Active Learning increases student performance

Active Learning:
Creating Excitement in the Classroom

10 Benefits of Getting Students to Participate in Classroom Discussions

University of Minnesota:
Active Learning

Active Learning:
An Introduction

Does Active Learning Works?
A review of the research

10 barriers to education around the world

The Opportunity Trap: Education and Employment in a Global Economy

Inquiry-Based Learning

Stanford University:
Promoting Active Learning

University of Michigan:
Introduction to Active Learning

Yale Center for Teaching and Learning: Active Learning

The University of Queensland:
Active Learning Pedagogies

University of Cambridge:
Active Learning

UC Berkeley:
Active Learning Strategies

University of Washington:
Active Learning Modules


A thousand teachers, a thousand methods.

Chinese proverb

There is a huge number of teaching methods.

Some of them are teacher-centered, where the teacher is seen as the only source of information, others are learner-centered, where the focus is on what the learner can learn based on what she/he already knows.

There is the interactive approach, where students are allowed to interact with their peers to discuss a given subject matter, and there is the teacher dominated approach, where the teacher is the only voice in the class.

Some pedagogues talk about the banking approach, where teachers attempt to instill knowledge into the "empty" minds of students. In contrast, to the integrated approach, where teachers try to link previous lessons on the same and other subject matters to the current lessons they are teaching.

Some learners prefer to back their learning process by using pictures, mind maps, or colored diagrams. They seem to process information best through images. They are visual. Others prefer, or have more aptitude for, rhymes, music, and recordings, and they seem to learn best by listening. Some others are good at abstract reasoning and prefer learning alone through self-study, while others enjoy learning in groups and prefer talking and using words. Yet others learn best by using their hands and doing things by themselves. All these techniques are connected to Howard Gardner's famous idea of "multiple intelligences".

On the other hand, some people seem to learn better when they are surprised, when they are taken out of their "comfort zone", while others seem horrified with that same situation and "turn off" their brains.

As you see, there are many ways to approach education and training.


Our methodology

Teachers open the door. You enter by yourself.

Tell me and I’ll forget; show me and I may remember; involve me and I’ll understand.

Chinese proverbs

Our experience has taught us that knowledge is related to mental representations, or models, that tell us about how things work. These mental representations allow us to understand from the things we observe in our everyday life to quantum physics. What is related to the type of intelligence we have is the way we prefer to access, store in our minds, and conceive those models.

When it comes to learning, we learn when we are able to modify our mental representations and adjust them accordingly to the observed reality. There is no single way to adjust our models to reality. There is, therefore, no one approach that fits all people. Everyone learns differently. What is more, the way we learn appears to change depending on age, experience, motivation, and the circumstances of our learning environment. But, most of the time, learning develops from previous knowledge and experience, involving a discovering process, and culminating with an improved understanding of the thing under scrutiny.

We expect our trainees and students to construct knowledge by themselves, and connect it to their prior experience. Under this approach, which is sometimes called the constructivist approach or just active learning, educators guide the learners to discover things by themselves, acting as facilitators of the learning process by efficiently guiding the research that learners must perform through the most efficient and direct paths towards the knowledge that learners must acquire. To be able to give suitable guiding, educators must completely master the subject matter.

We encourage trainees and students to spend time analyzing and solving problems related to the subject matter they should master at the conclusion of the learning process. We provide trainees and students with opportunities to explore, inquire, and discover relationships that exist among the concepts, and we allow their inquiry to develop in a spontaneous way, following a self-directed exploration. We encourage initiative, creativity, and critical thinking. We encourage the formulation and testing of hypotheses during the discovering process, and the analysis, interpretation, and evaluation of evidence before formulating any conclusion. We welcome group work and group discussion in order to brainstorm new ideas during the exploration and discovery processes. We encourage curiosity and promote autonomy.

The advantages of our approach are multiple: Concepts that learners discover by themselves become a part of their permanent knowledge. Success in the formulation and testing of hypotheses gives them a feeling of confidence. Inquiry activities strengthen their intellectual skills. The exploration process provides them with a sense of responsibility, as they must manage their own learning, and develops their critical thinking, originality and resourcefulness.


Training. How do we proceed?

1. Identification. We listen to the needs of our clients. We listen to the goals they want their trainees to achieve.

2. Assessment. We examine the current familiarity of the trainees with the notions that directly or indirectly relate to the coaching subject. We also test their psychological strengths and weaknesses in order to design the best approach for their learning.

3. Program. We design, together with our team of pedagogues and instructors, the program that best suits the needs of the trainees to achieve the desired goals. Our training plan is notified, explained, and agreed upon with our clients before implementation. We provide a complete set of teaching materials.

4. Training. Our specialists organize a training workshop where participants are coached according to our successful methodology. We ask participants to pass a demanding test at the end of each workshop in order to demonstrate that they have acquired the aimed skills and knowledge. Both the duration of the workshop and the number of participants are decided in function of the previous knowledge and skills of the trainees.

5. Monitoring. After a workshop, we monitor the trained group of participants to ensure they have fully incorporated the skills and knowledge imparted. If necessary, we provide new individual training to those participants that may need it.