---
title: "The Active Learning Cycle"
artifact: "summary"
resource_person: "Carl Wieman and Jonas Koblin"
resource_person_role: "Script co-authors; Wieman is a physicist and science-education researcher, and Koblin is a Sprouts co-founder"
vertical: "pedagogy"
module: "Active Learning Strategies"
lesson: "The Active Learning Cycle"
lesson_key: "the-active-learning-cycle"
source: "curated"
source_channel: "Sprouts"
---
# The Active Learning Cycle

**Resource person:** Carl Wieman and Jonas Koblin - Script co-authors; Wieman is a physicist and science-education researcher, and Koblin is a Sprouts co-founder

**Curated from:** Sprouts

## Summary

Active learning gives students consequential thinking to do during a lesson. The Sprouts animation introduces the approach through participation, collaboration and application. It uses a simplified account of memory to argue that new ideas become more usable when learners connect them with prior knowledge and have a reason to care about the answer. This account works as an illustration; the brain's actual memory processes are far more complex than a keep-or-discard decision.

The practical centre of the video is a four-part classroom cycle associated with Carl Wieman and Eric Mazur's Peer Instruction. Students first encounter basic terms before class or in a brief introduction. The instructor then poses a challenging conceptual question and collects an individual response. That first vote makes every learner commit to an explanation and gives the instructor rapid diagnostic evidence.

Before showing the distribution or naming the answer, the instructor asks students to compare reasoning with one or two peers, ideally including someone who chose differently. Students have to defend a claim and examine why another route may fail. The instructor circulates, listens for patterns and answers only brief clarifying questions. A second vote records whether thinking changed. The class then examines the competing reasons, including why plausible wrong answers are wrong, before the instructor consolidates the correct explanation and decides whether to move on.

The sequence is useful because it links individual accountability, peer explanation, feedback and instructional adjustment. Clickers are optional: cards, paper, a show of fingers or an accessible digital form can collect responses. The quality of the question and discussion matters more than the device. A strong prompt targets an important concept, contains plausible alternatives and is difficult enough to expose reasoning without becoming a guess.

Research supports well-designed active learning, particularly in undergraduate STEM, but the video's numerical claims need limits. The 2011 physics comparison did report more than twice the learning over a three-hour unit, yet the active and conventional sections had different instructors. The video's claim that active learners retain over 70 per cent after two years has no traceable study in its source list. Evaluate the cycle through student explanations, a new transfer question and later assessment; these measures give a sounder basis for judgement than a universal percentage.