Learning to Live Together

In today’s increasingly diverse societies, UNESCO continues to accomplish every day its
fundamental humanist mission to support people in understanding each other and working together
to build lasting peace. UNESCO also helps to enable people to create and use knowledge for just
and inclusive societies.

Reflecting on the Delors report's definition of "Learning to Live Together," (LTLT) i.e.
discovery of others and engaging in common experiences towards shared goals, this initiative
aims to promote education systems that impart transversal competencies for living together,
such as a better understanding of others,
If people are living in harmony with each other, they are living together peacefully rather than
fighting or arguing. ...the notion that man should dominate nature rather than live in
harmony with it. variable noun. Harmony is the pleasant combination of different notes of
music played at the same time.

It is not enough to teach children how to read, write and count. Education has
to cultivate mutual respect for others and the world in which we live, and help
people forge more just, inclusive and peaceful societies." Ban Ki-Moon, 100
Day Countdown Message for International Peace Day 2013

1) Learning to know – acquiring the instrument of understanding, or learning how to learn

2) Learning to do – applying learned knowledge in daily life; to be able to act responsibly in
conflict situations
3) Learning to be – acquring universally shared values; developing one’s personality, self
identity, self-knowledge, self-fulfillment – the complete person , developing wisdom

4) LEARNING TO LIVE TOGETHER  -participation in and cooperate with other people in all
human activities. 1. Define what is Learning to Live together? 2. Why to do it? 3. How to do it?
4. Contribution of Learning Live Together to lifelong learning.

-create a safe peaceful and harmonious school climate which reflects the ideal of learning to live
together

A dynamic, holistic and lifelong process through which mutual, respect, understanding, caring and
sharing, compassion, social responsibility, solidarity, acceptance and tolerance of diversity among
individuals and groups are internalized and practices together to solve problems and to work
towards a just and free, peaceful and democratic society. This process begins with the development
of inner peace, in the minds and hearts of individuals engaged in the search for the truth, knowledge
and understanding of each cultures, and the appreciation of shared common values to achieve a
better futures. This third pillar of education implies: 1. The teacher should help students to develop
an understanding of other people and appreciation of interdependents since we live in a closely
connected world. 2. The teacher should help students to realize the value of being able to live
together in their gradually enlarging world: home, school, community, town, city, province, country,
and the world as a global village.

Flexibility and Adaptability in the classroom are two of most important qualities that every
teacher must possess. These two characteristics also go hand-in-hand with one
another. Flexibility is the idea that your plans can change very quickly, sometimes with notice
and sometimes without. Receiving criticism (good and bad) from your advisers is extremely
important in terms of flexibility because it will force you to change up what you are used to
doing. Being flexible means incorporating this feedback into your teaching. Also, on-the-spot
changes may also need to me made based on certain situations in the classroom, often without
prior realization. Adaptability is the ability to adapt to change. In general, it is being able to
acclimate yourself to changing roles, job responsibilities, material, and schedules. If you cannot
accommodate for these different aspects of teaching, it will be difficult to give your students the
best learning experience that they could possibly get, and of course that's always the goal!

Application:

Flexibility in the classroom is one of most important qualities that every teacher must possess. Receiving
feedback from your peers and administrators can be rather intimidating, and then changing your plans in
order to accommodate their feedback and criticism may seem like a daunting task - and it is. Teachers
need to be aware that they will always need to be changing up their teaching styles. Lesson plans are
great guides in the classroom, but of course the class cannot always go as smoothly as it is
planned. There will always be interruptions due to rowdy students, disadvantaged students,
misunderstandings when learning, and (more often now than ever) technical difficulties among many
other reasons. When an obstacle arises, you must be able to overcome it smoothly and this could require
changing your entire plan for the day on-the-spot. This can bring up somewhat of a "sink or swim"
situation, and knowing how to be flexible in your plans will allow you to swim!

As for adaptability, teachers need to be able to be comfortable given a different job responsibility. It is
very possible that when teaching in a district, you may be in two different schools in as many years, based
on what the district needs. It is extremely important that a comfort level is established for him/herself in
order to give the students a proper learning experience. Also, with the ever-changing technology
industry, we as teachers must be able to keep up with and understand the new innovations which could
be beneficial to students in the classroom. We must know how to use them in the best interest of our
students, which could require changing the way that you teach a particular topic, possibly
annually!
Adaptability in the workplace is when an employee can be flexible and have the ability to
adapt to changing work conditions.
adaptability. If someone is equally able to live on an iceberg, in a desert, and on top of a
mountain, you could say that she has a lot of adaptability. This means she is able to make
changes in response to her environme

Productivity is the ability to create a product using these skills: setting and meeting
goals, prioritizing needs, managing time, working ethically, collaborating and
cooperating with colleagues and clients.

Accountability and productivity are interconnected. Accountability is taking a role in

the creation of a product and taking responsibility for the performance of the
product.

Application:

Here are two lesson ideas that utilize productivity and accountability:

1. Research project: Students are to research a topic collecting at least a given

number of sources. Students then use those sources to create a web published
document discussing their research topic that their peers can leave comments on.
Each student then reads and comments on a given number of other student's
topics. Then each student complies a reflective paper using what they have
researched and the input from their peers. This project can either be done as an
individual or group project.

2. Student accountability project: At the beginning of the quarter or unit students

will come up with a set number of personal goals. Each student will then create a
timeline using google calendar to manage how they will achieve their goals. During
the unit or quarter students will periodically meet with their teacher to discuss
their progress towards meeting their end of unit/quarter goals. At the end of the
unit/quarter students will write a paper on how well they worked to reach their
goals, and what changes they would make in order to reach all their goals during
the next unit/quarter.
(
1.Productivity: This is important since it is the way in which success and failure are
established in the working world. Being productive means being able to produce a
product of a certain quality with a given timeframe.

2.Accountability: This is important since it is how we are assessed on productivity in

the working world. People are held accountable for the actions they take to complete
a task.
 Cultural diversity is a form of appreciating the differences in individuals. The differences can be
based on gender, age, sex, ethnicity, sexual orientation, and social status. Companies have realized
the value in acquiring a diverse workforce.

How can you promote cultural diversity within the classroom?

1. xpress interest in the ethnic background of your students. ...
2. Redirect your role in the classroom from instructor to facilitator. ...
3. Maintain a strict level of sensitivity to language concerns. ...
4. Maintain high expectations for student performance.
More items...

Why is it important to encourage diversity?

A classroom culture of trust and acceptance is the foundation for establishing an environment
in which students are empowered and comfortable with: providing feedback to continuously
improve classroom teaching and learning. learning from mistakes to enhance achievement.
Teaching Strategies that Enhance Higher-Order Thinking
By: Janelle Cox

One of the main 21st century components that teachers want their students to use are higher-order
thinking skills. This is when students use complex ways to think about what they are learning.

Higher-order thinking takes thinking to a whole new level. Students using it are understanding higher
levels rather than just memorizing math facts. They would have to understand the facts, infer them, and
connect them to other concepts.

Here are 10 teaching strategies to enhance higher-order thinking skills in your students.

1. Teaching Strategies to Help Determine What Higher-Order Thinking is

Help students understand what higher-order thinking is. Explain to them what it is and why they need it.
Help them understand their own strengths and challenges. You can do this by showing them how they
can ask themselves good questions. That leads us to the next strategy.

2. Encourage Questioning

A classroom where students feel free to ask questions without any negative reactions from their peers or
their teachers is a classroom where students feel free to be creative. Encourage students to ask
questions, and if for some reason you can’t get to their question during class time, then show them how
they can answer it themselves, or have them save the question until the following day.

3. Connect Concepts

Lead students through the process of how to connect one concept to another. By doing this you are
teaching them to connect what they already know with what they are learning. This level of thinking will
help students learn to make connections whenever it is possible, which will help them gain even more
understanding. For example, let’s say that the concept they are learning is “Chinese New Year.” An even
broader concept would be “Holidays,” and if you take it one step further it can be “Celebrations.” Each
small concept can be connected to a bigger, broader concept.

4. Teach Students to Infer

Teach students to make inferences by giving them “Real-world” examples. You can start by giving
students a picture of a people standing in line at a soup kitchen. Ask them to look at the picture and focus
on the details. Then, ask them to make inferences based on what they see in the picture. Another way to
teach young students about how to infer is to teach an easy concept like weather. Ask students to put on
their raincoat and boots, then ask them to infer what they think the weather looks like outside.

5. Use Graphic Organizers

Graphic organizers provide students with a nice way to frame their thoughts in an organized manner. By
drawing diagrams or mind maps, students are able to better connect concepts and see their relationships.
This will help students develop a habit of connecting concepts.

6. Teach Problem-Solving Strategies

Teach students to use a step-by-step method for solving problems. This way of higher order thinking will
help them solve problems faster and easier. Encourage students to use alternative methods to solve
problems as well as offer them different problem-solving methods.

7. Encourage Creative Thinking

Creative thinking is when students invent, imagine, and design what they are thinking. Using your creative
senses help students process and understand information better. Research shows that when students
utilize creative higher order thinking skills, it indeed increases their understanding. Encourage students to
think “Outside of the box.”

8. Use Mind Movies

When concepts that are being learned are hard, encourage students to create a movie in their mind.
Teach them to close their eyes and picture it like a movie playing. This way of higher order thinking will
truly help them understand in a powerful, unique way.

9. Teach Students to Elaborate Their Answers

Higher-order thinking requires students to really understand a concept not repeat it or memorize it.
Encourage students to elaborate their answers and talk about what they are learning. Ask parents to
reinforce this at home, as well by asking the right questions that make students explain their answers in
more detail, or to answer their child’s question with a more detailed response.

10. Teach QARs

Question-Answer-Relationships, or QARs, teach students to label the type of question that is being asked,
then use that information to help them formulate an answer. Students must decipher if the answer can
be found in a text or on the Internet, or if they must rely on their own prior knowledge to answer it. This
strategy has been found to be effective for higher-order thinking because students become more aware
of the relationship between the information in a text and their prior knowledge, which helps them
decipher which strategy to use when they need to seek an answer.

How do you enhance higher order thinking skills in your classroom? Do you have any tips that you would
like to share? Please feel free to leave a comment in the section below, we would love to hear your
thoughts on this topic.

Janelle Cox is an education writer who uses her experience and knowledge to provide creative and
original writing in the field of education. Janelle holds a Master's of Science in Education from the State
University of New York College at Buffalo. She is also the Elementary Education Expert for About.com, as
well as a contributing writer to TeachHUB.com and TeachHUB Magazine. You can follow her at
Twitter @Empoweringk6ed, or on Facebook at Empowering K6 Educators.
 . Why Do We Want to Teach Higher-Order Thinking?
- We push toward higher-order thinking skills in the classroom because they have enormous benefits for
our students. The reasoning here is similar to the rationale for pushing knowledge into our long-term
memory.

How do you develop higher order thinking skills?

Here are 10 teaching strategies to enhance higher-order thinking skills in your
students.
1. Teaching Strategies to Help Determine What Higher-Order Thinking is. ...
2. Encourage Questioning. ...
3. Connect Concepts. ...
4. Teach Students to Infer. ...
5. Use Graphic Organizers. ...
6. Teach Problem-Solving Strategies. ...
7. Encourage Creative Thinking. ...
8. Use Mind Movies.
More items...

How are higher order thinking skills assessed?

Constructing an assessment always involves these basic principles:
1. Specify clearly and exactly what it is you want to assess.
2. Design tasks or test items that require students to demonstrate this knowledge or skill.
3. Decide what you will take as evidence of the degree to which students have shown this
knowledge or skill.
What are the higher order thinking skills?
For ease of illustration, I use the following categories of higher-order thinking in the
chapters illustrating ways to assess various aspects of such thinking:
 Analysis, evaluation, and creation (the "top end" of Bloom's taxonomy).
 Logical reasoning.
 Judgment and critical thinking.
 Problem solving.

What is low order thinking?

Lower order thinking is the foundation of skills required to move into higher order
thinking. These are skills that are taught very well in school systems and includes
activities like reading and writing.
What do you mean by we assess what we value and value what we assess?

It is used to refer to the process of gathering data and assembling evidence so that
judgments of value can be made. We often refer to "assessment of student learning,"
which means measuring what students have learned and assigning a judgment to that
measurement.

Critical thinking
Another way to form ideas is to use critical thinking. This involves a person using his own
knowledge or point of view to decide what is right or wrong about someone else's ideas. This is
sometimes called "having a mind of your own." It means that a person doesn't have to believe or
accept everything that someone else says or writes. For example, a friend decides that Babe
Ruth is the best baseball player who ever lived. But another friend may feel that Mark McGuire
deserves that title, and he may have lots of facts to support his position.

In addition to evaluating other people's ideas, critical thinking can also be used to evaluate
things. A person does this when he is deciding which new telephone or book to buy. Of course,
critical thinking can sometimes be carried too far. Nobody likes the person who argues about
everything and only feels his point of view is right. If used reasonably, however, critical thinking
can help a student be successful in school and elsewhere.
CLASSROOM MANAGEMENT

The purpose of a classroom management plan is to hold students accountable for

misbehavior—without having to yell, scold, or lecture. When used correctly, aclassroom
management plan eliminates the need to use these and other stressful, counterproductive
methods.Aug 6, 2011

What are the strategies of classroom management?

The term classroom management refers to the procedures, strategies, and
instructional techniques teachers use to manage student behavior and learning
activities. Effective classroom management creates an environment that is conducive
to teaching and learning. Ineffective classroom management often creates chaos

Why Classroom Management Is Important

ffective Teaching

A disorganized classroom without routines and expectations makes it difficult for the teacher to do her
job. Students don't know what to do, so they might get off task or cause disruptions. When the teacher is
constantly redirecting students or handling behavior problems, she loses crucial teaching time. Classroom
management strategies help create an organized classroom environment that's conducive to teaching.
Kids know the expectations in different types of learning situations. For example, kids would know that
when working in small groups, they talk in quiet voices and take turns talking. They might each have a
specific job within the group.

Efficient Use of Time

Taking time before school starts to create routines and procedures saves you time in the long run. When
the children know what to do, it becomes a natural part of the routine. After a few weeks, you don't need
to tell them what to do. The students know they get their planners out, write in homework assignments
and gather all of their materials at the end of the day, for example. You can get your kids out the door
faster at the end of the day. When you train them how to do each part of the school day, you don't spend
as much time giving directions.

Consistency

A teacher with strong classroom management skills creates consistency for his students. The kids know
what to expect every day when it comes to the routine activities. Your students may fare better when
you're gone if you have set expectations for everyday tasks. They know how the classroom runs so they
are able to help the substitute run the classroom. For example, if the kids know they're supposed to enter
the room and start working on a math problem on the board, a substitute doesn't have to spend his time
corralling the kids or trying to keep them occupied while everyone arrives. You can also create
 consistency throughout the school by aligning your management strategies with the schoolwide
standards. If your school focuses on respect and responsibility, incorporate them into your classroom
management techniques. The students will hear those words throughout the school and know that the
expectations are the same anywhere in the building.

Fewer Behavior Problems

The main goal of classroom management is to reduce misbehavior in the classroom. Effective classroom
management gives the students little time to misbehave. Because the expectations are clearly explained,
the students know what they need to do. Transitions in particular are easier to control when a teacher has
strong classroom management skills.The expectations for behaviors that are part of a classroom
management plan give students boundaries, as well as consequences.

What is a good classroom management?

Skills such as effective classroom management are central to teaching and require
"common sense," consistency, an often undervalued teacher behavior, a sense of
fairness, and courage. These skills also require that teachers understand in more than
one way the psychological and developmental levels of their students

How do you deal with behavior problems in the classroom?

Here are some of her suggestions:
1. Try to understand where the behavior is coming from. ...
2. Help yourself manage negative feelings by reflecting on a past situation in your life
where a similar conflict occurred. ...
3. Use positive strategies when dealing with the child. ...
4. Set a goal.

Classroom Management

Description

The term classroom management refers to the procedures, strategies, and instructional techniques
teachers use to manage student behavior and learning activities. Effective classroom management
creates an environment that is conducive to teaching and learning. Ineffective classroom
management often creates chaos. Effective classroom management is the most important -- and the
most difficult -- skill a new teacher has to master. Even veteran teachers often find themselves faced
with a student -- or an entire class -- who challenges their established management skills and forces
them to find new ways of dealing with classroom situations.
CONTEXTUALIZATION/LOCALIZATION
LOCALIZATION
Freedom for schools or local authorities to adapt the curriculum to local conditions and relating
the context of the curriculum and the process of teaching and learning to the local environment
---Taylor, 2004

-Localization maximizes materials that are locally available.

Contextualization refers to the educational process of relating the curriculum to a particular setting, situation or area of
application to make the competencies relevant, meaningful and useful to the learners

Localization the process of relating learning content specified in the curriculum to local information and materials from
the learner’s community.

Active learning" means students engage with the material, participate in the class, and
collaborate with each other. Don't expect your students simply to listen and memorize;
instead, have them help demonstrate a process, analyze an argument, or apply a
concept to a real-world situation.

‘Active learning’ approaches form a key alternative. Simply put, active learning is the
process of learning via engaging with the content. It means students are interacting with
the material in any way that can promote active thought, via ‘activities’ for learning or via
re-framing the note-taking process to encouraging thinking about the material rather
than transcribing the content. While definitions of active learning vary, they share
common priorities: students are doing more than simply listening; the aim is skills-
development rather than just conveying information; students engage in activities (e.g.
discussion, debate, application of principles) aimed to promote higher-order thinking
(such as critical thinking, analysis etc). Simulations are becomingly increasingly used in
International Relations as tools for active learning, and are well suited to particular
topics, however here I wanted to think more broadly about the ways in which active
learning could be integrated into any and all lecture topics. Next week I will post a list of
strategies for active learning that could be easily integrated into large lectures, including
a wide variety of ideas for varying what students are doing, seeing and hearing.
Promoting active learning in lectures has many benefits for student learning. The drop-
off in concentration can be limited by using a different approach to learning each 15
minutes (which means changing the way students are engaged, rather than changing
topics). Active learning promotes recall and deeper understanding of material, as
students are engaging with the content rather than simply listening to it. There are also
equity benefits that flow from active learning, as lower-performing students have greater
benefits from active learning than students who are already achieving high grades.
Another equity outcome from active learning is that using different modes of delivery
supports students who have different learning styles. There are clear ethical as well as
pedagogical benefits to the use of active learning techniques.

Interacting with content through active learning has some compelling advantages over
‘delivery mode’ lectures. It helps to maintain student concentration and deepens
learning towards the higher-level skills like critical thinking. It also helps to engage
students who might otherwise struggle. This does not mean doing away with spoken
lectures, rather it means integrating different ways of engaging with the material at
regular intervals throughout the lecture. Next week I will offer a range of possible
strategies for making lectures more interactive. Students report that active learning
can enhance learning, be more fun, and can help maintain concentration.

Promoting Active Learning

ABOUT ACTIVE LEARNING

"Active learning" means students engage with the material,

participate in the class, and collaborate with each other. Don't
expect your students simply to listen and memorize; instead, have
them help demonstrate a process, analyze an argument, or apply
a concept to a real-world situation.

THE IMPORTANCE OF ACTIVE LEARNING

Whether you’re facing a lecture hall filled with 300 students or a
seminar table with 15 students, one of your primary goals for the
class should be to actively engage students with the material.
Students learn more when they participate in the process of
learning, whether it’s through discussion, practice, review, or
application (Grunert, 1997). This is in stark contrast to traditional
styles of teaching, where students are expected to sit for hours,
listening and, theoretically, absorbing information presented by
the instructor.

Incorporate active learning strategies into every component of

your course design. For example, encouraging short partner
discussions during lectures (i.e., think-pair-share), adding
problem- or case-based research projects to the curriculum, and
incorporating time for small-group critical analysis exercises
during seminars are all great ways to actively engage students in
learning.

Because it can take time and creativity to develop active learning

exercises, we provide many examples on the Teaching
Commons website, particularly in Teaching Strategies. Keep
reading for some sample strategies to help get you started.

Facilitate independent, critical, and creative thinking

Ask students to analyze, synthesize, or apply material, both

during lectures and in assignments. Some examples include:

 Case-based problem solving exercises – these types of

exercises help students develop analytical skills and learn
how to apply academic theories to real-world problems. Use
case studies in a lecture and have students work out their
solutions independently or in small groups, or use case
studies as the basis for major projects or exams.
 Debate – this is another active learning technique that helps
develop critical thinking and logical reasoning skills. Present
 competing viewpoints in lecture and assign students to
defend one, or both, of the viewpoints in a short (five-minute)
written exercise or classroom debate.

Encourage effective collaboration

Collaborative group work can be an extremely useful addition to a

large class. Some examples include:

 Small-group discussions– there are many benefits to taking

short think-pair-share breaks during a lecture. These small-
group discussions help students understand and retain
material, while also serving the broader goals of developing
their communication skills and increasing their awareness of
their classmates as learning resources.
 Peer instruction exercises– one minute paper reflections or
speed problem solving questions, paired with peer to peer
discussion, can be a very effective teaching strategy. Upon
completion of the question and at least one iteration, tally the
answers. Once the results are in, explain the correct answer
and demonstrate why the other options are misleading
(Mazur, 1997).

Research from cognitive psychology has shown that one of the

best ways to improve understanding is to teach material to a peer
(Topping and Stewart, 1998). Build this exercise into your classes
through presentations, study groups, and quick, breakout
“teaching” sessions, such as the one described above.

Increase student investment, motivation, and performance

When you invite students to actively participate in the learning

environment, they take more responsibility for their performance
in the course. Similarly, when they have an opportunity to make
decisions about what they learn and how they use that
knowledge, students see a course as more valuable and more
directly related to their goals. For example:

 Brainstorm learning objectives – if you involve students in

the development of classroom activities, e.g., allow them to
choose the topic of a short discussion or generate ideas
about how a concept could be applied to a problem that
interests them, it automatically increases engagement levels.
Involving students in classroom activities also requires them
to assess their understanding and skill and rather than
allowing them to rest comfortably with a surface knowledge,
it forces them to develop a deeper understanding of the
material.

VPTL has a wide array of resources available for you to use in

your classes here in Teaching Commons and an extensive
collection of books, articles, and handouts on active learning
strategies available for checkout from the VPTL Office. In
addition, VPTL offers workshops and events throughout the year
on using active learning effectively in different class settings.

Incorporate active learning into your curriculum and transform

your classroom into an exciting, dynamic learning environment.
Nature of active learning

Learning Retention Pyramid, based on Bloom's taxonomy. Active learning is

above, passive learning below
There is a diverse range of alternatives for the term "active learning" like learning
through play, technology-based learning, activity-based learning, group work,
project method, etc. the underlying factor behind these are some significant
qualities and characteristics of active learning. Active learning is the opposite
of passive learning; it is learner-centered, not teacher-centered, and requires more
than just listening; the active participation of each and every student is a necessary
aspect in active learning. Students must be doing things and simultaneously think
about the work done and the purpose behind it so that they can enhance their
higher order thinking capabilities. Many research studies have proven that active
learning as a strategy has promoted achievement levels and some others say that
content mastery is possible through active learning strategies. However, some
students as well as teachers find it difficult to adapt to the new learning
technique.[3]Active learning should transform students from passive listeners to
active participants and helps students understand the subject through inquiry,
gathering and analyzing data to solving higher order cognitive problems. There is
intensive use of scientific and quantitative literacy across the curriculum and
technology-based learning is also in high demand in concern with active
learning.[4] Barnes (1989)[5][6] suggested principles of active learning:
1. Purposive: the relevance of the task to the students' concerns.
2. Reflective: students' reflection on the meaning of what is learned.
3. Negotiated: negotiation of goals and methods of learning between students
and teachers.
4. Critical: students appreciate different ways and means of learning the
content.
5. Complex: students compare learning tasks with complexities existing in real
life and making reflective analysis.
6. Situation-driven: the need of the situation is considered in order to establish
learning tasks.
 7. Engaged: real life tasks are reflected in the activities conducted for learning.
Active learning requires appropriate learning environments through the
implementation of correct strategy. Characteristics of learning environment are:[7][8]
1. Aligned with constructivist strategies and evolved from traditional
philosophies.
2. Promoting research based learning through investigation and contains
authentic scholarly content.
3. Encouraging leadership skills of the students through self-development
activities.
4. Creating atmosphere suitable for collaborative learning for building
knowledgeable learning communities.
5. Cultivating a dynamic environment through interdisciplinary learning and
generating high-profile activities for a better learning experience.
6. Integration of prior with new knowledge to incur a rich structure of
knowledge among the students.
7. Task-based performance enhancement by giving the students a realistic
practical sense of the subject matter learnt in the classroom.
Constructivist framework[edit]
Active learning coordinates with the principles of constructivism which are,
cognitive, meta-cognitive, evolving and affective in nature. Studies have shown
that immediate results in construction of knowledge is not possible through active
learning, the child goes through process of knowledge construction, knowledge
recording and knowledge absorption. This process of knowledge construction is
dependent on previous knowledge of the learner where the learner is self-aware of
the process of cognition and can control and regulate it by themselves.[9] There are
several aspects of learning and some of them are:
1. Learning through meaningful reception by David Ausubel, he emphasize the
previous knowledge the learner possesses and considers it a key factor in
learning.
2. Learning through discovery by Jerome Bruner, where students learn through
discovery of ideas with the help of situations provided by the teacher.
 3. Conceptual change: misconceptions takes place as students discover
knowledge without any guidance; teachers provide knowledge keeping in
mind the common misconceptions about the content and keep an evaluatory
check on the knowledge constructed by the students.
4. Social Constructivism by Bandura and Vygotsky, collaborative group work
within the framework of cognitive strategies like questioning, clarifying,
predicting and summarizing.[10]
Examples of "active learning" activities include
 A class discussion may be held in person or in an online environment.
Discussions can be conducted with any class size, although it is typically
more effective in smaller group settings. This environment allows for
instructor guidance of the learning experience. Discussion requires the
learners to think critically on the subject matter and use logic to evaluate
their and others' positions. As learners are expected to discuss material
constructively and intelligently, a discussion is a good follow-up activity
given the unit has been sufficiently covered already.[19] Some of the benefits
of using discussion as a method of learning are that it helps students explore
a diversity of perspectives, it increases intellectual agility, it shows respect
for students’ voices and experiences, it develops habits of collaborative
learning, it helps students develop skills of synthesis and integration
(Brookfield 2005). In addition, by having the teacher actively engage with
the students, it allows for them to come to class better prepared and aware of
what is taking place in the classroom.[20]
 A think-pair-share activity is when learners take a minute to ponder the
previous lesson, later to discuss it with one or more of their peers, finally to
share it with the class as part of a formal discussion. It is during this formal
discussion that the instructor should clarify misconceptions. However
students need a background in the subject matter to converse in a meaningful
way. Therefore, a "think-pair-share" exercise is useful in situations where
learners can identify and relate what they already know to others. So
preparation is key. Prepare learners with sound instruction before expecting
them to discuss it on their own. If properly implemented, it saves instructor
time, keeps students prepared, helps students to get more involved in class
discussion and participation and provide cumulative assessment of student
progress. The "think-pair-share" method is useful for teachers to hear from
 all students even those who are quiet in class. This teaching method
functions as a great way for all the students in the class to get involved and
learn to work together and feel comfortable sharing ideas. It can also help
teachers or instructors to observe students and see if they understand the
material being discussed.[21] This is not a good strategy to use in large
classes because of time and logistical constraints (Bonwell and Eison, 1991).
Think-pair-share is helpful for the instructor as it enables organizing content
and tracking students on where they are relative to the topic being discussed
in class, saves time so that he/she can move to other topics, helps to make
the class more interactive, provides opportunities for students to interact
with each other (Radhakrishna, Ewing, and Chikthimmah, 2012).
 A learning cell is an effective way for a pair of students to study and learn
together. The learning cell was developed by Marcel Goldschmid of the
Swiss Federal Institute of Technology in Lausanne (Goldschmid, 1971). A
learning cell is a process of learning where two students alternate asking and
answering questions on commonly read materials. To prepare for the
assignment, the students read the assignment and write down questions that
they have about the reading. At the next class meeting, the teacher randomly
puts students in pairs. The process begins by designating one student from
each group to begin by asking one of their questions to the other. Once the
two students discuss the question, the other student ask a question and they
alternate accordingly. During this time, the teacher goes from group to group
giving feedback and answering questions. This system is also called
a student dyad.
 A short written exercise that is often used is the "one-minute paper." This is
a good way to review materials and provide feedback. However a "one-
minute paper" does not take one minute and for students to concisely
summarize it is suggested[who?] that they have at least 10 minutes to work on
this exercise. (See also: Quiz#In education.)
 A collaborative learning group is a successful way to learn different material
for different classes. It is where you assign students in groups of 3-6 people
and they are given an assignment or task to work on together. This
assignment could be either to answer a question to present to the entire class
or a project. Make sure that the students in the group choose a leader and a
note-taker to keep them on track with the process. This is a good example of
 active learning because it causes the students to review the work that is
being required at an earlier time to participate. (McKinney, Kathleen.
(2010). Active Learning. Normal, IL. Center for Teaching, Learning &
Technology.) To create participation and draw on the wisdom of all the
learners the classroom arrangement needs to be flexible seating to allow for
the creation of small groups. (Bens, 2005)
 A student debate is an active way for students to learn because they allow
students the chance to take a position and gather information to support their
view and explain it to others. These debates not only give the student a
chance to participate in a fun activity but it also lets them gain some
experience with giving a verbal presentation. (McKinney, Kathleen. (2010).
Active Learning. Normal, IL. Center for Teaching, Learning & Technology.)
 A reaction to a video is also an example of active learning because most
students love to watch movies. The video helps the student to understand
what they are learning at the time in an alternative presentation mode. Make
sure that the video relates to the topic that they are studying at the moment.
Try to include a few questions before you start the video so they pay more
attention and notice where to focus at during the video. After the video is
complete divide the students either into groups or pairs so that they may
discuss what they learned and write a review or reaction to the movie.
(McKinney, Kathleen. (2010). Active Learning. Normal, IL. Center for
Teaching, Learning & Technology.)
 A small group discussion is also an example of active learning because it
allows students to express themselves in the classroom. It is more likely for
students to participate in small group discussions than in a normal classroom
lecture because they are in a more comfortable setting amongst their peers,
and from a sheer numbers perspective, by dividing the students up more
students get opportunities to speak out. There are so many different ways a
teacher can implement small group discussion in to the class, such as making
a game out of it, a competition, or an assignment. Statistics show that small
group discussions is more beneficial to students than large group discussions
when it comes to participation, expressing thoughts, understanding issues,
applying issues, and overall status of knowledge.[22]
 A class game is also considered an energetic way to learn because it not only
helps the students to review the course material before a big exam but it
 helps them to enjoy learning about a topic. Different games such
as Jeopardy! and crossword puzzles always seem to get the students' minds
going. (McKinney, Kathleen. (2010). Active Learning. Normal, IL. Center
for Teaching, Learning & Technology.)
 Learning by teaching is also an example of active learning because students
actively research a topic and prepare the information so that they can teach it
to the class. This helps students learn their own topic even better and
sometimes students learn and communicate better with their peers than their
teachers.
 Gallery Walk is also an example of active learning where students in groups
move around the classroom or workshop actively engaging in discussions
and contributing to other groups and finally constructing knowledge on a
topic and sharing it.