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Centre for Teaching and Learning (CTL)

Centre for Teaching and Learning (CTL)

Learning cells

This is used to get students to ask and answer questions they develop themselves based on a reading or lecture.

Promotes: Analysis and knowledge acquisition

Learning cells is a technique used to get student to ask and answer questions they develop themselves based on a reading or lecture.

To prepare, students listen to the lecture or do the the assigned reading and write questions they have about the material. In class, students work in pairs and ask each other their questions while the instructor circulates giving feedback and clarifying when appropriate.

The illustration shows the Learning Cells active learning technique. It consists of two illustrated diagram shown side-by-side. The first one, 1 of 2, show a groups of 12 figure drawn students with a thought bubble above their heads containing "Q & A". The illustration to the right side of the first one, 2 or 2, shows two pairs of figure drawn students moving sequentially in three repeated turn-based steps with student A presenting a "Question" depicted as a speech bubble above the head to student B who answers as depicted in the speech bubble above the head as "Answer". This is followed, with arrows in between indicating the turn-based sequence, by the figure drawing of student B presenting a "Question" to the figure drawing of student A indicated in the speech bubble with student A responding indicated in the speech bubble as "Answer". This is then followed by a third turn with student A asking a question again with a speech bubble indicating "Question" and student B responding as shown in the speech bubble with the text "Answer". This sequence is illustrated twice, one illustration above the other. Learning Cells

The illustration shows the Learning Cells active learning technique. It consists of two illustrated diagrams shown side-by-side. The first one, 1 of 2, show a groups of 12 figure drawn students with a thought bubble above their heads containing "Q & A".

The illustration to the right side of the first one, 2 or 2, shows two pairs of figure drawn students moving sequentially in three repeated turn-based steps with student A presenting a "Question" depicted as a speech bubble above the head to student B who answers as depicted in the speech bubble above the head as "Answer".

This is followed, with arrows in between indicating the turn-based sequence, by the figure drawing of student B presenting a "Question" to the figure drawing of student A indicated in the speech bubble with student A responding indicated in the speech bubble as "Answer". This is then followed by a third turn with student A asking a question again with a speech bubble indicating "Question" and student B responding as shown in the speech bubble with the text "Answer". This sequence is illustrated twice, one illustration above the other. 

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References and resources

  • Active learning spaces: Teaching and learning experiences in active learning classrooms at McGill. McGill University.
  • Ambrose, S.A., Bridges, M.W., DiPietro, M., Lovett, M.C., Norman M.K., Foreward by Mayer, R. (2010).  How learning works: Seven research-based principles for smart teaching. San Francisco, CA: Jossey-Bass.
  • Anderson, L.W., Krathwohl, D. (2001). A taxonomy for learning, teaching and assessing: A revision of bloom’s taxonomy of educational objectives. New York: Longman. Barkley, E., & Major, C. (n.d.). The K. Patricia Cross Academy. Retrieved Dec 6, 2022, from https://kpcrossacademy.org/.
  • Barkley, E. F., Cross, K. P., & Major, C. H. (2014). Collaborative learning techniques: A handbook for college faculty. John Wiley & Sons.
  • Barkley, E. F. (2009). Student engagement techniques: A handbook for college faculty. John Wiley & Sons.
  • Barkley, E.F. (2010). Student engagement techniques: A handbook for college faculty. San Francisco, CA: Jossey-Bass.
  • Biggs, J. (1999).Teaching for Quality Learning at University.SHRE and Open University Press
  • Bloom, B.S., Engelhart, M.D., Furst, E.J., Hill, W.H., Krathwohl, D.R. (1956). Taxonomy of educational objectives. The classification of educational goals. Handbook 1: Cognitive domain. New York: David McKay Company, Inc.   
  • Bunce, D. M., Flens, E. A., & Neiles, K. Y. (2010). How Long Can Students Pay Attention in Class? A Study of Student Attention Decline Using Clickers. Journal of Chemical Education, 87, 1438-1443. 
  • Casale-Giannola, D., Schwarts Green, L. (2012). 41 active learning strategies for the inclusive classroom. London: Sage Publications.
  • Doyle, T. (2011). Foreward. T. Zakrajsek. Learner-centered teaching: Putting the research on learning into practice. Sterling, Virginia: Stylus Publishing.
  • Freeman, S., Eddy, S.L., McDonough, M., Smith, M.K., Okoroafor, N., Jordt, H., Wenderoth, M.P.  Alberts, B. (ed.). (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences of the United States of America, 111 (23), 8410-8415; first published on May May 12, 2014; doi: 10.1073/pnas.1319030111
  • Jubain, Lin. “Using Collaborative Note-Taking to Promote an Inclusive Learning Environment.” UGuelph Office of Teaching and Learning, 2020.
  • Loadman, N. (2016, Jul 10). Punctuated Lectures: Classroom Assessment Technique. YouTube. Retrieved Dec 6, 2022, from https://www.youtube.com/watch?v=AttIxRWxYF4.   
  • Nash, R. (2009). The active classroom: Practical strategies for involving students in the learning process. Thousand Oaks, CA: Corwin Press.
  • Nash, R. (2012).  From seatwork to feetwork: Engaging students in their own learning. Thousand Oaks, CA: Corwin.
  • Silberman, M. (1996). Active Learning: 101 strategies to teach any subject. Needham Heights, Mass: Simon & Shuster Co.  
  • Small G., Vorgan, G. (2008). iBrain: surviving the technological alteration of the modern mind. New York: HarperCollins.
  • Twilight of the Lecture. Harvard Magazine.
  • What is active learning? University of Minnesota, Center for Teaching and Learning.
  • Why do active learning? Queen’s University.
  • University of Toronto Centre for Teaching Support & Innovation. (n.d.). Active Learning and Adapting Teaching Techniques. Retrieved Dec 6, 2022, from https://tatp.utoronto.ca/wp-content/uploads/sites/2/Active-Learning-and-Adapting-Teaching-Techniques1.pdf.
 
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