Geoff Petty and Active Learning Strategies
Relying on the meta-studies of John Hattie and Robert Marzano, Geoff Petty argues in favor of active learning strategies in the classroom. The core of his argument is that teacher time, which is the most common rebuttal against using active strategies in the classroom, is not a factor. The time the teacher has to teach any given topic(s) is not a factor because in various experiments, the
learning groups taught with active learning methods were taught for the same amount of time as the control group. While the experimental group was engaged in active learning methods, the control group was receiving more content and fuller
explanations from their more didactic teachers, but the
control group received less content and still performed better. Petty argues that research shows that if you make the
time for effective active learning by teaching less content and using less didactic teaching, then students will do better
Many of the active tasks that Petty promotes are echoed by other educators in the Other Voices section. In my opinion, these tasks fit naturally with increased use of technology in the classroom. In many ways the strategies are universal, equally relevant to vocabulary learning in EFL or content curricula.
Petty's Key Active Learning Strategies
Petty's Key Active Learning Strategies
- Same and Different - Tasks that require the learner to identify similarities and differences between two or more topics or concepts.
- Graphic Organizers - Diagrammatic representation of learning, such as when using a mind-map, flow diagram or comparison table.
- Decisions-Decisions - Matching, grouping, ranking, or sequencing activities.
- Feedback - Students deciding on what was done well, and what could be improved; meta-cognitive reflection on learning.
- Hypothesis Testing - Students analyzing concepts that are partly true, but also partly false.