PRINCIPLES OF ACTIVE LEARNING DEFINITION There are diverse

PRINCIPLES OF ACTIVE LEARNING

DEFINITION • There are diverse range of alternatives for the term "active learning" like learning through play, technology based learning, activity based learning, group work, project method, etc. the underlying factor behind these are some significant qualities and characteristics of active learning. • Active learning is the opposite of passive learning; it is learner-centered, not teacher-centered, and requires more than just listening; active participation of each and every student is a necessary aspect in active learning.

PRINCIPLES OF ACTIVE LEARNING • Barnes suggested 7 principles of active learning. 1. Purposive 2. Reflective 3. Negotiated 4. Critical 5. Complex 6. Situation-driven 7. Engaged.

PURPOSIVE • The purpose of active learning is that the students can enhance their higher order thinking skills. • Many research studies have proven that active learning as a strategy has promoted achievement levels and some others say that content mastery is possible through active learning strategies.

REFLECTIVE • Students’ reflection on the meaning of what is learnt. • Active learning should transform students from passive listeners to active participants, helps the student understand the subject through inquiry, gathering and analyzing data to solving higher order cognitive problems.

Negotiated Negotiation of goals and methods of learning between students and teachers. • Class discussion • Think pair share • Student debate • Colloborative learning • Cultural-historical activity theory • Educational software • Flashcard • Learning by teaching • Music lingua • Team learning • Visual learning

Critical • Students appreciate different ways and means of learning the context. • Class game like Jeopardy and crossword puzzles always seem to get the students’ mind going.

Complex • Students compare learning tasks with complexities existing in real life and making reflective analysis. • Reflective learning is a form of education in which the student reflects upon their learning experiences. This is a development of the concept of experiental learning as propounded by John Dewey, who wrote Experience and Education in 1938. Later theorists include David Kolb, David Boud and Donald Schön. this as a professional context, this is known as reflective practice. •

Situation-driven • the need of the situation is considered in order to establish learning tasks.

ENGAGED • The real life tasks are reflected in the activities that are conducted for learning.

EXPERIENTAL LEARNING

Team learning Activity Based Learning Colloborative learning