Active Learning Strategies and reflection
Introduction
Consider the following:
How should I prepare my learners to use tools to be successful in the task
- To be certain that my young learners are well prepared to use our chosen tech tool(s), I will use synchronous sessions with them.
How will I teach them what to communicate and how it should be done
- I will help them understand the group norms on communication through an interactive video that gives an audible and visual instruction to the group.
How will I organize them into smaller groups
- To minimize confusion, I will utilize the same small group configuration that is currently used during the ELA block. Each group will use their FigJam boards to share with others in their group. They will be expected to share at the end of each lesson.
How will I capture the conversation for assessment purposes or for learners’ own review
- Each student will have the ability to explore and review their learning through the results captured upon finishing the assignment using the tech tool.
How will I engage with information gathered from conversations for the learners’ benefit
- I will use summary videos
Reflection(s)
- Online-Synchronous
- With this strategy I found that online learning discussions were energetic and interactive. I experienced revelations that my current young learners are more energized when they have tools in their hands that allow them to communicate instantly (without the need to raise their hand to be called upon). It seemed as if constraints were lifted by allowing them to demonstrate their familiarity and level of comfort in working online. I felt that active learning was motivated by student creativity and uninhibited freedom to make mistakes that will contribute to mastery of the skill being explored in the lecture.
- Online-Asynchronous
- With this I found that online learning discussions were minimal. My learners experienced the lesson and objectives in much the same way as they would when learning a new game online (without the need to be guided through each and every step). I utilized GenerationGenious and Kahoot. There was a video assigned to the class for our Social Studies segment. There was a link to access a quiz game component after a few moments into the video. I felt that active learning in an online-Asynchronous class setting was more prominent.
- F2F Physical distance
With this I found that online learning discussions were greatly motivated by the group setting. Learners reacted to discussions with camaraderie and interaction. The active learning was distinct in that I could pre-assess through observation (pause) then use captured responses from the digital lesson to validate my observations.
Final Thoughts
What I learned from implementation of this strategy was that I should not assume that my young learners need additional explanations with regard to basic navigation online. A good example would be when I tried to explain each step to the learners so that they could understand how to access the page I sent them via a link. My young learners were born into a world that is thoroughly engaged with technology and digital applications. They are digital natives and I am a digital immigrant. They have far more knowledge, comfort, and familiarity with online learning and digital applications than I give them credit for. In the future I will remember that today’s educational landscape necessarily engages with technology in ways that assist all learners and teachers. It is no longer a field where traditional learning has been simply digitized. Today, we teach and learn with the speed of our current technological communication tools.