Active Learning Strategies and Mindset: Fourth Meeting of the Instructional Innovation Fellowship (IIF)

Bo Kim highlighted the “fear zone” in student learning—the stage where anxiety, self-doubt, and hesitation to take risks are most pronounced. Students in this phase often question themselves, wondering, “Am I good enough?” or “What if I fail?” She emphasized the importance of transforming this zone into a safe space where students feel motivated, enthused, and confident in their abilities to engage with the instructor, one another, and content

As an art teacher for non-majors, Bo understands that many of her students have never taken an art class before, but they are required to participate in peer review and critique–an experience that can feel intimidating. To help students navigate this challenge, she required them to be vulnerable with one another in a safe and respectful setting. Bo implemented several strategies to promote community building, transparency, and trust:

1. Create a Liquid Syllabus or welcome letter before the course begins

Before the semester begins, Bo sends each student a simple welcome letter. The letter includes an emoji of her, an upbeat and motivational “welcome to the semester” note, a screenshot of Google Maps with customized arrows to show the classrooms, and a few need-to-know items such as what to bring to class, what to wear, and whether food is allowed. This easy strategy shows students that Bo is excited to meet them, and it eases their fears about what to expect.

2. Reframe Icebreakers, Assignments, and End-of-Semester Assessments to Promote Collaboration and Community

Bo loves using icebreakers with students to build trust with one another before peer reviews and critiques. She uses strategies like blind contour drawing, morphing that into a 3-minute “speed dating” activity where students draw one another. She renames “final presentations” as “celebration days” to honor the summative work of the students. In addition, Bo creates a “love letter” to her students that she shows on the final class day. The “love letter” is a video slideshow of photographs of students and their work throughout the semester. This personalized trust sends a message of care and success to her students.

Shubha discussed the significance of active (as opposed to passive) learning. She emphasized the necessity for students to take a leadership role in their learning by observing and solving problems. Shubha illustrated how she incorporates active learning strategies into three undergraduate courses: Physics of Music, Conceptual Physics, and Programming for Aspiring Scientists. In these courses, students explore answers to scientific questions using experimental tools on their smartphones.

1. Use “distracting tools” as “learning tools”

Shubha uses smartphones and the app Phyphox to help students observe and make sense of their findings. Phyphox, developed by the German-based RWTH Aachen University, turns smartphones into portable labs using built-in sensors for experiments. For example, students can detect the frequency of a pendulum using the accelerometer or measure the Doppler effect using the microphone. Students can also export data for analysis. Shuba states that “the very tools that distract us can be used to focus the mind by employing the physical act of doing something hands-on.”

2. Create freely accessible resources 

Shubha is the author of "The Physics of Music," a book that outlines eight laboratory activities. Published in 2021, the book is freely available to instructors and students through the UMass Amherst Libraries repository of openly licensed books and textbooks. Some of the activities have options for remote learning. Shubha noted that the text is a “work in progress” and will include video lectures and laboratory demonstrations. Freely accessible and open materials create a space for global sharing of ideas, thus fostering a community of learners who are excited and motivated to observe and solve problems.

Sravan recognizes that mindset plays a key role in student success in Organic Chemistry. To boost student confidence, Sravan utilizes a unique peer leadership model developed by the Chemistry Department: Peer-Led Team Learning (PLTL). The program serves approximately 1000 students per semester across four courses with 9-10 instructors. In this model, student leaders are trained in pedagogical strategies by faculty to lead problem-solving sessions using content in Organic Chemistry. The sessions are 100% student-led. Students and student leaders struggle and succeed together in their sessions, thus building trust and confidence with one another. While learning and practicing with Organic Chemistry, students gain content knowledge, learn to collaborate with one another, and gain the skills needed to contribute to a successful team. 

1. Support for Peer Leaders is Essential

 Sravan and his colleague Dr. Lara Al-Hariri recruited peer leaders from a pool of previous semester students. They facilitate pedagogical training like Round Robin and Think-Pair-Share to peer leaders. Peer leaders, in turn, make important leadership choices by matching a pedagogical strategy to a problem-solving session. Faculty support peer leaders weekly in training sessions, and they can receive one to two credits each semester for their participation. 

2. Mindset Matters

Anecdotal evidence of the Peer-Led Team Learning program suggests that students engage meaningfully with difficult concepts in Organic Chemistry throughout the semester. The peer leadership model destigmatizes seeking help and celebrates teamwork. As the semester progresses, students feel less afraid of Organic Chemistry. The collaborative skills they learn in the Peer-Led Team Learning Program carry over into other courses. Sravan is proud of the positive impact that Peer-Led Team Learning has on the mindset of students in Organic Chemistry.