Posts Tagged ‘active learning’

Testing Knowledge–An Interesting Alternative

Posted Thursday, October 7th, 2010 by Maryellen Weimer

Sometimes we do get stuck in ruts—we use the same kinds of test questions: multiple-choice, short answer, maybe a few fill-in-the-blank, some matching and an occasional longer essay question. We forget there are other options. Here’s an example, initially proposed in 1990.

Simulations Deliver Real Benefits

Posted Thursday, September 30th, 2010 by Maryellen Weimer

Simulations can be powerful active learning experiences. In the social sciences and humanities they can provide a kind of “lab-like” experience, often not a part of these courses. Finding good simulation exercises is a challenge in some fields and integrating them into the content and objectives of the course requires careful planning and execution. However, this extra work is justified given what a good simulation can accomplish in class. Check out these benefits listed in an excellent article on simulations.

Problem-Based Learning: A Quick Review

Posted Tuesday, February 9th, 2010 by Maryellen Weimer

I was looking something up and happened on this brief identification of the defining characteristics for problem-based learning (PBL). Not only does it offer a great review, but it reminds us why PBL is such a powerful pedagogical strategy.

Teaching that Promotes Lifelong Learning

Posted Thursday, November 19th, 2009 by Maryellen Weimer

Can we teach in ways that develop students’ commitment to ongoing, lifelong learning? Yes, say the researchers listed below whose study explored curricular conditions and educational practices that influence the development of a lifelong learning orientation.
The study design is complex, not easily explained in a short blog entry, but its three-stage analysis of data is [...]

Concerns about Active Learning

Posted Friday, April 3rd, 2009 by Maryellen Weimer

If you read this blog, you probably don’t need to be convinced of the need to regularly engage and involve students actively in learning. But I’m also pretty certain you have colleagues who still lecture almost exclusively and who to varying degree express concerns about active learning. I thought you might find this list of common concerns and responses to them useful.