An Examination of Selected Active Learning Strategies to Enhance Teaching
Fiach Mac Conmara
in Construction Studies: Taboo, Two Stars and a Wish, and Classroom
Abstract
Active learning strategies are teaching and learning
strategies that promote student-centred learning active
learning in the classroom. These strategies are identified
with facilitatory teaching methods that engage students
in the learning process, and they can easily and
effectively be incorporated into existing courses without
the need for a dramatic overhauling of the course in
question (University of Michigan, 2016). The benefits of
active learning, across the disciplines, are strongly
supported by the literature. Technical education, being
practical in nature, has traditionally employed active
learning strategies to great effect.
Introduction
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, p. 93). The benefits of active learning have
been supported time and again in the literature, such as it
being seen as a fun way to learn: Bruff states that the
primary goal of class is student learning, and a little fun
can help students maintain attention and engagement
with course activities and topics (Bruff, 2009, p. 37).
The relationship between active learning and discovery
learning is established in the literature. The Cambridge
International Education Teaching and Learning Team
describes active learning as a process that has student
learning at its centre. Active learning focuses on how the
student learns, not just on what they learn. Students are
encouraged to ‘think hard’ independently, rather than
passively receive information from the teacher
(Cambridge International Education Teaching and
Learning Team, 2010).
Figure 2. Dewey’s Experiential Learning Methods.
Contact
Fiach Mac Conmara
G00325903@gmit.ie
http://fiachmacconmara.weebly.com/
087 2836885
Shuffle B.Sc. in Education (Design Graphics and Construction)
Figure 1. Dale’s Cone of Learning.
The conclusions are that:
 Active learning is rooted in literature and theorists’ beliefs such as
Figure 3. Lewin’s Experiential Learning Methods.
 According to the chief examiners report 2013 active learning
 In relation to the three active learning strategies is that each
Figure 4. Gardner’s Theory of Multiple Intelligences.
Aims and Objectives
The main aim of this paper is to examine selected active
learning strategies to enhance teaching in Construction
Studies (CS) namely: Taboo, Two Stars and a Wish and
Classroom Shuffle. The former two strategies are well
established in the literature and the latter is an original
contribution by the author. The objectives of this dissertation
include:
 To clarify what is meant by the term ‘active learning’ with
reference to selected educational theory and literature in
the field.
 To examine the chief examiners’ whole school report 2013
and subject inspection reports in CS, with regard to active
teaching and learning strategies.
 To critically evaluate three active learning strategies,
namely Taboo, Two Stars and a Wish and Classroom
Shuffle and to develop teacher guidelines on their
effective use in the CS classroom.
The research methodology used in this dissertation is
literature analysis research.
Conclusions
discovery learning, multiple intelligences theory and the cone of
learning.
strategies was not mentioned as being incorporated in lessons.
strategy can be easily applied to the CS classroom and effectively
aids with the learning environment and is proven to result in
better performances and knowledge gained over the traditional
style of teaching. This study recommends a follow-on primary
research on the three active learning strategies examined in this
literature study.
References
1.
2.
Michigan, U. o. (2016, May 6). Introduction to Active Learning. Retrieved from Center for Research on Learning and Teaching: http://www.crlt.umich.edu/active_learning_introduction
Prince, M. (2004). Does Active learning work? A review of the research. New York: Journal of engineering education.
3. Bruff, D. (2009). Teaching with Classroom Response Systems: Creating Active Learning Environmnets. San Francisco: Jossey-Bass.
4. Team, C. I. (2010, April 14). Getting started with Active Learning. Retrieved from Cambridge Assessment International Education: https://www.cambridge-community.org.uk/professional-
development/gswal/index.html
G00325903
Findings
 The first finding is that active learning
includes many forms of strategies from
Dewey’s experiential learning to Richard
Felder and the learning styles theory.
 The second finding is that, according to
the Chief Examiner’s Report 2013, Active
Learning has contributed to improved
results in the Leaving Certificate Exam,
the Chief examiners report 2013
recommends that the incorporation of
more active learning can improve results.
The whole school inspection reports
backs up this view.
 The third finding, in relation to the three
active learning strategies examined in this
study, is that each strategy can be easily
applied to the Construction Studies
curriculum and classroom and can
effectively aid learning.
This study recommends follow-on primary
research on these three active learning
strategies in a case study Construction
Studies classroom.
Acknowledgements
I would like to extend my gratitude to Dr. Pauline Logue
Collins for her support and guidance throughout this
research. I would also like to acknowledge the lecturing
staff of G.M.I.T Letterfrack for their contribution to this
research.
I would lastly like to thank the library staff at G.M.I.T
Dublin Road and Cluain Mhuire for their assistance
during this research.