2

A C T I V E LY E N G A G E D
LEARNING

Learning is not a spectator sport. Students do not learn by sitting in

class listening to teachers, memorizing prepackaged assignments, or
spitting out answers. They must talk about what they are learning,
write about it, relate it to past experiences, and apply it to their daily
lives. They must make what they learn a part of themselves.
—Joseph R. Codde (2006)

The one who does the work is the one who does the learning.
—Terry Doyle (2008)

C
hapter 2 synthesizes research about active learning and offers ways
to engage students both inside and outside class time. We pay spe-
cial attention to multisensory teaching and group learning. Work-
shops in this section present strategies to flip the classroom, asking students
to view mini-lectures before class, and provide guidelines for using both
problem-based learning (PBL) and process-oriented guided-inquiry learning
(POGIL).

Engaged Learning
People learn most effectively when they are engaged in a meaningful and
challenging activity. As Nilson (2010) points out, “The human brain can’t
focus for long when it is in a passive state” (p. 4). Students need to work
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