biology I
courses. The standard General Biology I courses were taught using standard
lecture format with slide presentations. Students were assigned readings prior
to lecture and homework afterward to reinforce the lectures. While, the
SCALE-UP format courses consisted of clicker quizzes, mini-lectures, and group
activities using active learning techniques. During one particular class
session, the instructor taught a 15 minute mini-lecture. Then, students were
assigned to specific groups and each group wrote a sixty second summary of
their understanding of three to five major points and their significance. Prior
to class, student assignments consisted of textbook readings and watching 10-12
minute online videos related to the specific topic covered and homework
assigned following class. Overall results suggested that the combination of
active learning techniques and the SCALE-UP space had a measurable and positive
impact on student learning when compared to traditional modes of instruction.
Conclusion
Think-pair-share,
pause procedure, and one-minute paper are simple active learning strategies
requiring small modifications in a traditional, lecture style of teaching. Through
the use of technology, these active learning strategies can be further modified
for online courses. This article serves as a foundation to promote student
engagement with course materials, participation, and active collaboration as a
means to increase student learning. As you transition to active learning in
your course, consider what strategy works best with the course learning
outcomes, how you will implement the strategy, and what students will learn.
References
Borodzhieva, A. (2018). Active learning
techniques applied in the course “Telecommunication Security.” ELearning
& Software for Education, 2, 25–32.
doi:10.12753/2066-026X-18-074
Chowdhury, F. (2016). The power of using
pause procedure during accounting lecture: An Action Research study. European Journal of Business and Social
Sciences 5(06), 101-108. Retrieved from http://www.ejbss.com/recent.aspx-/
Christenson, L. (2018). Straightforward
active learning modalities for the higher education classroom. NACTA Journal, 62(1), 99-103. Retrieved
from https://www.nactateachers.org
Cooper, F. (2018). A modification of think
pair share to make it more learner-centered by using student-generated questions.
College Teaching, 66(1), 34. doi:10.1080/87567555.2017.1390438
Hacisalihoglu G, Stephens D,
Johnson L, Edington, M (2018). The use of an active learning approach in a
SCALE-UP learning space improves academic performance in undergraduate General
Biology. PLoS ONE, 13(5), 1-13. doi:10.1371/journal.pone.0197916
Cite this blog:
Washington, G. (2019, June 28). A Transition to Active
Learning [Blog post]. Retrieved
from https://pedagogybeforetechnology.blogspot.com/
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