Types of active methodologies: putting the learner at the centre

Active methodologies in education are those that make students the protagonists in their learning process. In this sense, they go against the grain of more traditional methodologies, which conceive of the learner as a mere spectator and recipient of knowledge. Thus, we contrast a dichotomy that contrasts a more active approach with a more passive, conventional one. The didactics plays a fundamental role in these methodologies.

In more traditional teaching methodologies, the learner is engaged in studying the content of the subjects that he or she accumulates in his or her notes. Active methodologies, on the other hand, rely on activities that encourage the learner to get involved and learn by doing.

This is a relatively innovative educational trend of very heterogeneous practices which are being implemented in many corners of the world. Active methodologies can be combined with other pedagogical techniques and approaches depending on the circumstances of the learner and the content of the subject for greater effectiveness.

Types of active methodologies

There is a wide range of active methodologies that teachers can easily implement in their classes. The main thing about these techniques is that they involve the student as an active agent in their own learning process so that they feel motivated and empowered. Below, we explain the main types of active methodologies that are successful in the classroom:

Gamification

It is a fun technique that consists of incorporating playful elements into the learning process. Although it would be difficult to gamify all the educational content that could be taught, it is very useful for specific times when the subject matter lends itself to leisure and competition. It works well with adults, but it is very useful for younger children, as their capacity to concentrate is lower.

For example, a how to gamify a lesson is to divide the class into teams, determine a scoring system and design a challenging play activity for the students to compete against each other. Each activity and learning content can be adapted differently with this technique.

Flipped classroom

This technique reverses the traditional teaching and learning process in order to make lessons more practical and for the student to take an active role in the class. In traditional teaching, the teacher gives a class to students, who limit themselves to listening, taking notes and, if necessary, asking questions. Afterwards, the teacher sends homework and the students do it at home.

By implementing the flipped classroom, this modus docendi is turned upside down. In a flipped classroom, students are taught before the class and then once they are in the classroom, apply knowledge through practical exercises with the help of the teacher. From there, the student evaluates his or her educational progress and is presented with new tasks.

Project-based learning

It is a very enriching activity for the students who, beyond the acquisition of knowledge and skills, also fosters camaraderie and teamwork, soft-skills The project consists of a project on a complex subject or challenge related to the subject. This consists of carrying out a project on a complex subject or challenge related to the subject, the preparation period for which can last from one week to a semester or four-month period.

Now, is there a difference between doing a project and implementing the project? project-based learning? Yes, there is. In project-based learning, the class focuses on the project as a didactic unit., and not merely as a didactic resource. These are multidisciplinary, intricate and challenging projects that require extensive preparation and cooperation from the members of the working group.

Debates

Provided they are well planned, debates are a very useful tool for students to develop their critical sense, work on their communication skills and research on issues relevant to society. In this way, students can also to consider other points of view.

In preparation for the debate, the students are divided into two groups and it is explained to the students that for a serious and constructive debate, reliable evidence must be provided for what is said. During the debate, the teacher and the moderator ensure that students take turns to speak. At the end of the debate, an assessment is made of the arguments put forward and a vote is taken for the team that has best defended its arguments.

Challenge learning

In this learning method, pupils are presented with a very complex challenge of social interest.l to investigate for the most satisfactory solution. The challenge posed is not abstract or imaginary, but is linked to the community in which the pupils live. 

For the educational experience to be real, educational institutions have to partner with other entities that provide such a challenge, such as public bodies, NGOs or private companies. Having formulated a final solution, it is then implemented in the real world and evaluated.

Discovery learning

Discovery learning is a pedagogical approach based on the premise that learners internalise new knowledge best when they discover and experience it for themselves. This follows the break with tradition that we discussed at the beginning: placing the learner at the centre as an active agent responsible for his or her own education and the teacher as an auxiliary and facilitating agent.

For example, pupils can be encouraged to read a stimulating book which gives food for thought. They can also be asked to analyse a painting, both pictorially, historically and symbolically. Or in science class, small experiments can be carried out to allow pupils to internalise elementary concepts.

Design thinking

It is a methodology that has been widely adopted in a variety of fields, including education, due to its user-centred approach, creative problem solving and collaboration. In education, design thinking is presented as an active methodology that transforms the praxis of instruction and learning. We invite you to read more about design thinking in detail. design thinking methodology!

The role of technology in active methodologies

New technologies are the greatest ally of teachers when it comes to implementing active methodologies, as it is thanks to them that we have access to a wealth of teaching resources, diversifying our teaching strategies. There are many educational portals where teachers can find new ideas, content and even create a community with other teachers involved in their profession.

On the other hand, with technology, lessons are made more interactive and fun by including games, videos, simulations and other multimedia elements that enrich students' learning experience. Students also have access to a wider amount of educational content to dig into, so we could say that technology is a means of fostering intellectual curiosity and inquisitiveness.

Not least, there is the social aspect of how technology influences the classroom. The following have emerged collaborative tools such as Slack or Trello that students can use to organise themselves as a group, cooperate with each other, maintain a fluid communication channel and be able to work side by side to execute a common project.

Active methodologies, with their insatiably innovative character, cannot be understood without the unconditional support of technology.