Teaching and Learning Skills: Characteristics of Active Learner

 

(TALS-08) Characteristics of Active Learner

Learning is a continuous process that leads to a permanent change in an individual's knowledge or behavior due to experience. As William James said, “The great aim of education is not knowledge but action.” Therefore, it is crucial to develop active learning skills in students to ensure that they can use their knowledge in practical settings.

Learning and Active Learning:

According to Woodworth, "Learning is the relatively permanent change in a person’s knowledge or behavior due to experience." This suggests that learning is an ongoing process that can have a long-lasting impact on an individual's behavior or knowledge.

Active Learning through Conducting Experiments

One of the most effective ways to implement active learning is by conducting experiments. This approach encourages students to take an active role in the learning process by engaging in hands-on activities that promote a deeper understanding of the material.

Nature of Active Learning

Active learning is centered on engaging students in the learning process, promoting critical thinking, problem-solving, and creativity. This approach encourages students to take an active role in their learning, promoting a deeper understanding and retention of the material.

The Role of Teachers in Active Learning:

A teacher plays a crucial role in promoting active learning. They have to fulfill five critical roles to be the best educator they can be, including being a resource, providing support, being a mentor, being a helping hand, and being a learner. By fulfilling these roles, teachers can create an environment that fosters active learning and enhances students' learning experience.

Characteristics of Active Learner:

1. Active Learner has a growth mindset:

Having a growth mindset is a vital trait of Active Learners. They believe that their abilities and intelligence can be enhanced through hard work and perseverance. They view challenges as opportunities for growth and regard failure as a part of the learning process. With this mindset, they keep pushing themselves to improve and reach their potential.

2. Active Learner is Brave:

Bravery is an essential characteristic of Active Learners. They are not afraid to ask questions, seek help, or take risks. They embrace challenges and step out of their comfort zone to learn new things. They take responsibility for their actions and are not afraid to face the consequences of their decisions.

3. Active Learner is Organised:

Being organised is a crucial trait of Active Learners. They keep track of their assignments, deadlines, and schedules. They know how to prioritise their tasks and manage their time effectively. They maintain a tidy workspace and use tools like planners and calendars to stay on top of their responsibilities.

4. Active Learner is able to deal with failure:

Active Learners understand that failure is a natural part of the learning process. They don't let setbacks discourage them but instead use them as opportunities to learn and grow. They bounce back from failures, remain persistent, and keep trying until they succeed.

5.  Active Learner sets Goals:

Setting goals is a fundamental trait of Active Learners. They have a clear vision of what they want to achieve and work towards it consistently. They set realistic and achievable goals and break them down into smaller steps. They measure their progress and adjust their strategies accordingly.

6. Active Learner is able to connect to learning life:

Active Learners understand that learning is a continuous process and not just confined to the classroom. They seek out opportunities to learn and connect their learning to real-life situations. They are curious, ask questions, and explore topics beyond what is taught in the classroom.

7. Active Learner knows how to look after his mental health:

Active Learners understand the importance of maintaining their mental health. They take breaks when needed, practice self-care, and engage in activities that bring them joy. They seek help when they need it and support their peers in looking after their mental health.

8. A Active Learner values Education:

Active Learners values education and understands its importance in their life. They recognise that education provides opportunities and opens doors to various career paths. They take their education seriously and put in the effort required to succeed in their studies.

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Active Learning Promotes Recall and Deeper Understanding

Active learning promotes recall and deeper understanding of the material. Through hands-on activities and experiments, students can engage in the learning process, promoting critical thinking, problem-solving, and creativity. By taking an active role in their learning, students can enhance their ability to apply their knowledge in practical settings.

Apart from the above-mentioned characteristics, some additional qualities are required to become an active learner. Some of these qualities are:

1. Curiosity: An active learner is always curious about the world around them. They ask questions, seek answers, and strive to understand the world better.
2. Self-motivation: Active learners are self-motivated and take the initiative to seek out new learning opportunities. They do not wait for someone else to motivate them to learn.
3. Persistence: Active learners are persistent in their pursuit of knowledge. They do not give up easily and continue to work hard even when faced with challenges.
4. Collaborative: Active learners understand the importance of collaboration and working with others to achieve a common goal. They are open to feedback and suggestions from others, and they seek out opportunities to learn from their peers.
5. Reflective: Active learners are reflective about their learning experiences. They think critically about what they have learned, how they learned it, and how they can apply their new knowledge in the future.

In conclusion, active learning is an essential part of the learning process for students. By developing the necessary skills and characteristics required for active learning, students can enhance their learning experience and achieve greater academic success. With the support of teachers who fulfill their roles, students can engage in hands-on activities and experiments, promote critical thinking and problem-solving, and become successful active learners.

References:

1.    Barkley, E. F., Cross, K. P., & Major, C. H. (2014). Collaborative learning techniques: A handbook for college faculty. John Wiley & Sons.

2.    Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the classroom. ASHE-ERIC Higher Education Reports.

3.    Deslauriers, L., Schelew, E., & Wieman, C. (2011). Improved learning in a large-enrollment physics class. Science, 332(6031), 862-864.

4.    Felder, R. M., & Brent, R. (2009). Active learning: An introduction. ASQ Higher Education Brief, 2(4), 1-5.

5.    Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410-8415.

6.    Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American journal of Physics, 66(1), 64-74.

7.    Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark (2006). Educational psychologist, 42(2), 99-107.

8.    James, W. (1899). Talks to Teachers on Psychology and to Students on Some of Life's Ideals. Dover Publications.

9.    Johnson, D. W., Johnson, R. T., & Smith, K. A. (2006). Active learning: Cooperation in the college classroom. Interaction Book Company.

10. Kuh, G. D. (2003). What we’re learning about student engagement from NSSE. Change: The Magazine of Higher Learning, 35(2), 24-32.

11. Lieberman, M. D., & Cunningham, W. A. (2009). Type I and Type II error concerns in fMRI research: re-balancing the scale. Social cognitive and affective neuroscience, 4(4), 423-428.

12. McInerney, M. J., & Fink, L. D. (2003). Team-based learning enhances long-term retention and critical thinking in an undergraduate microbial physiology course. Microbiology Education, 4(1), 3-12.

13. Prince, M. (2004). Does active learning work? A review of the research. Journal of engineering education, 93(3), 223-231.

14. Prince, M. (2016). Active learning: A hot topic in education. Advances in Physiology Education, 40(2), 69-75.

15. Savery, J. R., & Duffy, T. M. (1995). Problem based learning: An instructional model and its constructivist framework. Educational technology, 35(5), 31-38.

16. Stewart, B. L., & Felicetti, L. A. (1992). Active learning and retention: a comparison of two methods in teaching social work practice skills. Journal of Social Work Education, 28(2), 167-175.

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