The Harriet W. Sheridan Center for Teaching and Learning

Inclusive Teaching Through Active Learning

Across courses of different sizes, levels and audiences (concentrators and non-concentrators), research suggests that students learn more in classes that integrate active learning (Freeman et al., 2014; Hake, 1998). In fact, research supporting the use of active learning is so compelling that some have suggested it is unethical for instructors to continue to use a purely lecture-based approach (Freeman et al.).

Fortunately, most instructors tend to use a combination of lecture and active learning strategies (Campbell, Cabrera, Michel, & Patel, 2017; Campbell, 2023).

I have found the "pair and share" active learning technique to be incredibly effective in my courses. It helps me pace a lecture, maintain student attention, engage students, and teach material to a class where the proficiency level may vary widely among the students.

Eric Nathan Music

What is “active learning”? The term generally refers to teaching strategies that:

  • “involve students in doing things and thinking about the things they are doing” (Bonwell & Eisen, 1991, p. 2).
  • require “students to do meaningful learning activities and think about what they are doing” (Prince, 2004, p. 1).
  • “cognitively engage students in building understanding at the highest levels of Bloom’s taxonomy” i.e., critical thinking skills (National Academies, 2017, p. 3-3).

Active learning allows students to make their own sense of ideas they are encountering and to integrate ideas with what they already know. It also gives students opportunities to practice and apply course concepts, to understand what they have learned, and to identify where there is room to improve (Ambrose, Bridges, DiPietro, Lovett, & Norman, 2010; Davidson, 2017). Although simply pausing to ask for questions can achieve this goal for a single student at a time, active learning techniques are valuable for allowing a full class to check and deepen their understanding.

Active learning strategies are also an important component of inclusive teaching because they promote multiple modes of engagement to reach all students — including historically underrepresented groups (Eddy & Hogan, 2014; Freeman et al., 2007; Freeman et al., 2014; Hake, 1998). More extensive use of active learning is associated with higher learning gains (Connell, Donovan, & Chambers, 2015), but as with any teaching strategy, quality of implementation is more important than quantity. Because any new teaching approach takes some adjustment, it works well to start small, trying one or two active learning strategies per class, before engaging in more intensive active learning.

One common misconception is that in order to implement active learning techniques, an instructor must spend all class time on student-centered activities. Although active learning is a critical teaching tool, brief lectures or explanations are also important components of many classes, especially to establish a basic understanding for students new to a subject or, for intermediate learners, to address misconceptions (Wittwer & Renkl, 2008).

Historian Nancy Jacobs uses an effective combination of lecture and active learning in her course on South Africa. For the first eight weeks of the term, students learn the history of the country through lectures and discussions. Then, for two weeks, students engage in a role play about the collapse of apartheid. She indicates that the Reacting to the Past approach is effective for teaching historical thinking, as well as "deeply empathetic learning" as students embody their roles.

If you would like to discuss active learning strategies for your own classroom, please contact the Sheridan Center for Teaching and Learning for a consultation: sheridan_center@brown.edu.

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This resource was authored by Dr. Mary Wright, Associate Provost for Teaching and Learning, Executive Director of Sheridan Center for Teaching and Learning, and Professor (Research) in Sociology, with input from Sheridan Center colleagues.

References

Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers. San Francisco: Jossey-Bass Publishers.

Barkley, E.F. (2010). Student engagement techniques: A handbook for college faculty. San Francisco: Jossey-Bass.

Bonwell C. C. & Eison, J.A. (1991). Active learning: Creating excitement in the classroom. ASHE-ERIC Higher Education Report No. 1. Washington, DC: The George Washington University, School of Education and Human Development.

Campbell, C.M. (2023). Great college teaching: Where it happens and how to foster it everywhere. Cambridge, MA: Harvard Education Press.

Campbell, C.M., Cabrera, A.F., Michel, J.O., & Patel, S. (2017). From comprehensive to singular: A latent class analysis of college teaching practices. Research in Higher Education, 58: 581-604.

Connell, G.L., Donovan, D.A., & Chambers, T.G. (2016). Increasing the use of student-centered pedagogies from moderate to high improves student learning and attitudes about biology. CBE - Life Sciences Education, 15: 1-15.

Davidson, C.N. (2017). The new education: How to revolutionize the university to prepare students for a world in flux. New York: Basic Books.

DeMonbrun, M., Finelli., C.J., Prince, M., Borrego, M., Shekhar, P., Henderson, C., & Waters, C. (2017). Creating an instrument to measure student response to instructional practices. Journal of Engineering Education, 106(2): 273-298.

Eddy, S.L., & Hogan, K.A. (2014). Getting under the hood: How and for whom does increasing course structure work. CBE Life Sciences Education, 13:453-468.

Ellis, D.E. (2015). What discourages students from engaging with innovative instructional methods: Creating a barrier framework. Innovative Higher Education, 40: 111-125.

Freeman, S., Eddy, S.L., McDonough, M., Smith, M.K., Okoroafor, N., Jordt, H., & Wenderoth, M.P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111: 8410–8415.

Freeman, S., O’Connor, E., Parks, J.W., Cunningham, M., Hurley, D., Haak, D., Dirks, C., & Wenderoth, M.P. (2007). Prescribed active learning increases performance in introductory biology. CBE-Life Sciences Education, 6: 132-139.

Freeman, S., Theobald, R., Crowe, A.J., Wenderoth, M.P. (2017). Likes attract: Students self-sort in a classroom by gender, demography, and academic characteristics. Active Learning in Higher Education, 1-12.

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Hake, R.R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66: 64-74.

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Lee, V. (2007). Sequence activity. Workshop on inquiry-based learning.

Major, C.H., Harris, M.S., & Zakrajsek, T. (2016). Teaching for learning: 101 intentionally designed educational activities to put students on the path to success. New York: Routledge.

Meadows, L., & Sekaquaptewa, D. (2013). The influence of gender stereotypes on role adoption in student teams. ASEE Annual Conference and Exposition, Atlanta, GA. Paper #: 6744.

Messineo, M. (2017). Using the science of learning to improve student learning in sociology classes. Teaching Sociology, 46(1): 1-11.

Michaelson L, Bauman-Knight B, Fink D (2003). Team-based learning: A transformative use of small groups in college teaching. Sterling, VA: Stylus.

National Academies of Sciences, Engineering, and Medicine. (2017). Indicators for monitoring undergraduate STEM education. Available: http://nap.edu/24943

Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3): 223-231.

Reid, R., & Garson, K. (2017). Rethinking multicultural group work as intercultural learning. Journal of Studies in International Education, 21(3): 195-212.

Soneral, P.A.G., & Wyse, S.A. (2016). A SCALE-UP mock-up: Comparison of student learning gains in high- and low-tech active-learning environments. CBE Life Sciences Education, 16(1): 1-15.

Therayil, S., Borrego, M., Prince, M., Nguyen, K.A., Shekhar, P., Finelli, C.J., & Waters, C. (2018). Strategies to mitigate student resistance to active learning. International Journal of STEM Education, 5(7). Available: https://stemeducationjournal.springeropen.com/articles/10.1186/s40594-01...

Wiggins, B.L., Eddy, S.L., Wener-Fligner, L., Freisem, K., Grunspan, D.Z., Theobald, E.J., Timbrook, J., & Crowe, A.J. (2017). ASPECT: A survey to assess student perspective of engagement in an active-learning classroom. CBE Life Sciences Education, 16(2).

Wittwer, J., & Renkl, A. (2008). Why instructional explanations often do not work: A framework for understanding the effectiveness of instructional explanations. Educational Psychologist, 43(1): 49-64.

This newsletter was originally published in March 2018 and revised in September 2020 and July 2023.