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Active Learning: Students
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Active Learning is, in short, anything that students do in a classroom other than merely passively listening to an instructor's lecture. This includes everything from listening practices which help the students to absorb what they hear, to short writing exercises in which students react to lecture material, to complex group exercises in which students apply course material to "real life" situations and/or to new problems. Paulson & Faust, California State University, Los Angeles, http://www.calstatela.edu/dept/chem/chem2/Active/index.htm
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Active Learning includes a range of teaching and learning activities. These strategies, supported by decades of classroom research, may be thought of as a continuum from low risk to high risk for both teachers and students. Such a continuum may include (but not be limited to) strategies such as some of the following:
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Active learning is a method of educating students that allows them to participate in class. It takes them beyond the role of passive listener and note taker and allows the student to take some direction and initiative during the class. The role of the teacher is to lecturer less and instead direct the students in directions that will allow the students to "discover" the material as they work with other students to understand the curriculum. Active learning can encompass a variety of techniques that include small group discussion, role playing, hands-on projects, and teacher driven questioning. The goal is to bring students into the process of their own education.
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Active learning has evolved from the concept that traditional, lecture based teaching can be very ineffective in students actually absorbing information. Silberman (1996) cites studies that show college students in lectures are not attentive about 40% of the time, and retain only about 20% of the last ten minutes of the lecture. In addition, students with particular learning styles are limited in how much information they can process if they are not actively involved in learning. It benefits teachers to learn to teach to several (if not all) learning styles to give their students the best shot at processing and retaining what is being taught.
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Entering its ninth year of operation, The Presentation School offers students an integrated curriculum, emphasizing high expectations, active learning, and the arts. The school recently moved to a new, state-of-the-art, 4.5 acre campus and wanted an equally advanced technology infrastructure for students and staff to use in their daily campus life. Working with technology consultants from GreenIT of Sonoma, California, TPS wanted a networking infrastructure to support both its current and future needs, while minimizing costs and reducing the environmental impact. GreenIT recommended a wireless LAN that could deliver both voice and data applications while substantially reducing the costs associated with a wired network. At the same time, wireless technology would help TPS minimize the environmental impact of IT systems by reducing the amount of plastic-coated copper cabling in school buildings and by completely eliminating many traditional school system components such as overhead paging, televisions, and synchronized clocks and bells.
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For more than a century, magazines and journals in the field of educating deaf students have included articles by teachers reflecting on active learning. Only recently... has educational research provided some evidence that these techniques actually lead to improved learning in comparison to lectures or other teacher-centered approaches. Leitman (1968), for example, defined active learning as a "first hand experience of [deaf] children with things which [has] priority over demonstrations, books, and words. The activity [should be] kept close to the children and books and demonstrations that are used [should be] related to the inquiries of the children". This notion of "first hand experience" should be a priority.
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