Active Learning Activities
| Inquiry Based
Students use an investigative process to discover concepts for themselves. After the instructor identifies an idea, scenario or concept, a question is posed that asks students to make observations.
Pros and Cons
Get students to list advantages and disadvantages of an issue.
Content Curation
Students to curate relevant, meaningful and current resources on a topic. | Informal Assessment
Quizzes can be used at the beginning of a session or after delivery
Authentic Assessment
Focus on realistic situations and industry based skills to prepare students in being career ready.
Feedforward-feedback
Feedback is the most important part of assessments for learning but students need to learn how to read and take on feedback. Intentional feedforward activities like peer-assessment can build these skills. | Visuals
Use concept maps or other forms of imagery to visually represent and communicate information.
Peer Led Instructions
Have students prepare and present course material to the class
Post-It
Students provide their thoughts and ideas to a question or prompt on a post-it.
Question-discussion *quescussion
This activity involves the exploration of a topic or concept by asking questions only.
Bloom Taxonomy Questioning
Use the verbs remember, understand, apply, analyse, evaluate and create to design questions.
Social
Ask students to comment on a resource they are required to watch or read. (Could cross over with socialà)
Muddiest Point
The technique consists of asking students to jot down a quick response to one question: “What was the muddiest point in [the lecture, discussion, homework assignment, film, etc.]?” The term “muddiest” means “most unclear” or “most confusing (Vanderbilt University) | Triad Groups
Like peer review, students may evaluate group presentations or documents to assess the quality of the content and delivery of information.
Jigsaw Expert Groups
Like peer review, students may evaluate group presentations or documents to assess the quality of the content and delivery of information.
Think Pair Share
Use TPS to get students to work together to solve a problem or answer a question
Ideation & Design
Thinking You can use brainstorming/thinking tools to brainstorm and generate ideas with your students using the templates and frameworks.
Problem Based
Pose a problem to your group of students whereby they need to work as a group to solve the problem.
| Pause Points
Throughout a class or resource, particularly after stating an important point or defining a key concept, stop and allow students time to think about the information.
After the pause, ask if anyone needs to have anything clarified and for students Ask students to review their notes and ask questions about what they’ve written so far.
Weekly Entries
Use graded and compulsory discussions in Canvas.
Self and Peer Feedback
Helps the educator to ensure they are delivering relevant lessons, allows students to adjust and stay focused.
Formative – every week, recap and reinforce key points Design quizzes for students to self-identify knowledge gaps
Summative – provide feedback after final assessments Journals Ask students to journal their learning experience and | Field Trips (Virtual & F2F)
Ask students to attend or explore a field trip which is a guided exploration providing insights into the industry.
Real Word Case Studies and Problem Solving
Students work individually or in groups, applying knowledge gained from lectures or reading materials to a given situation
Production
Students use technology or industry based equipment to get a deeper understanding of key concepts as well as design and develop field related contents to provide evidence of their learning. |
