Activity-Based Learning

students stand around a table, discussing an active-learning assignment

Goals

  • To describe activity-based learning.
  • To provide several examples of how activity-based learning can be implemented  in the classroom.

What is Activity-Based Learning? 

Activity-based learning, based on Kolb’s Experiential Learning Theory, is a type of active learning where the students are moving around the classroom, often using props or supplies beyond pencil and paper to be fully engaged in their learning. It requires more preparation than many active learning techniques, as the instructor creates tasks, situations or objects for the students to explore. Students observe, examine and discuss the situation (usually in small groups), then answer prompts or fill out a questionnaire. In all cases, students must reflect on the activity for the learning to be lasting.

What are some types of Activity-Based Learning?

Field trips, inquiry-based learning projects, course-based undergraduate research experiences (as offered in Biology courses) and many laboratories are considered activity-based learning as well as problem- or project-based learning experiences. Creativity is key in creating an activity-based learning exercise for a single class period. Wahed and Palmer-Wackerly described an activity to develop cultural competency among students [1]. Activity-based learning can also increase critical thinking [2]. Three additional examples are detailed below.

Ranking

Ranking is a common active learning technique where students place statements or events in some type of order. It can be converted into an Activity-Based learning exercise by bringing items for students to handle into the classroom [viscosity], or having students leave the classroom to gather data or other information [volumetric/velocity].

Research (selected articles)

Ranking engages the brain in different ways than other tasks. It provides a method for defining values, discussing conflicting points of view and building consensus while improving concept mastery. [3] Students are engaged during ranking activities as they prioritize competing alternatives and explain their choices. [4] In addition, collaborative ranking tasks increased student scores on multiple choice tests across multiple topics from 32% (before instruction) to 61% (after instruction) to 77% (after ranking activity). [5] Ranking tasks give an indication of student misconceptions. [6] Creative applications of ranking tasks have been used in language classes to increase fluency or practice specific vocabulary. [7]

pro/con grid

Pro/con grids help students list advantages and disadvantages of a topic, requiring them to consider both sides. It is a reliable active learning technique, but modifying it so the students move around the classroom to gather evidence [Indigo Production] encourages conversations and yields deeper results. Having students read primary sources [Indigo history NYT] located around the room and analyzing them in the sense of pro/con grids can engage the students in unexpected discussions.

Research (selected articles)

Pro/Con grids help students go beyond their initial position or ideas and thoughtfully consider the other side of an issue. They help students develop analytical and evaluative skills. [8] and can facilitate critical thinking. Reviewing students’ lists reveals how deeply they analyzed the topic and their objectivity. [9]. Completing a pro/con grid convinced students to “find and learn information” rather than just “memorizing and repeating”. [10] Pro-con-caveat grids can promote deep learning, especially when done in small groups where students must “grapple deeply” with ideas. Examples were provided for different topics: literature, health sciences, for example. [11] Students found the Defining Features Matrix (a variation of the pro/con grid) effective for engagement (4.24/5.00) and effective for learning (4.10/5.00). [12]

Act It Out

At Lafayette, Professor Mary Jo Lodge was the 2021-2022 CITLS Distinguished Teaching Fellow. She showed how faculty members from all disciplines could integrate performing arts techniques into their classes. [Link] While some students may initially hesitate to stand up in front of their peers, playing a role helps them remember the concepts. This has been done in courses where students are not typically actors: a process controls course (students took on the role of each piece of equipment in a feedback loop and acted out the transfer of information) and a thermodynamics course (students in small groups took on the role of a piston, heat and work and created a small play of the Otto cycle).

Research (Selected articles)

Physical activity (even walking) has been shown to improve cognitive performance. [13] Role play or acting activates different areas of the brain simultaneously [14] and helps students understand “complex or ambiguous concepts” by reaching affective, cognitive and behavioral learning domains. The method has been used in fields as diverse as computing, biology and language learning. [15] As students act out a complex real-life scenario, they must also examine their personal feelings, which can deepen learning. [16]

Other Lafayette Examples

Collaborative active learning techniques, such as jigsaw exercise and gallery walk, are helpful to encircle activity-based learning techniques when appropriate. Examples and more information are available here.

Concluding Remarks 

Activity-based learning uses creative ways to engage students in their own learning. Students often remember the activities long after the course has ended.

References

  1. Wahed, K. H. and Palmer-Wackerly, A.L. “Drawing in Two Hands.”  Faculty Focus,  February 14, 2024 Link​​. 
  2. Piergiovanni, P. R. “Creating a Critical Thinker.” College Teaching, vol. 62, no. 3, 2014, pp. 86–93. Link. 
  3. Coope, J. “Ranking Tests for Active Online Learning.” CAITE, October 6, 2022, DeMontfort University, Leicester, UK. Link. 
  4. Bernbaum, M., Flowers, N., Rudelius-Palmer, K., Tolman, J. The Human Rights Education Handbook, Part 4 (Method 23) University of Minnesota, 2000. Link.
  5. Hudgins, D., Prather, E., Grayson, D., and Smits, D. “Effectiveness of Collaborative Ranking Tasks on Student Understanding of Key Astronomy Concepts.” Astronomy Education Review, vol 5, no. 1, 2006. Link
  6. Maloney, D. P. “Ranking Tasks: A New Type of Test Item.” Journal of College Science Teaching, vol. 16, no. 6, 1987, pp. 510–14. Link. 
  7. Thomas, G.I. and Nation, I.S.P. (1979) “Communicating through the ordering exercise.” Guidelines, vol. 1, pp. 68-75. Link.
  8. Queen’s University, Kingston, Ontario, Canada. “Examples of Active Learning Modules.” Link. 
  9. Angelo, Thomas A., and K. Patricia Cross. Classroom Assessment Techniques: a Handbook for College Teachers. Jossey-Bass, 1993. pp. 168-171., Accessed from Center for Teaching, Learning and Mentoring KnowledgeBase at the University of Wisconsin. Link.
  10. Karan, E. “Discovery-Based Approach Combined With Active Learning to Improve Student Learning Experiences for STEM Students”. International Journal of Education and Humanities, vol. 3, no. 4, Dec. 2023, pp. 288-99. Link.
  11. Millis, B.J., “Promoting Deep Learning”. The Idea Center, 2010. Link.
  12. Dane-Staples, E., “Assessing a Two-Pronged Approach to Active Learning in Sport Sociology Classrooms.” Sport Management Education Journal. vol 13, 2019, pp. 11-22. Link
  13. Mualem, R. et al. “The Effect of Movement on Cognitive Performance.” Frontiers in public health vol. 6 100. 20 Apr. 2018. Link.
  14. Horwitch, L., “Art may be good for the soul, but it seems acting is also good for the brain.” Backstage, March 25, 2013. Link. Also papers by H. and T. Noice.
  15. Rao, D., Stupans, I. “Exploring the potential of role play in higher education: development of a typology and teacher guidelines.” Innovations in Education & Teaching International, vol. 49 no. 4, 2012, pp. 427-436. Link.
  16. Northern Illinois University Center for Innovative Teaching and Learning. (2012). Role playing. In Instructional guide for university faculty and teaching assistants. Link.