Activating teaching integrates behaviour that optimizes learning outcomes such as promotion of active learning, intensification of instructions and avoiding excessive work seats (Hampton & Reiser, 2004; Lang & Kersting, 2007). Other important aspects of activating teaching for productive learning outcomes are activation of prior knowledge, making use of “advance organizers”, and making sure that pupils are aware of the relevance of the lesson content (Pressley et al., 1992; Nunes & Bryant, 1996). Activating teaching is related to the quality of teacher-student and peer interactions (Meeuwisse, Severiens, & Born, 2010). Subsequently, the quality of teacher-student interactions is related to the improvement of motivational outcomes (Opdenakker et al., 2012, Maulana et al, 2013).
The activation of students characterizes this domain. To which extent does the teacher succeed in getting the students into an active learning frame of mind? Teachers can achieve this by recognizing learning barriers and responding to them adequately. Also, their knowledge of the typical misconceptions associated with the study material allows them to introduce and clarify these misconceptions. They should be sensitive to the needs of their students, adjust their explanations/assignments/questions/feedback to the group and not lose sight of the learning goals. The domain is characterized by speaking time for the students and the teacher. The interaction should be aimed at learning and developing self-confidence through support and guidance.
Seven items are formulated for this domain. An intensive and activating lesson consists of:
- using activating working methods
- stimulating the self-confidence of weak students
- stimulating students to think about solutions
- asking questions to activate their thinking
- having students think out loud
- providing interactive instruction
- comparing lesson goals
Best practices
In the near future, a video will be displayed here to explain activating teaching.