Teacher Guide

Section 3: Classroom practice
11
Cambridge IGCSE and Cambridge O Level Computer Science
Section 3: Classroom practice
3.1 Active 
learning
Active learning is about learners being engaged in their own learning rather than simply being the passive 
recipients of knowledge as supplied by you. They are involved in a variety of activities that involve thinking, 
doing and talking, and develop their understanding of a topic by placing it in a variety of contexts.
Cambridge syllabuses aim to produce learners who are actively involved in their own learning. They should 
become self-confi dent computer scientists, able to identify and design solutions to problems. They should 
take an informed interest in the wide range of important computer-related issues in today’s world.
Active learning will help to achieve these aims. Active learning techniques also increase learners’ enjoyment 
of learning. Research shows that active learning is associated with much higher retention rates. Typical 
learner retention rates for different types of learning activities are illustrated in the ‘learning pyramid’.
Teach others: 90%  
Practise doing: 75%  
Discussion: 50% 
Demonstration: 30%  
Audiovisual: 20%  
Reading: 10% 
Lecture
Learners should always have to process information. This can be achieved in a relatively straightforward 
way.
For example:
• you could ask learners to research sensors by referring them to a textbook or website
• you could write up the different types of sensors they have found on the board
• and then ask them, in groups, to consider what you could use a particular type of sensor for and why it 
would be appropriate. 
Some teachers worry that giving learners more responsibility for their own learning will take too long. 
However, it can actually save time and more crucially, it can prove to be a better use of time. 

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Section 3: Classroom practice 
12
Cambridge IGCSE and Cambridge O Level Computer Science
There are a number of ways you can promote active learning. These include:
•