STU­DENTS IN AC­TIVE LEARN­ING

Sun.Star Pampanga - - PERSPECTIVE! -

Stu­dents will de­velop an ad­min­is­ter­ing ap­proach with dis­ci­plines in ac­tive learn­ing. Stu­dents will not be in­ter­ested in just merely mem­o­riz­ing or re­mem­ber­ing the les­son proper. Nowa­days, the bet­ter ap­proach is to let stu­dents ac­tively par­tic­i­pate in the dis­cus­sion by let­ting them prac­tice syn­the­siz­ing, an­a­lyz­ing and as­sess­ing what they have learned. Let them per­form in the class by ask­ing the ques­tion, pro­vid­ing their opin­ions and dis­cussing mat­ters that are sig­nif­i­cant to the sub­ject.

A stu­dent who in­volves them­selves in the class­room ac­tiv­i­ties would likely en­hance their knowl­edge and skills. Con­se­quently, they will have a wider per­cep­tion of the lessons and ma­te­ri­als pre­sented to them. As stu­dents need to learn fur­ther, they do their task hand­ily with­out wast­ing time at home. They are much pre­pared and plans ahead of time.

To ask stu­dents to syn­the­size, an­a­lyze or ap­ply ma­te­rial, in lec­ture and in home­work’s may in­clude de­bate, case-based prob­lem solv­ing ex­er­cises, role plays, ques­tion­ing/ an­swer­ing ex­er­cises and group dis­cus­sion (small or peer) such as work with case stud­ies in giv­ing a les­son and have stu­dents ac­com­plish by their own or in a peer group, or make the ma­jor projects/exam be a case stud­ies and let them present chal­leng­ing points of view in lec­ture and des­ig­nate stu­dents to con­tend one or make a brief writ­ten test or class­room ar­gu­ment. These will help stu­dents im­prove an­a­lyt­i­cal skills, ac­quire in­for­ma­tion on how to ap­ply aca­demic the­o­ries to ac­tual prob­lems and that helps es­tab­lish crit­i­cal think­ing or log­i­cal rea­son­ing skills. It helps stu­dents per­ceive and re­tain ma­te­rial in the process of serv­ing the wide-rang­ing ob­jec­tives in de­vel­op­ing their per­cep­tion of their class­mates and en­hanc­ing their com­mu­ni­ca­tion skills as learn­ing re­sources.

Stu­dents who ac­tively en­gage in the learn­ing en­vi­ron­ment take more re­spon­si­bil­ity for their ac­tions like­wise when they have free­dom to make de­ci­sions about what they learn and how they ap­ply that skills. They see it more ben­e­fi­cial and more rel­e­vant to their goals. As a re­sult, it is both ben­e­fi­cial for both the teacher and stu­dent the ac­tive learn­ing ap­proach.

— oOo— The au­thor is Pro­fes­sional Teacher and DHVTSU stu­dent of M.B.A at San Juan Bautista Betis, Guagua, Pam­panga

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