Learning is ACTIVE when...

• engaged in solving real-world problems- Merrill
• intertwined in judgment and exploration- Seeley Brown
• situated in action- Seeley Brown
• uses active learning techniques- Chickering
• practice and reinforcement is emphasized- Marchese
• involvement in real-world tasks is emphasized- Marchese
  

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• opportunities for cognitive apprenticeship- Seeley Brown
• reciprocity and cooperation among students- Chickering
• prompt feedback- Chickering
• encouragement of contact between student and faculty- Chickering
• emphasis on rich, timely feedback- Marchese
  

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• new knowledge builds on the learner's existing knowledge- Merrill
• new knowledge is integrated into the learner's world- Merrill
• new knowledge is demonstrated to the learner-Merrill
• students have a deep foundation of factual knowledge- Bransford
• there is awareness that students come to the classroom with preconceptions -Bransford
• it focuses on how the world works- Bransford
• students understand facts and ideas in the context of a conceptual framework-Bransford
• it is made concrete rather than abstract- Seeley Brown
  

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• respects diverse talents and ways of learning- Chickering
• communicates high expectations- Chickering
• is done in high-challenge, low-threat environments-Marchese
• emphasizes intrinsic motivators and natural curiosities- Marchese
  

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• students organize knowledge in ways that facilitate retrieval and application- Bransford
• students take control of their own learning: noting failures, planning ahead, apportioning time and memory to tasks- Bransford
• it emphasizes time on task- Chickering
• it emphasizes learner independence and choice-Marchese
• it allows time for reflection- Marchese
• it emphasizes higher order thinking (synthesis and reflection)- Marchese
  

References and Readings on Deeper Learning