Active Learning Cards
intro
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Below are a number of active learning strategies, organized by motivation. Maybe you want to elicit more engagement from students. Click on that category below for a number of strategies designed to encourage engagement. Or, click on the wild card category, which houses strategies that serve several purposes at once. The strategies were contributed from the CATE team, and we’ve provided a list of citations for you at the bottom of the page.
For departments and/or colleges interested in having CATE host an active learning strategies workshop, reach out to us through CATE’s contact form. As a bonus, we’ll bring along decks of printed cards for instructors who attend.
An accessible version of the cards is available for download.
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The development of these cards was inspired by an active learning card activity Josh Lovett, UIC PhD Candidate in Psychology, developed for a TA workshop on active and collaborative learning strategies.
Key Card
Use this Key Card on the Active Learning Cards in the accordions below.
Active Learning cards
Engagement
Engagement
Engagement
Engagement
Engagement
Engagement
Engagement
Engagement
Engagement
Engagement
Collaboration
Collaboration
Collaboration
Collaboration
Collaboration
Collaboration
Collaboration
Collaboration
Collaboration
Collaboration
Assessment
Assessment
Assessment
Assessment
Assessment
Assessment
Assessment
Assessment
Reflection
Reflection
Reflection
Reflection
Reflection
Reflection
Application
Application
Application
Application
Application
Application
Motivation
Motivation
Motivation
Motivation
Motivation
Motivation
Motivation
Motivation
Wild Card
Wild Card
Wild Card
Wild Card
Wild Card
Wild Card
Wild Card
Wild Card
Wild Card
Wild Card
CITATIONS
CITATIONS
Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers (2nd ed.). Jossey-Bass.
→ Minute Paper, Muddiest Point, Pro/Con Grid, Directed Paraphrasing, Student-Generated Test Questions, Empty Outline
Anderson, G., & Boud, D. (1996). Introducing learning contracts: A flexible way to learn. Innovations in Education and Training International, 33(4), 221–227. https://doi.org/10.1080/1355800960330404
→ Learning Contracts
Aronson, E. (1978). The jigsaw classroom. Sage.
→ Jigsaw
Barkley, E. F. (2010). Student engagement techniques: A handbook for college faculty. Jossey-Bass.
→ Brainstorm, Debates, Games, One-Minute Elevator Pitch, Round Robin
Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the classroom. ASHE-ERIC Higher Education Report.
→ Simulation, Role Playing
Brookfield, S. D., & Preskill, S. (2016). The discussion book: 50 great ways to get people talking. Jossey-Bass.
→ Large Group Discussion, Fishbowl Discussion, Snowball Discussion
Bruff, D. (2009). Teaching with classroom response systems: Creating active learning environments. Jossey-Bass.
→ Polls / Polling
Herreid, C. F. (2007). Start with a story: The case study method of teaching college science. NSTA Press.
→ Case Study
Knowles, M. S. (1986). Using learning contracts. Jossey-Bass.
→ Learning Contracts
Lovett, M. C. (2013). Make exams worth more than the grade: Using exam wrappers to promote metacognition. Carnegie Mellon University Eberly Center for Teaching Excellence and Educational Innovation.https://www.cmu.edu/teaching/designteach/teach/examwrappers/
→ Exam Wrappers
Lyman, F. (1981). The responsive classroom discussion: The inclusion of all students. In A. S. Anderson (Ed.), Mainstreaming digest (pp. 109–113). University of Maryland.
→ Think-Pair-Share
Mazur, E. (1997). Peer instruction: A user’s manual. Prentice Hall.
→ Peer Teaching
McKeachie, W. J., & Svinicki, M. (2013). McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers (14th ed.). Cengage.
→ Demonstrations
Novak, J. D., & Gowin, D. B. (1984). Learning how to learn. Cambridge University Press.
→ Concept Mapping
Paul, R., & Elder, R. (2006). The art of Socratic questioning. Foundation for Critical Thinking.
→ Socratic Questioning
Rolfe, G., Freshwater, D., & Jasper, M. (2001). Critical reflection in nursing and the helping professions: A user’s guide. Palgrave Macmillan.
→ What? So What? Now What?
University of Waterloo Centre for Teaching Excellence. (n.d.). Self-directed learning: Learning contracts. https://uwaterloo.ca/centre-for-teaching-excellence/catalogs/tip-sheets/self-directed-learning-learning-contracts
→ Learning Contracts (practical teaching center example)
Zubizarreta, J. (2009). The learning portfolio: Reflective practice for improving student learning (2nd ed.). Jossey-Bass.
→ Learning Portfolios