Blog post Active Learning: Participation for Every Learner For many educators, the phrase ‘active learning’ can feel both inspiring and challenging. We know that children learn best when they are engaged, curious, and actively involved in the learning process. Yet, translating that principle into practice, particularly in a busy classroom with a wide range of needs, is not always straightforward. What do we mean by ‘active learning’? At its heart, active learning is about moving pupils from passive recipients of information to active participants in their own development and progress. This does not necessarily mean children are constantly moving around the room, but, rather, it involves them actively thinking, discussing, questioning, creating, investigating, and reflecting. Research - such as the meta-analysis conducted by Freeman et al - consistently suggests that when learners are actively involved in learning, then achievement and retention improve. Additionally, there is a growing body of research which suggests that movement and physical activity supports learning, cognitive function, attention, memory, academic achievement and academic performance, particularly when movement is integrated into the learning task rather than simply added as a break. So, the most effective active learning opportunities position learners as active, thoughtful participants, while encompassing movement as an integral part of the learning activities.
Inclusion by design For children with SEND and neurodivergent learners, active learning can be particularly powerful. Pupils with ADHD, for example, often benefit from opportunities to engage physically, collaborate with peers, and participate in shorter, varied tasks. Research exploring the experiences of learners with ADHD and learners with specific learning differences found that well-designed active learning approaches can better support understanding, engagement, and self-advocacy. Similarly, pupils with dyslexia frequently benefit from learning experiences that move beyond text-heavy instruction. However, active learning benefits all learners. It offers a wider range of ways for all children to access, process, and demonstrate understanding; for example, through multi-sensory activities, practical exploration, and discussions. These approaches reduce barriers and create multiple pathways into the curriculum. The classroom reality However, the reality of our classrooms cannot be ignored. Teachers are balancing curriculum demands, classroom management, assessment pressures, and diverse learning profiles. Active learning can sometimes feel noisy, unpredictable, and difficult to manage. There may be concerns that group work results in uneven participation, that movement leads to distraction, or that lesson objectives become diluted. These concerns are valid. However, the solution may lie in rethinking what active learning looks like. Making active learning a reality Active learning does not always require elaborate resources or extensive classroom movement. Simple strategies can have significant impact. Teachers should carefully consider their cohorts, their space, and their own skills to identify changes which are possible and manageable. Importantly, active learning should be accompanied by clear routines and scaffolding. For many, it will be about identifying tweaks rather than whole-scale revolution; for example, switching out a question-and-answer worksheet for a group discussion or presentation, moving from filling in a table to a human sorting activity; or mindfully creating lessons according to the principles of the UDL Framework.
Below are some suggestions which may help make active learning part of your every-day classroom practice: Think-pair-share: every learner rehearses ideas before contributing. Mini whiteboards: all learners participate simultaneously. Human sorting activities: all learners are given cards containing information and they move around the room to group/organise themselves, to combine movement, discussion, visual information, and verbal reasoning. Learning stations: activities are set up around the classroom with different ways of exploring the same concept through multiple modalities. For example, instead of reading a textbook to learn about the Water Cycle, learners move around different stations to revisit the concept in different ways: watch a short animation; build a diagram using cards; read an information text; complete a practical experiment. Vocabulary through actions: Students are taught to link key vocabulary to gesture or action so that their physical movement supports memory and retrieval. For example, ‘evaporation’ is represented by moving their fingers upwards and ‘expand’ shown by stretching arms apart. Collaboration activities: Use structured collaborative tasks with clearly defined roles to ensure all learners are active participants, while providing opportunities for discussion to develop understanding and oracy. The Education Endowment Foundation highlights that collaborative approaches are most successful when tasks are carefully structured, learners are explicitly taught how to work together, and participation is thoughtfully managed. Talk and walk: Pair learners and ask them to discuss a question while walking a designated route, which is particularly helpful for learners who think better while moving. For example: predicting outcomes in science; discussing character motives in English; planning a written response. Sensory storytelling: Combine stories with objects, sounds, textures, smells, and actions to create memorable learning experiences and improved engagement. For example: feel sand when reading about a desert; listen to rainforest sounds when reading about this setting; handle historical artefacts or replicas. Interactive retrieval practice: Instead of written quizzes or questions, reduce writing demands while maintaining cognitive challenge by using mini whiteboards, throwing a soft ball to verbally answer questions, using matching card games or creating retrieval scavenger hunts. Floor-based learning: Make abstract concepts visible and physical by using larger-scale physical activities. For example: use giant number lines rather than small desk-based ones; create vocabulary trails; ask learners to map journeys or progress on the floor; get learners to sequence stories using large cards which they have to move. Role play and simulation: Create opportunities for learners to physically experience concepts to improve understanding and retention. For example: ask learners to act as particles in solids, liquids, and gases; re-enact historical events; perform mathematical problem-solving scenarios. Active learning is not about creating the most energetic classroom. It is about creating opportunities for meaningful participation. For neurodivergent pupils, those with SEND, and indeed all learners, the question is not whether learners are busy, but whether they are thinking. Learn more: welcome@nasen.org.uk Talk to us: 01827 311500
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