Active Learning

One of the most difficult tasks we face as instructors when designing a course is how to best use the time we have with students. While we want to present important information and make sure that our students are exposed to course content, we must also provide time and space for students to apply the knowledge they obtain in class. Active learning begins with the premise that to fully comprehend new information, students need to engage with that information in several ways beyond merely passively listening. Students need to read closely, write often, discuss ideas with peers, and be pushed to think critically. By using active rather than passive modes of learning, you will increase your teaching effectiveness and your students' learning. This page provides strategies for encouraging active learning in the classroom. If you're looking for ways to balance content delivery and student engagement, this page and its related content should help you begin to enact that balance.

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What does Active Learning look like? 

Active learning involves the implementation of "learning experiences in which the students are thinking about the subject matter" (McKeachie, 2002). These learning experiences can take the form of presentations, group work, class discussion, writing prompts, field trips, reading exercises, and more. Active learning motivates students to engage with the course material in meaningful and formative ways and apply new knowledge in hands-on situations.  

For instance, if you are presenting a new concept that your students need to understand to progress successfully in your course, you might consider using your 50-minute class time in the following manner: 

  1. Greetings/attendance/vibe check (5 minutes) 
  2. Housekeeping (3 minutes) 
  3. Review the day’s agenda (2 minutes) 
  4. Introduce the concept in a brief lecture (no more than 10 minutes) 
  5. Put students in groups and give them an activity that asks them to demonstrate what they’ve just learned from your lecture. (15 minutes) 
  6. Ask groups to share their findings with the rest of the class and engage in a whole-class discussion about the activity and its purpose. (5 minutes) 
  7. Open the floor for questions (5 minutes) 

*When developing your lesson plans, it is good practice to plan a class session 5 minutes shorter than the time you’re allotted. That way you’ve given yourself a little wiggle room in case students need more time in their group work, if the discussion runs long, etc. 

KU faculty members Caroline Bennett and Nathan Wood offer more suggestions for optimizing class time and engaging students in their Two-Minute Mentor discussion video.  

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