Difference between revisions of "Active Student"

	Active Student
Contributors
Last modification	July 21, 2016
Source	Bergin et al. (2012)
Pattern formats	OPR Alexandrian
	Usability
Learning domain
Stakeholders

Revision as of 08:31, 21 July 2016

Keep the students active, as passive students who only listen and read don’t learn much. This also counts for lectures. Questions are a good way of doing so, this is addressed by few patterns. Also related to WORK FORMS^[1].

Context

Problem

Forces

Solution

Consequences

Benefits

Liabilities

Evidence

Literature

Discussion

Data

Applied evaluation

Related patterns

Example

References

↑ ^1.0 ^1.1 Bergin, J., Eckstein, J., Völter, M., Sipos, M., Wallingford, E., Marquardt, K., Chandler, J., Sharp, H., and Manns, M.L. (2012). Pedagogical patterns: advice for educators. Joseph Bergin Software Tools.

[Bergin2012-1] 1.0 ^1.1 Bergin, J., Eckstein, J., Völter, M., Sipos, M., Wallingford, E., Marquardt, K., Chandler, J., Sharp, H., and Manns, M.L. (2012). Pedagogical patterns: advice for educators. Joseph Bergin Software Tools.

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-The deep consequences of a theory are unlikely to be obvious to one who just reads about or hears about it (i.e., passive students don't learn much).  Keep the students active in class through questions or exercises and active out of class<ref name="Bergin2012"/>.
+Keep the students active, as passive students who only listen and read don’t learn much. This also counts for lectures. Questions are a good way of doing so, this is addressed by few patterns. Also related to WORK FORMS<ref name="Bergin2012"/>.
 ==Context==