Situation: An instructor tries to engage her students with an active learning activity, only to have the students openly resist it. This scene illustrates some of the negative student behaviors that one might encounter when implementing active learning: students refusing to participate in the activity, rolling their eyes, pretending that they didn't hear or understand the instructions, etc. The first episode illustrates the situation and the instructor handling it badly; the second episode illustrates the instructor handling it well.

Episode 1

The instructor stands in front of the room with the students arranged around the room in rows.

Instructor: "So that's the typical result of deforestation on the environment. Now I'd like to give you a chance to apply the concept to a real situation. Get in groups of four and, working from the sheet I'll hand out, identify how the four processes of biological change we've discussed have occurred in each of the deforested areas listed. You have five minutes, and afterward I'll be calling on "volunteers" to share answers, so make sure that everyone in the group understands the application of the principles. OK. Does everybody understand?"

The students sit slouched and impassive; they look a little dumbfounded.

Instructor: "OK. Break into groups of four and answer the questions on this sheet."

She begins to distribute the sheet.

Students: They look at each other a bit quizzically, wondering whether the instructor is serious. Some roll their eyes; others grimace. A few lean over and whisper something to other students who smile and laugh. Some students are looking down or at their textbooks. Nobody is moving into groups.

Instructor: Surprised, nervous, agitated. "OK—come on. Get into groups now."

Students: They remain impassive while the instructor moves around the room patiently repeating her request several times. A few halfheartedly break into groups of two, others into ragged groups of four or five; a few don't move at all but start reading their books. One or two students get up and walk out while others are moving. Even those in groups don't really seem to be starting the project.

Instructor: She simply watches this happen; it looks like she's just hoping for the best.

END.

Episode 2

Same situation as scene one: the instructor stands in front of the room with the students arranged around the room in rows.

Instructor: "So that's the typical result of deforestation on the environment. Now I'd like to give you a chance to apply the concept to a real situation. Get in groups of four and, working from the sheet I'll hand out, identify how the four processes of biological change we've discussed have occurred in each of the deforested areas listed. You have five minutes, and afterward I'll be calling on "volunteers" to share answers, so make sure that everyone in the group understands the application of the principles. OK. Does everybody understand?"

The students sit slouched and impassive; they look a little dumbfounded.

Instructor: Not wasting any time; in control and with enthusiasm. "OK. I see that some of you seem a little uncomfortable with the idea of working together on this exercise. Actually, this is a fairly normal response to a teaching strategy that might be new and different to you. I've chosen to do this exercise for a good reason, though--because I know that having students work with content actively improves their understanding of the material and their ability to remember it. And that means higher grades for everyone. And do you know what? After you get used to activities like these, you'll actually start to enjoy them. Alright? So, break into groups–we have five minutes." She moves to one corner of the room and starts grouping the students "You four make one group; you over here make another...."

Students: While she's doing this, the other students fall into step and start grouping up.

END.