Introduction Active learning means engagement with the course elements and is best manifested when students are busy doing classroom activities and complete outside class work and assignments (Shawer, 2022a; Shawer, 2017). Since positive relationships between academic success and active learning have been established across many disciplines, a professional responsibility is placed on every teacher to […]
Author: Saad Shawer
The modified fishbowl for active learning classrooms
Introduction Active learning takes place when students get engaged with the course elements, take responsibility over learning, are motivated to pursue inside and outside classroom learning, and when they are active participants in classroom activities. Since a large volume of research confirms that active learning improves both the process and outcome of learning, instructors should […]
The snowball strategy for real and virtual active learning classrooms
Introduction Based on actual classroom experiences and Teaching and Learning in Higher Education (2021), I demonstrate how to conduct the snowball strategy: Face-to-face snowball strategy Online snowball strategy Face-to-face snowball strategy Activity mode: Mixed: Solo, pairs, small groups, pair groups, and whole class Instructor and learners’ roles: Instructors guide and facilitate learning activities. Learners actively […]
The 3C strategy for traditional and online active learning
Introduction Active learning involves multiple learner-centered activities, learner responsibly for learning, engagement with course elements, as well as interesting, meaningful, and thought-provoking activities (Shawer, 2022; Shawer, 2017). Active learning research shows improved critical thinking skills, learning retention and transfer, motivation, interpersonal skills, course completion rates, and learning outcomes (Prince, 2004). This makes the ability to […]
Real and virtual lineup activities for active learning classrooms
Introduction Active learning is an approach to instruction involving a broad range of learner-centered instructional strategies, which encourage learner responsibly for their learning and engagement with course elements, including what they should learn, why they should learn it, how to learn it, as well as how to achieve the course learning outcomes. Engaging students with […]
Active learning strategies: How to run online and traditional active learning classrooms?
Introduction Active learning is a quality indicator of course and program effectiveness. When instructors are able to engage students with the course elements, they are in a position to stimulate their motivation and provide them with meaningful learning experiences. They would be also able to materialize learning outcomes (LOs) of their courses and programs. Prior […]
Social and emotional learning (SEL) for inclusive education
Introduction Students not only develop academic skills during universal or general classroom instruction, but they also develop socially and emotionally. When schools intentionally infuse social and emotional skills into their academic programs, student academic performance improves, as well as their future career prospect. This is because social and emotional learning (SEL) provides students with those […]
Effective implementation of personalized learning
Introduction A general core curriculum and instruction program is unlikely to cater for the needs of all students, no matter the high-quality it has. Despite addressing the needs of the majority of students, many students remain disappointed with either being forced to move forward or left behind the average group (Raudys, 2021). Therefore, concerns have […]
Multi-Tiered System of Supports (MTSS)
Introduction While a high-quality universal education helps the majority of students to achieve the curriculum goals, it does not address the needs of other students who need different levels of supports to achieve target competencies and learning outcomes (LOs). To address the needs of struggling students, many schools used to move these students into interventions […]
Universal design for learning: How does it support competency-based education?
Introduction Universal Design for Learning (UDL) is an approach to curriculum and instruction where equal learning opportunities are provided to all students in an inclusive environment. Every student is valued, respected, and supported to succeed regardless of his or her background (CAST- Center for Applied Special Technology, 2018; Nisbet, 2020). UDL instruction customizes learning experiences […]
How to implement competency-based education
Introduction Competency-based education (CBE) is an impactful and relatively new approach to education. It forms a paradigm shift from a time-based to performance-based education. The shift to CBE is a big change that requires commitment, collaboration, coordination, and resources at different levels (Walton & Ryerse, 2021). In this article, I discuss the requirements for a […]
Competency-based education
Introduction As a traditional education (TE) teacher, you would have probably asked yourself similar questions when the bell rang to mark the end of each of your classes. Were there students left with struggles and confusion? Were there students bored as a result of going through what they already know or being lock stepped in […]
Flexible Assessment: Learner voices on self-assessment
Flexible Assessment: Learner voices on self-assessments Flexible Assessment is an outcomes-based approach where formative and summative assessments are mixed to measure learning outcomes in ways that allow learner voices on assessment weights, what and how to assess as well as self- and peer-assessments. Flexible assessment usually involves using some or all of the following assessment […]
Flexible Assessment: Learner voices on how to assess learning
Learner voices on how to assess learning Flexible Assessment is an outcomes-based approach where formative and summative assessments are mixed to measure learning outcomes in ways that allow learner voices on assessment weights, what and how to assess as well as self- and peer-assessments. Flexible assessment usually involves using some or all of the following […]
Flexible Assessment: Learner voices on what learning to assess
Flexible Assessment: Learner voices on what learning to assess Flexible Assessment is an outcomes-based approach where formative and summative assessments are mixed to measure learning outcomes in ways that allow learner voices on assessment weights, what and how to assess as well as self- and peer-assessments. Flexible assessment usually involves using some or all of […]
Flexible Assessment: Learner voices on assessment weights
Flexible Assessment is an outcomes-based approach where formative and summative assessments are mixed to measure learning outcomes in ways that allow learner voices on assessment weights, what and how to assess as well as self- and peer-assessments. Flexible assessment usually involves using some or all of the following assessment methods: Learner voices on assessment weights […]
Outcomes-based assessment
What is outcomes-based assessment? Outcomes-based assessment is a process of gathering evidence on learning based on the number of learning outcomes achieved rather than the sum of marks on different assessment tasks (James, 2019). Why outcomes-based assessment? Students know exactly what they are going to learn. Once students are clear about what they would learn, […]
Flexible Assessment Open Pathway
Flexible Assessment Open Pathway Flexible Assessment is an outcomes-based approach where formative and summative assessments are mixed to measure learning outcomes in ways that allow learner voices on assessment weights, what and how to assess as well as self- and peer-assessments. Flexible assessment usually involves using some or all of the following assessment methods: Learner […]
