Student-led Activities

Student-led Active Learning

Dr. Deborah Breen

Boston University

One of the most effective strategies you can employ as an instructor is to design learning experiences that allow students to teach each other. Although it is often hard for us to step back from our positions as knowledge experts to provide space for students to lead the learning, it is a worthwhile addition to our interactive lecturing toolkit for the energy and learning growth it brings to our classrooms.

Why use student-led activities? Peer-learning, as it is often called, can strengthen individual and collaborative learning through these simple attributes:

Students who ‘teach’ each other are more accountable for their own learning

Peer-learning strengthens skills that are transferrable across learning environments

Working together can strengthen class community, which supports inclusive learning more broadly

As with other interactive learning strategies, it also provides the instructor with valuable insights into how students understand the core concepts of the class

Here are 3 ways to integrate peer-learning into your classes

1. A fish-bowl activity

is effective for small and large groups in most disciplines (see the suggestions in these guidelines, which can be adapted to higher education contexts), though large classes will need a space where furniture can be moved for group activities. The activity has three central elements:

1. A small number (3-5) students prepare a topic (usually in advance) related to the class content; the students sit in the middle of a circle (the fish bowl) to share their perspectives and information.
2. Other students in the class or group sit in the circle around the student speakers and observe their interactions. These students listen to and analyze the information shared by the speakers, for later sharing out with the group.
3. The whole group reflects and reports back on what they have learn, which can be followed up with an activity created by the instructor to reinforce the learning goals.

2. Jigsaw activities

allow students to dig more deeply into specific areas of class content to share their learning with their peers. Divide your class into groups of students, keeping in mind that students will learn more effectively when the groups are small enough to ensure that each student is involved in the preparation and/or sharing process. Provide each group with a topic, a question or part of a reading that is central to your learning goals for the day. In the simple version, each group will share what they discover, either through a group slideshow or reporting-back presentation. In a more complex version members of each group interact with other groups to share what they have learned.

3. Role-plays

are flexible activities where students play a part in scenarios that promote, deepen and demonstrate understanding. The scenarios can be prepared in advance by the instructor or the students (with instructor guidance) or can be activated as an impromptu response to questions that arise in the class. Student preparation for a role-play often strengthens research skills, broadens knowledge of a context beyond the specific role the student plays and enables them to practise skills that are transferrable beyond the classroom. Some role-playing activities, such as those prepared by Reacting To The Past, can last for many class sessions, though most will be designed for one class session.

Student-led activities are engaging and inclusive learning opportunities that vary from low-stakes peer-learning to more developed activities that require out of class preparation as well as in-class participation and/or presentation. Regardless of its scope, peer-learning needs to be set up clearly for students and adapted to the goals, size and physical environment of your class.