Active Learning

We interviewed the following faculty members becuase they represent a range of complexity and diversity with their active learning techniques. We asked each person to identify not only the active learning technique they used in the classroom, but to explain the process of implementing these changes, and how they overcame any challenges or barriers in using these techniques. We encourage you to read both the profiles that align with your discipline as well as those that fall outside of it, as many of these techniques are used to great effect in a variety of different subject contexts. Read more »


There are a few things to keep in mind when implementing a more active learning framework into your classroom. First, take an inventory of what strategies and techniques you are already using, and which you feel drawn towards. It can be much more effective to build on practices already incorporated in your course materials rather than radically shifting the framework of assignments and interactions. Also, consider incorporating active learning into areas of the class that are directly assessed or that support major, evaluative pieces of the grading scheme. Students who may be apprehensive about engaging in a new or unfamiliar technique may be more willing to do so if the connection to exams,or final projects is clear.

Some useful techniques may help integrating active learning strategies into your teaching. For example: Read more »


Workshop participants discussing activity

Active learning can also be implemented at varying levels of complexity. Use this worksheet to identify which techniques you may already be using, and the techniques you are open to incorporating into your practice. We have grouped the strategies by complexity so that you can be more aware of resources needed to implement active learning in your courses. Read more »


Student writing on flipchart paperWhat is Active Learning?

The term “active learning” is certainly not a new one. It has become increasingly common amongst college classrooms in recent years. The result has been a tremendous amount of research on the topic. Numerous studies have supported the benefits of active learning in regard to its impact on teaching and student learning. Researchers and faculty have interpreted it in various ways. Michael Prince explains, “Active learning is generally defined as any instructional method that engages students in the learning process. In short, active learning requires students to do meaningful learning activities and think about what they are doing” (Prince, 2004). Prince’s definition is drawn from foundational work done by Bonwell and Eison (Bonwell, 2000 and Eison, 2010) and has been widely accepted. Read more »


In this online workshop, you will see examples of active learning at U-M, reflect on how these techniques could be applied in your own classroom, and engage with fellow graduate students to address any obstacles to implementing the techniques. Specifically, you will:

  1. Watch a series of short video clips showing U-M instructors using a variety of teaching and learning activities to engage students in active learning. (about 35 minutes total)
  2. Write a reflective response to the videos you watched. (suggested length: 400-800 words)
  3. Read and comment on at least two responses written by other participants. These comments will respond to questions raised by your colleagues.
  4. Complete an online survey about your experience as a participant.

It should take about 2-3 hours to complete all of the activities. Read more »

Event Information
Mon, 07/10/2017 - 12:01am - Mon, 07/24/2017 - 11:59pm
Nicole Tuttle, Instructional Consultant, CRLT
Eligible for Certificate: 
Eligible for Graduate Teacher Certificate - Requirement B2