Escolar Documentos
Profissional Documentos
Cultura Documentos
Active Learning
Richard M. Felder
North Carolina State University
<www.ncsu.edu/effective_teaching>
% retained
t (min)
50
In-Class Teams
Form teams of 2-4, choose recorders. Give
teams 30 seconds--5 minutes to
Recall prior material
Answer a question
Start a problem solution
Work out next step in a derivation
Think of an example or application
Think-pair-share
Students think of answers individually, then form pairs
to synthesize response. Pairs share responses.
What if ___?
Explain why
Explain how
How would I use ___ to ___?
Writing Assignments
Assign frequent, short writing
assignments
Students write to learn
gaining deeper understanding
of course material
May be kept in a learning log
Problem-Based Learning
Present real-world problem
or scenario. Ask groups to
Minute Paper
Stop the lecture with two minutes to go.
Ask students to write
1. the main point(s)
2. the muddiest (least clear) point(s)
Collect the papers. Use responses to plan
the next lecture.
TAPPS (Thinking-Aloud
Students in pairs (dyads)--one problem
Pair
Problem Solving)
Implementing
Active Learning
Explain what youre doing and why
Call randomly on individuals to report (while
working and after work is complete)
Vary format (pairs, groups, think-pair-share,
intervals between exercises)
Put some course material on handouts,
leave gaps & insert questions. Use time
saved to do more active learning.
References
R.M. Felder & R. Brent, Learning by Doing, Chem.
Engr. Education, 37(4), 282-283 (2003).
www.ncsu.edu/felder-public/Columns/Active.pdf
R.M. Felder, Any Questions? Chem. Engr. Education,
28(3), 174-175 (1994).
www.ncsu.edu/felder-public/Columns/Questions.html
R.M. Felder, It Goes without Saying, Chem. Engr.
Education, 25(3), 132-133 (1991).
www.ncsu.edu/felder-public/Columns/WithoutSaying.pdf