Practicing Active Learning in the Classroom

Considering the classroom situation is important in order to implement active learning in the teaching and learning process. In relation to this, Michel, Cater & Varela, and 2009:400), suggest some dimensions to promote active learning in the classroom. These are context, class preparation, class delivery, and continuous improvement. Context refers to creating conducive or relaxed environment in the classroom. Preparation for classroom

refers to thinking and planning of classroom reflection by creating new ways of doing things on the part of the teacher or instructor before coming to the classroom. Then, it is essential to implement the planned lesson appropriately and get feedback to use it for further improvement of the teaching and learning process.

Dieu, Campbell and Ammann (2006: 7) argue that as a shift away from the traditional teacher-centred approach, peer-centred teaching is an alternative to teach EFL/ ESL since students work hard in their own style of learning out of the classroom, everywhere and anytime. In such a way, they improve their language skills using the available resources in their environment even if there is no speech community; they will not be dependent upon their teachers; however, their teachers should play a supportive role to assist the students.

In this connection, audio-visual material plays a great role for language learning. For instance, students can collect material from the internet (e.g. e-mails and pen pals) and practise them individually and with their friends. This helps the students to see how the language is used in real world meaningful contexts thereby using it to express their ideas (Dieu et al., 0062005: 7; Griffith and Lim, 2010: 81).

2.3.3.1 Staff Training

Among the major factors affecting the implementation of active learning in the teaching and learning process, the awareness and training of the academic staff is the most important one. In relation to this, Pundak and Rosner (2008:153) indicate that, when instructors are faced with new ways of teaching methods, they are not ready to take risks in attempting innovations as they experience a threatening feeling of uncertainty. They may also stick to the previous way of teaching in order to show that their past way of doing things was correct, and they also tend to take role models from their universities that may not be relevant to the present situations.

Gibbs and Coffey (2004: 89) describe two different approaches of staff training. The first one is a teacher-focused approach in which the trainee is primarily concerned with the organisation, presentation and testing of content and their own teaching behaviour. The second one is a student –focused approach in which the teacher is primarily concerned with supporting students’ learning so that they develop their skills in the teaching and learning process. As teaching is both art and science, the teacher's way of presentation is

After they get training on how to use active learning, teachers are expected to develop teaching techniques and activities that are appropriate for the subjects they teach. That is to say the teachers are expected to be good at designing relevant teaching techniques in addition to being content experts.

2.3.3.2 Student Awareness

Students are the main stakeholders in the teaching and learning process. Classroom instruction will not be effective unless there is understanding and full cooperation on the side of the students. When teachers introduce any form of innovation in the instruction, students have to accept it and engage willingly in implementing it to be effective. However, there is always resistance when new things are introduced in the instruction.

According to the study of Felder and Brent (1996: 44), students showed resistance to work with active learning approaches. It is natural that not all students accept and work with innovations in the instruction using active learning willingly. Due to the influence of previous experience in the teacher-centred instruction, lack of understanding why they are learning in the new method and students’ preference for surface level understanding of the instruction, students do not show interest to learn using active learning approaches (Faust and Paulson, 1998: 19; Pundak, Herscovitz, Shacham & Wiser-Biton, 2009: 219).

These students are hesitant and resistant to the new teaching and learning process. Therefore, classroom teachers are expected to create awareness for students with some training and guidance so that they can use active learning effectively. The communication environment in the classroom is also a factor to implement active learning in the instructional process. Students do not actively participate and work hard to do learning tasks and activities when there is negative communication environment in the classroom (Faust and Paulson, 1998: 19). As they feel stressed in such environment, they do not contribute ideas in discussion or do not come prepared to classroom by reading and writing assignments. Moreover, in an EFL classroom, students do not have the courage to be active and reflective learner, and they prefer a teacher-centred approach, which does not affect their self-concept and self-esteem (Boersma, 2008: 27).

Summarising the above points, Doyle (2008: 18-19) presents the following reasons why students do not accept a change from teacher-centred to student-centred approach positively:

Old habits die hard.

High schools remain teacher-centred institutions.

Learning is not a top reason students give for attending college. Students do not like taking learning risks.

Learner-centred teaching does not resemble what students think of as school. Students do not want to put forth the extra effort learner-centred teaching requires. Students’ mind-sets about learning make adapting to learner-centred teaching more difficult Many students follow the path of least resistance in their learning.

From the above list, it is possible to see that previous learning experience, understanding about teaching and learning process and lack of commitment to and motivation for learning are major elements that affect students’ engagement in innovative approaches of instruction. These student related-variables are primarily attitudinal issues, which can be addressed over time.

Therefore, to minimise these types of challenges, teachers should work hard to make students believe that the method is relevant for their learning (Felder, 2007: 183). As a result, the students’ resistance is likely to decrease through time as students experience the new methods of the teaching and learning process (Felder, 2007: 184).

2.3.3.3 Recommendations for the Use of Active Learning Approaches in Classrooms

There are many suggestions that educators forward to teachers so that they can introduce and use active learning in their classrooms. The University of Minnesota (2012) has summarised these points that teachers should take into consideration to implement active learning effectively in their classrooms:

To overcome student resistance to active learning, classroom teachers are advised to introduce active learning to the class early with a clear instruction on how to work with it. Here the students are informed what benefits they get and why and how the teacher is doing in such a way. This leads to agreement and trust between the teacher and the students in the learning activities. The teacher is expected to start with easier ways/ strategies and later may move on to more challenging ones, using active learning consistently throughout the course offering. This makes the students to adjust and avoid frustration.

It is also important to give immediate feedback to students for their challenges in the teaching and learning process. This will help them not to resort to the old ways (passive learning), and to work hard more.

Teachers also have to monitor what the students are doing in groups or individually. When the students are given a task, the goal, time given, procedure to do it and

performance level are considered during the evaluation. Thus, the tasks or activities should not be set randomly; rather they should be designed carefully. Teachers also have to manage the time given and use it effectively. Based on the

learning objectives, it is good to select contents to cover in the class for face to face instruction, and consider more activities that students may cover individually or in groups out of classroom.

It is also important to determine assessment techniques that teachers may use in the class to identify what students are learning and what is confusing them. This will show the progress of the students in mastering the learning objectives. It is also wise not to race in the instruction to cover a vast amount of content. This is not teaching, but confusing. “Remember that just because you say it, doesn't mean they learn it”.

To handle dysfunctional groups, it is good to design tasks carefully. “Design group activities to include positive interdependence, independent accountability, face-to- face interaction, use of group social skills, and group processing.’

To ensure quality peer review of writing-- Teach students how to conduct a peer review. Focus on the reasons for doing them, the process to follow, and how to give (and receive) constructive feedback. Create a rubric or checklist for students to use during peer review. The students should understand the importance of peer and self-correction, in addition to teacher correction.

(University of Minnesota website, 2012)

The above description presents that both the students and the teachers should approach active learning in new ways, which are different from the one observed in teacher-centred approach. In order to use this approach, the classroom teachers are required to focus on issues like briefing students about active learning approach, engaging in effective lesson planning, using appropriate assessment techniques, organising students for effective instruction, involving students in decision making, giving timely feedback, and monitoring and evaluating the progress of the teaching and learning process. It is also good to be flexible and adapt changes during instruction by considering the dynamics of the classroom.

2.4 Experience in using Active Learning in the EFL Instruction