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Active Learning and Interactive Exercises by Gary Trotta |
It is important to incorporate interactive exercises in any training program for many reasons. One reason is our brains learn best when were moving. Two million years ago our hominid ancestors were nomadic and would travel about 12 miles per day on average. We moved out of Africa and populated the globe in relatively short order, constantly adapting to new environments. This is how our brain grew from 350 cubic centimeters to its current size, 1350 cubic centimeters. Unfortunately we have not had millions of years for our brains to adapt to the recent and more sedentary life style we now lead. So the fact remains, our brains our designed for and work best when we move.
Our brains represent 2% of our body weight, but consume 20% of our available energy. Active learning exercises start our blood moving bringing precious glucose to the brain, which the brain has very limited ability to store as well as oxygen to our brain, which we can’t do without for more than 5 minutes without suffering neuronal damage.
But let’s face it, it is difficult to build activity into the classroom setting. Barriers include limits in the amount of available class time, not to mention the prep time the instructor must put forth. The size of the class itself may prove problematic, and of course the need for special materials, equipment, and resources.
Here are several suggestions on how to actively involve learners in the materials being taught. Perform demonstrations and follow up with student attempts to repeat the demonstration, short writing exercises in which trainees express and possibly later present their understanding of the course content, constantly generate class or small group discussion using open ended questions. If the objectives of a course are to promote long-term retention of information, to motivate students toward further learning, to allow students to apply information in new settings, or to develop students' thinking skills, then discussion is preferable to lecture (McKeachie et al. 1986). Incorporate problem-solving exercises, case studies, in-class cooperative learning exercises, debates, role playing, simulations, and of course GAMES!
References: McKeachie, Wilbert J., Paul R. Pintrich, Yi-Guang Lin, and David A.F. Smith. 1986. Teaching and Learning in the College Classroom: A Review of the Research Literature. Ann Arbor: Regents of The Univ. of Michigan. ED 314 999. 124 pp. MF-01; PC-05.
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