How teachers can implement active learning with children in Prep, Year 1, 2 & 3

In an active classroom, educators are often that of a facilitator, there to support children as they learn and develop a wide range of skills and knowledge.  Therefore, student participation in their learning is vital.

In the early years, to encourage student participation in their learning, it is beneficial for the teacher to take on a particular role in an attempt to further enhance and build on students learning within the class.  By making these small changes in the way we teach can challenge your students thinking in a new way. 

 

Some possible roles include:

Neutral facilitator - The facilitator enables the group to explore a range of different viewpoints without stating their own opinion.

Declared interests - The facilitator declares their own position so that the group knows their views.

Ally - The facilitator supports the views of a particular sub-group or individual (usually a minority) within a group.

Official view: The facilitator informs the group of the official position on certain issues e.g. official organisations, the law etc.

Challenger: The facilitator, through questioning, challenges the views being expressed and encourages the pupils to justify their position.

Provocateur: The facilitator brings up an argument, viewpoint and information which they know will provoke the class, and which they do not necessarily believe, but because they are authentic beliefs of other individuals or groups, they present them convincingly.

In-role: The facilitator may “become” a particular person or caricature (for example a church leader or a politician), putting across their arguments and position to the class.

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These facilitation roles have both advantages and disadvantages.  It is important to consider these in planning your lessons.  Such questions to consider before implementing these roles may include:

-       How will I feel about taking on these roles?

-       Are there any specific needs in my class to be taken into account?

-       Do I sometimes take on some of these roles unconsciously?

-       Am I clear as to what my learning intentions and outcomes are for the lesson etc?

-       Can I think of areas in my existing practice to which some of these roles may be

-       applied?

-       What strategies can I use to deal with difficult and challenging issues that may be

-       raised?

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By using these roles, allows you to implement active learning activities within our classroom, ensuring that you incorporate the basic elements of active learning, whilst meeting the needs of your students and curriculum requirements.