Page 7 - ADU Campus Chronicles

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‘I do. We do. You do.’
In pairs, students will analyze the techniques from the wall activity and
Production create scenarios (language teaching contexts, levels, topics, etc.) where those
15 mins AL techniques would be effective. They will present their scenarios in the next
class. The teacher monitors.

Closure Kahoot game
3 mins PL Direct multiple-choice questions about the topics covered in the lesson.

Although this lesson is specific to teacher education, its structure and sequence can easily be adapted to
other disciplines. The goal is to demonstrate that active learning is key for deep learning, but it must be
supported by traditional, passive learning strategies. In this example, students explore topics autonomously
before being formally taught, with five passive learning (PL) moments to consolidate knowledge and provide
reassurance. Ideally, a lesson should incorporate a few PL moments, well-intercalated and connected
to active learning ones. Additionally, a lesson should include short, varied activities to sustain attention
and motivation, following a gradual release mode from presentation to guided practice to independent
production.
*For more information about the ‘Gradual Release’ method, please see Mosby & Hamilton (2022) on
https://www.edutopia.org/article/role-cognition-gradual-release-responsibility-model/

References

•Ang, K. C. S., Afzal, F. & Crawford, L. H. (2021). Transitioning from passive to active learning: Preparing future project leaders. Project Leadership and Society, 2(4).
•Harmer, J. (2015). The Practice of English Language Teaching (5th ed). Pearson.
•Kachru, B. (1985). Standards, codification and sociolinguistic realism: English language in the outer circle. In R. Quirk and H. Widowson (Eds.), English in the world: Teaching and
learning the language and literatures (p. 11-36). Cambridge University Press.
•MacDonald, K. & Frank, M. C. (2016). When does passive learning improve the effectiveness of active learning? Proceedings of the 38th Annual Meeting of the Cognitive Science
Society.
•Michael, J. (2006). Where’s the evidence that active learning works? Advances in Physiology Education, 30(4), 159-67.
•Mosby, A. & Hamilton, S. (2022). The Role of Cognition in the Gradual Release of Responsibility Model. Edutopia.
•Novak, J. D. (2002). Meaningful learning: the essential factor for conceptual change in limited or inappropriate propositional hierarchies leading to empowerment of learners.
Science Education, 86(4), 548-57.
•Roberts, D. (2019). Higher education lectures: From passive to active learning via imagery? Active Learning in Higher Education, 20(1), 63-77.

Abu Dhabi University | ADU Campus Chronicles Issue 1