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There are two broad categories for teaching material in the classroom including active and passive learning. Research shows that during passive learning students retain 10% of what they read and 20% of what they hear. This allows students to define, describe, list and explain the material they have learned. With passive learning students remember 30% of visuals in the lessons and 50% of material they both see and hear. These forms of passive learning allows students to complete activities such as demonstration, application, and practice. Research shows that active learning allows students to remember 70% of what they say and write and 90% of actions completed . Active learning results in students gaining skills in analyzing, defining, creating and evaluating the learned material. The skills gained from active learning transitions into usage better than skills gained from passive learning. As an English teacher I plan to combine active learning with the Engage, Study and Activate (ESA) method of learning presented in TESOL. My favorite form of active learning is to create activities in the form of games. These activities challenge students to use their skills in defining, analyzing, creating and evaluating to learn material from a lesson. The following will be an example of a proposition lesson plan using the ESA method combined with active learning. A list of propositions will be elicited during the Engage part of the lesson and written on the board. I will have a box and a stuffed animal. I will move the stuffed animal around and inside the box and ask the students to describe the location of the stuffed animal. For example, I will hold the stuffed animal under the box to elicit the word ‘under’ from the students. I will continue this exercise until majority of the prepositions are written on the board. When the students run out of preposition vocabulary previously known, I will write the remaining prepositions on the board. The students will then stand up at their desk and I will drag an extra desk to the front of the classroom. I will then proceed to demonstrating the new and previously listed vocabulary using the desk. I will have the students follow my demonstration. For example, I will go under the desk to demonstrate ‘under’ and the students would follow by going under their desk. After my demonstrations, students will return to sitting in their desk to proceed to the study part of the lesson plan. The students will then complete a fill in the blank sentence worksheet using the preposition vocabulary listed on the board. When the students have completed their worksheets, I will have them recite their answers to the student next to their desk. I will then review the worksheet with the entire class by walking around and having the students read their sentence out loud. As they read we will discuss different answers and make corrections. The students will then move into the activate part of the lesson. I will direct students into completing an obstacle course in the classroom in which students will have to read the preposition vocabulary word at each obstacle to complete the course. This is a lesson plan combining the ESA format of a lesson plan with active learning to allow students to complete a physical puzzle. Students will have to know the definition of each preposition, analyze the obstacle before evaluating which preposition they must use to get pass the obstacle. Citations: -TESOL Lessons Chapter 7 and Chapter 1 -https://lo.unisa.edu.au/mod/book/view.php?id=610988&chapterid=101290
