Active Learning Observations

This morning I visited a city school to spend some time which has really focussed on developing use of a range of active learning strategies to engage pupils. I was given a four lesson timetable where I could observe a range of teachers, year groups and ability levels, with a focus on seeing these active learning strategies in lessons. It was really insightful and so useful to see these methods in practice - I'm hoping I will get to give them a try over the next few weeks!

Rally Robin

I saw this Kagan strategy used in two different ways, both times as a starter activity. The first involved students being numbered 1-3 in their table groups. They had a wad of post-it notes and had to go round in order writing a word to describe a character in the class novel, taking in turns to write one down.

The second was in a drama/English lesson, and the question: 'What words do you associate with the work 'Boo!'? was posed. Students then played 'connections' back and forth in pairs (e.g. Boo - Ghost story - Halloween - scary....) and this fed into the main topic of the lesson.

Memory Game

Students worked in teams. Each student had one minute to go back and forth from their table to the front of the room to memorise information on an A3 sheet about the topic (WWII). The A3 sheet had facts printed in different shaped and coloured text boxes, meaning students could create tactics (e.g. One member memorise the red boxes, the next the blue boxes etc. so as not to repeat the same information). Some teams had the memorising student say the information to their group, and someone else would write (keeping everyone active!) giving more time to collect the info. Each member of the group had a turn.

People Hunt

Students receive a list of questions about the topic to answer in a set time. They circulate the room trying to find classmates who can help them answer the question - the other student writes the answer in and then signs their name (they may only help with one answer!). A corner of the room is designated the 'end zone', where students stand once they have all the answers. Teacher then leads feedback session to debrief the information gained.

Numbered Heads

Students work in groups, and number themselves off 1-3/4. A question is posed (in English, this may be a quote from a novel or poem). Students discuss their ideas in their group. After the given time is up, the teacher calls out a random number. The students with that number then raise their hands, and when called on, the student answers for his/her team. This can be awarded points based on the quality of the answer (perhaps the questions could use Blooms levels). 

Mix n' Match

Students are given a question each on a slip of paper (I observed this activity with questions all about one character from Of Mice and Men). Teacher shouts 'Mix!' and students mingle around the room. When the teacher shouts 'Match!', students pair with a student near them, and ask the question on their slip. Take in turns, then swap their questions. Then the activity is repeated, so students talk to a range of pupils and answer a variety of questions.

Fan n' Pick

Students work in groups on their table. Each has a role during this activity. I observed this with quotes from one character in Of Mice and Men.

Person 1: Fans the cards.
Person 2: Picks a card and reads it aloud.

Person 3: Answers the question, in relation to the chosen card. (e.g. 'How does Candy speak and/or behave in this quotation? Why? What does this reveal about him?)

Person 4: Extending the answer/thinking. Can you dig even deeper? Can you zoom in on a specific word?

Teacher may also include an 'Unstuck' sheet, providing additional tips and information for students to help them with their responses, depending on the needs and level of the group. In this lesson, the 'Unstuck' sheet had a word definition, some questions to direct students thinking and a pointer to focus on punctuation in a quote.