Active Learning and Modern Languages

1. Active LearningandModern Languages Suzanne Milne Angus Council Educational Development Service November 2009

2. Ancient Chinese Proverb I hear…………..I forget I see…………….I remember I do……………..I understand

3. What is Active Learning? “Learning is not a spectator sport. Students do not learn much just sitting in classes listening to teachers, memorising pre-packaged assignments, and spitting out answers. They must talk about what they are learning, write reflectively about it, relate it to past experiences and apply it to their daily lives. They must make what they learn part of themselves.” (Chickering & Gamson, 1987)

4. How do we define Active Learning? Any strategy “that involves students in doing things and thinking about the things they are doing.” (Bonwell & Eison, 1991) This derives from two basic assumptions: • That learning is by nature an active endeavour • That different people learn in different ways

5. What do we mean by Active Learning? Teachers’ explanations are clear and demonstrate links with previous learning. Teachers spend time actively teaching. Young people are involved in hands-on learning. Young people actively participate through listening, thinking and reflecting Active Learning: Key Ideas Teachers present material actively in a structured way without over reliance on text books or worksheets Young people take risks and understand they learn from their mistakes. Contexts for learning are challenging and enjoyable.

6. According to Edgar Dale’s “Cone of Learning” Reading 10% of what we read After 2 weeks we tend to remember….. Hearing Words 20% of what we hear Passive Looking at pictures 30% of what we see Movies/Videos/Exhibits Demonstrations Seeing it done on location 50% of what we see and hear Participating in a discussion Giving a talk 70% of what we say Active Doing a dramatic presentation Simulating the real experience Doing the real thing 90% of what we say and do

7. The Active TeachingContinuum INSTRUCTOR: TEACHER IS IN CONTROL CONTROL IS SHARED BETWEEN TEACHER AND LEARNER FACILITATOR: LEARNER IS IN CONTROL Most teachers move back and forth along this continuum as the learning needs of pupils demand.

8. Is teacher talk effective?

9. Conclusion: Pupils will only get good at something – by doing it!