Active Learning from Table to Tableau

Throughout the country you will see many different classrooms with a wide array of physical layouts, seating flexibility, technology, and other equipment. In this cornucopia of classrooms, a plethora of pedagogical practices can be observed; teachers and students working together in different ways to learn and discover. Walking through the halls yesterday I saw classes in the midst of lectures, discussions, science labs, independent student work, and a number of different styles of group work. 

Active learning is not new to classrooms, but like many things in education, terminology changes and evolves. Active learning strategies focus on moving students from passive individuals in the classroom to individuals engaged in a variety of activities. Active learning strategies are utilized in classes that have more of a student centered learning focus. 

Image Credit:
Arizona State University: Teach Online

** While there is debate on the actual retention percentage utilized in this image it illustrates the message. The more involved someone is in their learning process (assuming true engagement), then generally they have a higher retention rate.** 

One active learning strategy that I like to employ is Human Tableau and Class Modeling, which is very similar to Forum Theatre and there is an overlap in these approaches. This strategy can serve as a reinforcement activity, formative assessment, and summative assessment. In Human Tableau and Class Modeling student groups create living scenes (skits) or still images (tableaus) to represent some content knowledge previously discussed. This can be time consuming so proper planning is needed to allow students enough time to plan, revise, and practice before presenting their final product. This activity gets students up from their tables and into a physically active role representing content knowledge. The video below provides insight into the process and some tips for success, with an emphasis in applying this as an assessment technique for an art class. 

In my science classes I have also used Class Modeling with various topics. Cellular transportation is one of the topics I have students act out what is going on. Students are split into groups and they each get to select one of the ways items enter and leave the cells (diffusion, facilitated diffusion, active transport, exocytosis, or endocytosis). Groups then need to plan a skit in which they act as molecules moving in and/or out of the cell, and they need to represent the cell membrane, energy (if it is used), and any other important details, such as protein channels for facilitated diffusion. 

Image Credit: 
BioPactCT

Image Credit:
CK-12 Biology

Each year I have done this most students seem to really enjoy the process and they certainly have a better understanding of the transportation methods, specifically about the method they modeled. A potential modification to this would be to allow students to film the modeling skit which would allow for the inclusion of other elements like sound effects or image overlays. 

I know the health classes at out school also use Class Modeling or Forum Theatre and have students role-play different scenarios. These scenarios range from bystander prevention to ways of saying no or altering a friend to a potential situation they would not want to be in. English classes will also have the students act out certain scenes from the plays they are studying to add clarity to the message by adding in different voices and the ability to see who is talking to whom. 

Currently, I only use this active learning strategy formatively, I do not use this as a summative assessment technique. However, this is something I will need to reconsider moving forward.  

Active learning is a great way to take the onus of presenting material off of the teacher and require the students to take on a more engaged role in class. This can present some challenges and necessitates a change in how a teacher prepares for the lesson. Active learning has been around for generations and will continue to be a dominant part of our education system. I am not advocating for getting rid of all "passive learning." There are some topics that for most students, it works best to receive some direct instruction in a lecture format that includes effective visuals. I also would argue that you can be engaged while "passive learning" is going on, just as easily as some students remaining fairly unengaged during activities that all into the categories of active learning. This week, I was reminded of my own need for reflection on my class and a determination of where I can infuse more active learning to continue challenging the students to grasp the knowledge at a deeper level. It is about finding balance in your approach, and being able to reflexively change your approaches and techniques as needed because each year we receive students who are new individuals unique from the year before.