Promoting Active Learning - Feedback for Self-Assessment Questionnaire

Promoting Active Learning Feedback for self-assessment questionnaire

Question 1 – tutor talk

This will vary from session to session. For example, many activity-based classes may score a high percentage. However, if you are doing most of the talking the session could be very teacher-focused. Is this what you planned? Learners could feel that their contributions are neither welcomed nor valued. You may be missing out on a valuable resource.

Question 2 – learner talk

If the learners are doing most of the talking, are you satisfied that what they are saying helps achieve the planned learning outcomes for the session? Are one or more learners dominant in the group to the detriment of others’ learning?

Question 3 – questions, queries and comments Effective learning is encouraged by active participation. Individuals often ask questions that others are also wondering about. Question 4 – learner movement

It is normal for adult learners to continue to sit or stand wherever they placed themselves on joining the programme. Ask yourself whether the learners who need most help have hidden as far away from you as possible. Some planned movement may help establish an effective group ethos and prevent cliques from forming. However, be wary of encouraging too much movement. It can be disorientating and distracting.

Question 5 – tutor position

If you tend to stay at the front of the group, your learners will always have the same perspective, and so will you. This is most significant when teaching an activity-based subject.

Question 6 – tutor movement

If you seem rooted to your chair, learners may find it more difficult to ask you questions. For more mature learners this may be a strong reinforcement of a poor school experience. On the other hand, if you prowl, learners may feel uncomfortable. Are you checking or supporting?

Learning and using names is important. A name clearly identifies the individual, who should always choose how he or she wishes to be known. Using names when asking questions allows you to manage eager learners who may, consciously or unconsciously, dominate the class. It also helps you keep track of who may need closer attention.

Question 8 – one to one help

Time management can be a big issue. Spending more time to support one or two learners can be effective. Other learners, however, may feel neglected. It’s wise to monitor this closely.

Question 9 – independent work

It can be helpful for students to have space to make and learn from mistakes. At its most effective, learning in the session will also be relevant in the individual’s everyday life and they will use their newly acquired skills and knowledge outside your sessions. Where physical activity is involved, encourage learners to practise in a safe environment.

Questions 10 and 11 – strategies and resources

To maintain interest and to meet individual needs it is vital to use a variety of strategies and resources in every session. Learners benefit from both individual and group approaches.