Active learning is the principal learning and teaching approach recommended for SPHE. It requires children to actively participate in their learning in a wide variety of ways, thereby increasing the possibility of internalising what they have explored and of being able to use the learning in their everyday lives. Active learning contributes significantly to fostering self-confidence, selfdiscipline and self-control in the learner.
- Active learning is a process. As children participate meaningfully in their own learning they engage in a process in which they can begin from what they already know, explore possibilities, question, draw conclusions and reflect on outcomes. It is essential that children are given the opportunity to progress through the various stages of the process in order that they can make sense of the learning for themselves and make new connections.
- Active learning can be carried out by individual children or in group situations and by all age groups. Children can be actively involved in their learning while working independently or alternatively as they interact with and learn from their classmates. In SPHE there will be a particular emphasis on small-group activities while also recognising that on occasions individual activities mightbe the most appropriate to the objectives at hand. Active learning can take place at all class levels in the school: infant classes engaging in structured play activities and engaging with materials in all aspects of the curriculum; senior classes critically reflecting on media images and creating news stories.
- Active learning engages children at different levels. Children can be engaged in their learning at a physical level through hands-on experiences such as making, constructing and designing, or simply in standing up or changing place as a response. They can be involved at an emotional level as they explore their feelings about a particular topic, hypothesise or give a personal opinion, whereas analysing, questioning, reflecting, negotiating or summarising require participation at a cognitive level. Opportunities should be provided for children to actively engage in their learning at a variety or combination of these levels in order to increase motivation and maximise understanding.
- Active learning promotes action. As children take part in activities, they learn to transfer the learning to situations they may encounter in their everyday lives and to the decisions and choices that they make. Active participation in learning is therefore significant in helping children to acquire healthrelated messages and to put these into practice in their own lives. Similarly, as they learn the meaning of responsible citizenship they are encouraged to take steps to become active participants in their own communities.
- Active learning places children at the centre of the learning process. The content of activities for use in the classroom should relate as much as possible to the environment and lives of the children. This ensures that issues explored are relevant and linked to the child’s own experience.
- Active learning requires the teacher to guide and direct the work. The role of the teacher is crucial to the active learning process. The teacher needs to act as a guide, a facilitator and a resource, providing a variety of appropriate opportunities for children to engage in their own learning. The teacher also needs to continually encourage them to construct meaning and make connections for themselves. How the activities are organised, the depth of exploration and the level of questioning and critical reflection will all be determined by the classroom teacher. The teacher will also be responsible for the provision of a wide variety of strategies, in order to cater for individual needs and to help all children to experience some success.
- Active learning requires an atmosphere of trust and support. Active learning will be most effective when it takes place in an atmosphere of trust and flexibility. Children need to feel secure in giving their own point of view, knowing that they are respected as individuals and that their opinions are valued and taken into account.
In SPHE there is a particular emphasis on children working together. This can include many different types of group interaction, such as collaborative work in small or large groups, structured play activities in the infant classes or co-operative learning activities in twos and threes. Learning as a group can help children to
- develop a shared sense of purpose and achieve a common goal by using the diversity of talents within a group
- develop and practise language skills
- develop a wide range of interpersonal skills, including leadership, communication, delegation and time management
- operate as a social unit and learn from and with each other
- develop an acceptance of each other and respect individual differences by learning to appreciate other points of view, by listening to others, and on occasions by conceding individual objectives in favour of the wider group purpose
- develop a sense of democracy in the class, encouraging them to extend their relationships to those normally outside their circle of friends
- develop higher-order thinking skills, such as asking relevant questions, solving problems in various ways, drawing conclusions, and making informed decisions
- be accountable and develop a sense of responsibility for the learning of others as well as their own learning.
The most effective group work takes place in groups of twos and threes, particularly in the earlier years in school. As the children gain experience in group practices they will be able to work effectively in larger groups. Positive learning outcomes do not automatically occur because children are sitting in close proximity: efficient group learning requires the development of a wide range of learning and social skills and a competent classroom management system.
Group processes in the class will be more effective when
- they are introduced at an early age and over time. The skills required of children will take some time to develop and will be greatly enhanced if practised from the earliest possible age. Skills in turn-taking, listening, voicing opinions, recording ideas and reaching consensus are all prerequisites for effective group learning.
- roles are assigned to each member of the group. A useful way to promote real and meaningful learning in a group is to assign a particular role to each group member. Having a role will ensure that all children contribute to the learning process and that the outcomes will be dependent on the combined work of the whole group. These roles should vary depending on the needs of the children, their experience in group learning, and the nature of the activity.
- the process is regularly reviewed. The teacher will have to regularly monitor how learning is happening in the groups to ensure that children are benefiting from the process and that the objectives are being achieved. The opinions and views of the children will be central to this process, as will the informal observations of the teacher.