Framework for the Integration of
Active Learning into Teaching
The guidelines below should be followed to integrate active learning strategies and techniques into our teaching practices. These guidelines can be considered as a framework for introducing and fostering the integration of active learning and student-centred activities into courses. This framework serves the purposes of the SQU Operational Plan (OP) of 2021-2025, which is enriching curricula with active learning techniques and student-centred activities.
The main objective in every lesson should be achieving the intended learning outcomes through active learning strategies and techniques that suit the nature of these learning outcomes and help maximize student engagement in the learning process.
When designing active learning tasks, teachers should consider activities that develop the following 21st-century skills:
learning and innovation skills (critical thinking and problem-solving, creativity and innovation, communication, collaboration);
literacy skills (information literacy, media literacy, technology literacy); and
life skills (social and cross-cultural skills, flexibility and adaptability, taking initiatives and self-direction, leadership and responsibility, productivity and accountability) (Trilling & Fadel, 2009).
(Trilling & Fadel, 2012, p. 3354)
Active learning tasks should develop students’ higher order thinking skills as well as lower order thinking skills. Teachers should maintain a balance in sequencing tasks of varying complexity. In addition to lower order thinking skills, higher order thinking skills of application, analysis, evaluation, and synthesis/creation should be developed. Productive tasks should be emphasized as they encourage students to not only remember and understand (lower-order thinking skills), but to also apply, analyze, evaluate, and create (higher order thinking skills).
https://www.teachthought.com/learning/what-is-blooms-revised-taxonomy/
When preparing classroom activities, teachers should aim for enhancing teamwork, cooperation, collaboration, and communication. Students tend to get more engaged in the learning process when they are held responsible for their own learning and when they play an important role as team members in an assigned teamwork activity. It is important to set clear rules for teamwork.
Technology should be utilized to facilitate learning and to encourage more student engagement.
Teachers should encourage dialogues and discussions in student-student and teacher-student communication tasks.
Students should be encouraged to ask questions and be inquisitive. They should be encouraged to think critically, analyze problems, and contribute to solving problems. They should be given opportunities to voice their opinions.
Learning and assessment tasks should be made meaningful and relevant to students, their academic and future workplace needs. Meaningful assessment can enhance student motivation and engagement.
Topics and tasks should be relevant to academic life and future workplace settings.
Learning and assessment tasks should focus on the process as well as the product.
Students should be encouraged to reflect on their learning and other life events and situations. Teachers should develop students' metacognitive knowledge and help them become reflective learners.
Time management is essential in using active learning activities. Time for carrying out such activities should be effectively designed in the lesson plan.
The teacher’s role should be a facilitator, and student learning should be in the centre of the learning process.
Students should be encouraged to work independently and be autonomous and self-directed learners.
List of References
Fadel C., Trilling B. (2012) Twenty-first century skills and competencies. In: Seel N.M. (eds) Encyclopedia of the Sciences of Learning. Springer, Boston, MA. https://doi.org/10.1007/978-1-4419-1428-6_763. https://link.springer.com/content/pdf/10.1007%2F978-1-4419-1428-6_763.pdf
Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. John Wiley & Sons. http://dspace.vnbrims.org:13000/xmlui/bitstream/handle/123456789/4208/21st%20Century%20Skills%20Learning%20for%20Life%20in%20Our%20Times.pdf?sequence=1&isAllowed=y
