Effective active learning strategies I have used in University class room

Abstract

In this paper I summarize the various activities used in class room and laboratory teaching of first and second year engineering. These activities can be grouped under ‘active learning’. I describe the activities and the various attributes associated with each activity along with the advantages of using the mentioned activity model instead of simply a single ended lecturing model. Although most of these have erupted from an urge to increase students learning while making the topics increasingly interesting for them, most of these strategies have been researched out globally as effective teaching practices. Traditionally lecturers may think that they are doing active learning when questions are asked and a few students always answer or discussions amongst the same group of people take place from time to time. Although this includes student participation, it is engaging only a small fraction of a big class which is not optimum in terms of benefit to the class as whole and individuals of the class. Active learning is taking place in your class when you ask a question, pose a problem, or throw some type of challenge at them; ask your students to work individually or in pairs or small groups to come up with a response; give them some set time to do it; stop them, and invite one or more individuals or groups to share their responses with the class. The teacher as an expert can further comment on the answer if required. This paper concludes with a number of proven methods of including active learning strategies in first and second year Physics/electronics engineering class. Reference to global research about these strategies is included.