Active Learning

Active learning has been shown to enhance knowledge transfer and increase the effectiveness of adult education by emphasizing critical thinking, analytical skills, and hands-on learning.

Using interactivity, discussion, and problem solving techniques, TTI attendees will acquire skills and behaviors that will improve interpretation and implementation of regulations and guidance. Trainers who learn active learning pedagogy will be able to effectively guide learners to the discovery and understanding of federal regulations and standards through their application to realistic problems encountered in their own institutional animal care and use programs.

NEW!Incorporating Active Learning into IACUC Training Webinar

This complimentary webinar, facilitated by two TTI alums, is now available for viewing! Listen to a discussion about the basics of active learning pedagogy, as well as the benefits and challenges of incorporating active learning into IACUC training. Download the Discussion Guide to spark conversation with your colleagues about this important topic and to further explore active learning.

Active Learning Methods:

Case-Based Learning: People are given a case to read and discuss together; often there are questions that need to be addressed.

Collaborative Learning: People work together to learn something new from the literature or the web.

Concept Mapping/Model Building: People work together (or alone) to construct a concept map of related terms or to construct a model of their understanding or beliefs about something.

Consensogram: Data from a large group is collected on a pre-made chart or graph with post it notes or another way.

Group Work: The group accomplishes a task or goal, such as making a poster about their next steps or presenting their current knowledge of something.

Jigsaw: People are broken into groups of five, each member designated A-E, to work on something. After a certain amount of time, the As, Bs, Cs, Ds, and Es from the different groups meet together to teach one another what they learned at their tables.

Peer Instruction: People with different areas of expertise (for example, those who have different protocols at different institutions or different job titles and requirements) teach one another from their position.

Personal Response Systems/Clickers: Participants are challenged with a question that will likely lead to different answers (even if there is only one correct answer). This activity works best if the questions are challenging and are based on common misconceptions or are opinion based; they don't work well if they are just recall answers.

Problem-Based Learning: People are given a problem to solve together.

Role Play: Participants at different tables take on a role. For example, they take on the position of a government committee, members of the public, or reporters etc. They stay in their role while presenting their positions to others in a different role. This can also be done at tables where each person has a different role.

Technology-Enhanced Learning: Participants use the web to learn information or find data to support an argument.

Think-Pair-Share: The speaker provides content or ideas and then poses a question or a series of questions. Participants think for 30 seconds and then talk with their neighbors. Afterwards, everyone reports out to the larger group.

Adapted from the National Academies Summer Institute on Undergraduate Education