Active Learning Ideas 

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The ideas here are in alphabetical order. This is not an exhaustive list of active learning ideas and many of these ideas may be adapted to different modes of delivery. For help in adapting any of these ideas, reach out to Teaching and Learning.

Activity Profile

Ask different people about their daily activities/work experiences related to the topic. Where, when and how much energy, emotion, time, and money do they spend related to this topic? Interview a learner and observe (have a learner do a time-in-motion study).  

Brain Dump

At the beginning of the course, ask learners to form groups and record everything they already know on sticky notes, in a collaborative document, or in a brainstorming app like Padlet.

Take the time, as a group or after the class, to organize the brain dump into groups with similar concepts. Come back to this organized collection of knowledge and encourage discussion with prompting questions like:

• What areas does the class seem to have a strong knowledge base in?
• What areas have some gaps?
• How does your brain dump compare to the organization of the instructional plan?
• Make it metacognitive: What do you expect to be your own strengths and areas of need in this course? How will you support your own learning?

Return to the brain dump exercise during the unit, having students add to it as they learn. Encourage them to use it to revise at the end of the unit or before an assignment or exam.

Brainstorming

Brainstorming is similar to a brain dump but often goal-directed. Ask members to think of any ideas related to a topic that comes to mind. List all the ideas without evaluation or judgment. The quantity, not the quality, is what matters. Don’t try at the beginning to correct misconceptions or errors in the first brainstorm. Instead, accept all contributions. As learners learn more, they can start to organize the information, and correct any inaccuracies.

Case Studies

Use an example of a real or simulated situation and ask learners to apply problem-based learning strategies. Use the case study to develop questions and support groups as they develop and iterate solutions to the problems. Ask groups to present solutions to an industry partner, a knowledgeable colleague, or their peers.

Concept Mapping

While brain dumps and brainstorms are a recording of every piece of knowledge, a concept map is typically more deliberate. It is often a visual representation of an idea or family of ideas, with stems addressing particular branches of thinking. Often done with sticky notes or Padlet, concept maps can begin as brain dumps or brainstorms and be organized and curated over time, evolving through a course. Learn more about how to use concept mapping.

Concept maps are typically organized and structured, and eventually can provide students with a visual map to the concepts of a unit or course.

Comparison Charts

In a paired activity, have learners compare two key themes or concepts from the unit. This will provide the opportunity to both digest and more deeply understand these concepts, but if done in a way that encourages them to use and leverage their course text, it can also allow learners to compare effective annotation and study strategies. Take a content-focussed perspective in the activity by using this when two parallel concepts are difficult to discern between. Provide a follow up question to prompt metacognitive awareness, like the following example:

In this activity, we compared X and Y using a comparison chart. This type of comparison allows you to explore more deeply two ideas that may seem similar or vastly different. What other concepts or topics in this course might you apply this strategy toward?

Consultation with Specialists

Conduct an in-class interview with a specialist or knowledgeable person on the topic.  Invite an industry expert or colleague to share professional insights and pique learners’ interest.

Cornell Notes

Cornell notes are a note-taking strategy that prompts active reflection and summarizing of content. It’s a great way to mentor learners on effective note-taking strategies while prompting effective retrieval practice and spaced learning. Learn more about Cornell notes, and get a downloadable template for students.

Critical Incident

Use problem situations to analyze advantages and disadvantages and possible solutions to a given situation.  

Debate

Have small groups present opposing views to a topic or industry position. Offer time to prepare arguments and consider each side. Follow the debate with a class discussion and debrief.  

Describing Visual Images

Choose a photograph, drawing, or small video segment with a clear, relevant message. Perhaps try an H5P interactive, such as Image with Multiple Hotspots or Image Juxtaposition. Then, do a Think, Pair, Share so learners can see the range of reactions to a picture related to the topic.  

Discussion Board

Post a question, invite an opinion, or provide a problem on an asynchronous discussion board. This could be through a discussion board in eConestoga, a Padlet set up for this purpose, or through a Microsoft Teams group or channel (where used in course delivery). Engage with learners as they reply to each others’ posts to add more ideas and further thinking in collaborative discussion.

Dotmocracy

In dotmocracy activities, learners get to vote on their chosen options using a limited number of stickers or votes. It might also be referred to as cumulative voting.

Give each participant a limited number of dot stickers, or use a voting tool like the multiple choice option (presented as dots) or 100-point questions in Mentimeter. Make sure to hide the responses before revealing them to avoid the bandwagon effect! Learners can allocate their stickers or points toward the topics or questions of their choosing, hoping that the topics they vote toward will win. Then, address the “winning” questions or topics in order.

Field Visits and Trips

Arrange a virtual or in-person visit to a place. This can be combined with observation and interviewing of experts in the field. Alternatively, consider developing an H5P interactive, such as an Image with Hotspots or a 360 Virtual Tour, which allows learners to explore a space without visiting a physical location.

Games and Gamification

Games can help learners review information and relieve stress before tests or exams. Try pairing students up to make games more cooperative and give them a chance to discuss before submitting answers. Make sure the rules are clear and leverage these in combination with more serious activities. Learn more about ways to incorporate games into learning.

Good, Bad or In-Between

Show documents, video clips, or pictures with scenes that could be interpreted as good, bad or in-between, depending on the point of view. Ask learners to sort the scenes into the three categories and discuss the different alternatives.

Group Glossary

Have groups of students locate definitions for key terms within the text and pull them together into a collaborative doc, making a working glossary. This could be assigned by chapter, by section, or as a cumulative review. 

Group Sorts

Group members are given pieces of information and placed in a category or blank cells of a grid according to category rubrics. This activity helps students to clarify conceptual categories, develop sorting skills, and practice and review key terms and concepts. Learn more about how to organize group sorts and grids.

How to … 

Illustrate the importance of sequencing and planning. Have learners write out the sequence of activities that must be done to accomplish a task related to the topic. Ask to exchange descriptions with other teams who try to enact those instructions, and see how successful they are at following the exact instructions. This is helpful to illustrate processes and the importance of clarity in description and writing.

Icebreakers

Icebreakers can be an effective way to build community among learners. They can promote positive relationships and reinvigorate a class learning session. There are many kinds of icebreakers to use, so consult our list of icebreakers for your Zoom classes for some fun ideas to try.

Information Collection

Ask learners to collect a portfolio of information on the topic from the course materials, class members, the Library, online. This is useful for finding out what is known and what is needed to learn. Ask learners to collect and compile this information, perhaps using a concept map, to better illustrate where the gaps and connections are.

Interaction Interlude

Place a blank slide or a slide with a particular theme every 8-10 slides, and when students see it, tell them this is a time to question, comment, and encourage.  Consider using a Q&A slide in Mentimeter

Interview 

Ask questions of key informants individually or as a group. Use semi-structured interviews (i.e. with some guideline questions prepared in advance) or open interviews.

Jigsaw

A more advanced teaching method, Jigsaw is a versatile group learning activity in which students become the “experts” and teach each other. Have small groups learn a concept or solve a problem. Then create new groups for the students to teach other what they have learned. Learn more about how to run a Jigsaw lesson.

KWL Chart

Use a KWL Chart to have learners set out what they already Know before reading, and what they Want to Know but the end of it. Once they’re done reading, they fill out what they have Learned. A KWL chart helps activate, guide and consolidate existing and new knowledge.

Learner as Teacher

Divide the topic into small bites and have each learner teach the others about it. Have them aim the lesson a “I + 1” (Krashen’s model of learner’s current state of knowledge plus one level) so that everyone learns something new.  

Learning Cells

With Learning Cells, students develop questions about a learning activity and then take turns asking and answering questions in pairs. Learn more about how to teach using learning cells.

Making Something Together

Provide materials and objects and ask learners to make something related to the topic. Watch and use the results to discuss communication and cooperation.  

Memory Game

Show several objects on a tray, or an image reflecting many objects or a complex situation. Ask learners to spend time working to remember them. Hide the objects or image. Do a think-pair-share to recreate the list and discuss how the objects or images relate to the topic.  

Mini-Assignments

Ask learners to practice using the information through a written or oral presentation. Have the written documents later posted on the walls or eConestoga for sharing.  

Participation Game

Give five sticks to each learner. Start a discussion on the topic. Everybody who speaks has to give away one of her/his sticks to someone else. No one may speak without sticks. Discuss subjects such as dominance, shyness and importance of participation.  

Participatory Discussion

Used in combination with other methods. Gather the members in small or large groups and discuss a topic of interest. Provoke reactions by using open questions: “What do you see here? Why do you think it happens? When this happens in your situation, what problem does it cause? What can we do about it?” Ask questions that need definite answers: “When was the last time… and what did you do then?”

Pauses in Lecture

Pose a thought provoking question and have learners note their current answer or reflections for comparison with end of lecture thoughts and reflections. Provide a silent time for reflection.  

Personal Histories

Ask learners for a detailed account of their past relationship with the topic and how things could change with new knowledge.  

Practical Demonstration

Show exactly how something should be done. Use a think-aloud protocol or follow with a checklist. Practice Have learners work through various, repeated “problems” related to the topic. Increase complexity and occasionally review simpler examples to show advancement.  

Presentation by a Resource Person

Ask a specialist to give a presentation in a workshop. This can be done by any member of a variety of service areas, including the Library, Learning Commons, and Accessibility Services.  

Course Progress Report

Ask the learners to examine the course outcomes and discuss with a group where they feel the class is in relation to meeting them.  

Problem-Solving

Make a table with four columns. List main problems related to the topic in the first column. Have learners list possible solutions in the second column, what prevents people from solving the problem in the third column, and what will help people solve the problem in the fourth column. Discuss.  

Quescussions

Tell learners they’ll be taking part in a group discussion. But that discussion will involve only questions. Learners must stay on topic, and ask each other questions, that relate to the topic. They must respond to each other in question format, but can’t use questions that use “isn’t it?” or “aren’t they?” as conclusions – these are statements posed as questions. The “winner” is the last person asking questions.

QQC Journal

A Quote, Question and Comment Journal is a running log of a learner’s reading. It requires them to pose a Question they have about the reading, extract a Quote, and write a Comment (~100 words), attempting to answer the question. It involves an active accounting of reading tasks and some reflection and consideration of a reading. Typically, a QQC journal would be used throughout a course as a reading guide and monitor.

Allocate time at the beginning of some classes for learners to compare their QQC journals, using their questions to discuss the reading. Adapt this template to suit your own teaching context.

Ranking

Ask learners to rank terms/items according to preference, importance, curiosity, order or another criteria.  You can use polling tools like Mentimeter to leverage dynamic Likert scales, 100 points questions, or O365 Forms to ask students to rate and rank their preferences or to order items in a list. This can be done collaboratively or individually, and results can be collected on an individual, group or collective basis.

Risk Assessment

Ask learners to list every possible thing that could go wrong in a process or situation.  Then, ask them to identify strategies to manage risks, and resolve challenges.

Schema Mapping

Like a KWL Chart, a Schema map helps establish prior knowledge and monitor learning over time. This can be done as a whole class or in groups of up to four learners. Prior to a new unit, introduce the topic, and ask students to collect everything they think they know on the topic onto sticky notes or a Padlet. Accept all submissions, even if you know them to be incorrect.

Over the course of the unit, have learners continue to collect new learning from the text onto sticky notes or the Padlet in a different colour. Begin collecting these under topic headings like New Learning and Misconceptions, or other headings as appropriate. Add to the original sticky notes when the topics are related. Move misconceptions to that heading, and ask learners to identify how they now know this is a misconception.

Sharing Experiences

Ask learners to volunteer to describe personal experiences related to the topic. Be mindful of whether a topic may be sensitive or require some delicacy. Encourage discussion relating to other shared experiences. This may be best done in small, self-selected groups, depending on the topic.  

Skits or Role-Plays

Ask learners to do a short skit or role-play on the subject being discussed (e.g. learners act out the election of a committee or sell their goods at the market).  

Silent Reading

Ask learners to read or review a reading (a website, etc.) silently for several minutes. Provide guided focus questions, instructions on making notes, and a countdown timer. At the end of the silent reading time, give further instructions for discussion. Learn more about silent reading in class.

Small Group Discussion

An essential active learning strategy for teaching can be versatile in its application. Have groups of 3-4 learners discuss a particular question or problem related to the topic. 

Social Annotation of Texts

Select a text for groups to annotate. Put students together into groups to annotate the text together using shared highlights in their eTexts or using Hypothesis for all other types of documents. Have students share patterns and themes among the annotations as a whole class. Encourage discussion through the notes and commenting on each other’s annotations. Learn more about active learning ideas for OERs or eTexts.

Socratic Dialogue

This type of dialogue can allow for the identification and testing of assumptions and tacit beliefs. It can also illustrate the inadequacies in superficial thinking about problems. It allows the learners to examine beliefs, and to prepare and evaluate arguments. (Google “Socratic dialogue” for details)  

Start-Stop-Continue

Typically used as a formative assessment tool for your teaching practice, Start-Stop-Continue is an opportunity for students to easily give feedback on their learning experiences so far. Try this strategy out mid-semester, perhaps using our template Start-Stop-Continue O365 Form. Learn more about how to run a Start-Stop-Continue.

Systematic Walk

Place checkpoint visuals around the room. Take an imaginary systematic walk through the topic, observing the structure and processes. Ask how and why people do what they do.  

T-Chart

Typically used as a paired or small group activity, T-Charts aim to compare two topics, points of view, theories or strategies. This can also work much like a list of the pros and cons of an idea. Ask learners to add the topics to the headings of each column, and then, independently, with a partner or with a small group, to identify all known information, opinions or qualities of each topic. Debrief as a group, looking for commonalities, and debating differences.

Testing and Experimenting

Carry out practical trials or experiments.  Have learners document the results and share them with their peers before submitting them for assessment.

Think-Aloud Protocol

Describe what you are thinking as you problem solve through a task. Make your problem-solving or troubleshooting obvious by explaining your thinking as you do it.  

Think-Pair-Share

This is a simple and versatile strategy for any educator. Have learners think or write silently for one minute. Next, have them share with a partner for three to five minutes, each person taking a turn. Then, open the discussion to sharing with the whole class.  Learn more about how to run a Think-Pair-Share activity.

Timeline

Ask the learners to draw a line and mark on it major events in the topic’s history, with the approximate dates. Discuss changes that have occurred. Predict what may happen next in the future. Try using Padlet, or H5P interactives to create timelines, or ask learners to use these tools to create timelines.

Turn-and-Talk

In this versatile and multi-purpose activity, start by posing a question to the learners. Pause, and give them a moment to think. Then, invite them to turn and talk to someone nearby about their answer. Give 2-3 minutes for discussion, then recall their attention. Invite 2-3 volunteers to share what they discussed or randomly select some contributions from the learners. This is similar to Think-Pair-Share.

Two-Circle Exercise

Draw two circles – one circle represents the group directly involved with the topic, the other the larger group in the larger industry/community. List the problems in the community and list the problems that affect the group in the second circle. Discuss how the problems are connected, possible solutions to the problems and how solving group problems will affect the community and vice versa.  

Venn Diagrams

Ask people to draw a circle to represent themselves or a topic, and other circles to represent groups and institutions related to the topic. The distance to their circle indicates the strength of the relation, the size of the circle their importance to the topic. Circles can overlap.  

Video Clip

Find a short clip related to the topic. Provide focus questions ahead of viewing. Show no more than 8 to 10 minutes of a video clip before pausing to ask a question and discuss.