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Our tenth day focused on active learning, something several people had requested to know more about. Active learning is an umbrella term that includes many different schools of thought within education, and I’ve tried to incorporate some level of it into each class we’ve had.

Since you’ve been in a class that’s been lead by Roz and me, you’ve learned our active learning styles. My goal for this class session was to see other approaches. To do this, I turned it around for different groups to come up with active learning exercises and to do them for the class. This was so that you could see how quickly you can come up with an exercise, and that you oculd see different interpretations of incorporating active learning into the classroom.

Four groups came up with something to teach, and an active way to teach it. We had:

1. Knitting: demoed knitting with video, and in person; taught one person who then had to knit a stitch on their own; that person passed it to the next and taught the next person; continued down the chain. This was an excellent example of how to incorporate motivation (you know it’s coming to you at some point) and the student-as-teacher model.
2. Yoga: group demonstrated three poses and named them; had the class do the three poses as named them; group did poses and asked class to recall the name. This exercise was a great way to engage kinesthetic learners. Though you might agree easily that doing yoga poses is an obvious way to teach yoga, the same concept could be applied to any case where a student has to memorize a form/image and a name.
3. Cooking Salmon: pairs had to find a salmon recipe, then come up with reasons their recipe was best; each group made their case; the class voted on their favorite. This exercise helped participants learn various ways of cooking salmon and weigh the relevant benefits and drawbacks of each. In this case, the teacher didn’t have to teach anything, but facilitate the class discussion to guide them to relevant points.
4. Differences in classical composers: this group divided the class into three groups and assigned areas to listen for: melody, harmony, and rhythm; we then listened to two clips of music; then filled out a chart as a group of the characteristics of both composers. This was an excellent way of getting students to realize the answers on their own and document the answers you want to make sure they remember. It also brought up several other areas of discussion, where people were really interested in the answers, rather than just listening to a lecture.

I, personally, had a great time seeing what people chose to teach and how they taught it! Thanks for sharing!