This is the third in a collection of posts about topics covered in “A Learner-Centered Approach to Effective Teaching,” a workshop series offered by the UC Davis Center for Excellence in Teaching and Learning (CETL). By writing these posts, I hope to solidify my grasp of the topics covered and provide useful information for the college teaching community.
Think about how you would teach someone to change a tire on a bicycle.
I would probably talk through the process with the person, answering questions as we went. Then I would demonstrate how the process works on one wheel, and ask the person to try changing the tire on the other wheel. What I probably wouldn’t do is show the person a series of slides on how to change a tire and then ask them to come back in a month to try it out for themselves. The first approach, which I think is much more natural, is an example of active learning – the student is constructing knowledge as they go and actually tries to solve a problem. The second approach is an example of passive learning, where the student simply receives the information from the instructor without really engaging with it. Continue reading