Teaching in the Fast Lane: How to Create Active Learning Experiences

by Suzy Pepper Rollins

Teaching in the Fast Lane offers teachers a way to increase student an active classroom. The active classroom is about creating learning experiences differently, so that students engage in exploration of the content and take on a good share of the responsibility for their own learning. It's about students reach­ing explicit targets in different ways, which can result in increased student effort and a higher quality of work. Author Suzy Pepper Rollins details how to design, manage, and maintain an active classroom that balances autonomy and structure. She offers student-cen­tered, practical strategies on sorting, station teaching, and cooperative learning that will help teachers build on students' intellectual curiosity, self-efficacy, and sense of purpose. Using the strategies in this book, teachers can strategically "let go" in ways that enable students to reach their learning targets, achieve more, be motivated to work, learn to collaborate, and experience a real sense of accomplishment.

Genres: Education, Nonfiction, Professional Development

130 pages, Paperback

Published April 6, 2017

Reviews

[Johnny G. · Rating 2 out of 5]

The title "Teaching in the Fast Lane" is a bit of a misnomer. A lot of what I do, and, hopefully, most of American teachers do, is to try to make student learning an owned experience by making learning fun through a variety of forms. There are some good ideas in here, like how to create learning stations, "menus" where students pick their learning objectives, etc. And then there's the reality. In order to plan really terrific units, a teacher would have to have: 1. no life outside of their job; 2. incentives to sit down for hours to plan out units, with colleagues (read: $); 3. been in their position for a number of years to really master their teaching content. Also, what about those students who command so much attention that they can sabotage lessons, just be being themselves? I could shoot holes through this skimpy, quickly-written book all day. And, to make matters worse, I caught at least one grammar mistake: page 93: should be "pore over" not "pour over". Ugh.

[Nicole Pearce-rummel · Rating 4 out of 5]

Quick read with lots of examples. However, many of the ideas may be overwhelming to teachers with regards to the amount of time necessary to implement. My recommendation would be to look for one or two take aways instead of whole implementation.

[Erin McDonnell-Jones · Rating 2 out of 5]

Ironically, I feel like she does a lot of "telling" me what active teaching is instead of "showing" me active teaching strategies. She even mentions how teacher's have a the fear of using active teaching strategies because they give up some control in the classroom; however, she does not do a lot to assuage those fears by offering strategies and ideas.

Chapter 2 has an interesting take on a Word Wall/Standards Wall for those who have to post standards. This can break the standard down into friendly language for the students to follow. This could also be a good connection to UbD with presenting the end skills students will achieve.

Chapter 4 offers a good evaluation tool for supervisors. Instead of using a long check list, use a pie chart and fill in how much time was dedication to the learning target, tasks, time used, and estimated percentage of students genuinely engaged. Some activities were mentioned at the end of the chapter.

Chapter 5 provides an overview for using stations in anyone's classroom--but the planning and implementation must be highly organized for a secondary educator.

[Tracey · Rating 5 out of 5]

This is a great book for a teacher to refer to for ideas. Ideas for centers that address standards but are not big projects, sorting activities for all grade levels, cooperative learning so that ALL are participating, standards "wall" for students to record progress, and more.

The author also discusses that confident teachers are usually the ones who feel comfortable with alternative teaching methods and don't feel so compelled to be "in control".

This is a great read and teachers will gain many ideas to use in the classroom.

[Wes · Rating 5 out of 5]

This is an excellent book. There is a lot of information in the book that I find very useful. I plan to change my class next year to model the active classroom that is so well explained. She lays out quite plainly how to do the things that she is talking about with lots of examples. Unlike lot of books about education, I feel that this book was written by a teacher with classroom experiences much like my own.

[Brenda Yoakum · Rating 4 out of 5]

Some good learning to get in front of teachers in cluster class.

"A myth of the student-centered, active classroom is that it lacks structure. Students need structure and predictability in what is going to occur in the classroom. In fact, one can argue that having effective learning structures in place is even more important in the active classroom..." (3).

Standards wall (30-35)

Pie chart lesson (41)

Sorts (65)

Closure strategies (111)

[Chris · Rating 4 out of 5]

This was an easy read and had many practical ideas that can be immediately implemented into the classroom that will promote an engaging student centered environment. I like the ideas on different types of word sorts, incorporating stations that meet the needs of every child, and applying cooperative learning strategies in the classroom. This is a good book if you are looking at some quick ideas to add in your classroom to create an active learning environment.

[MrsReganReads · Rating 4 out of 5]

Some great ideas, especially in the early chapters that I highlighted and want to share with colleagues and students. Thoughtful about the true purpose of education and what we are trying to instill in our students to help them later in life be successful in jobs and careers. I will certainly keep it in mind as I move through this school year and make edits to my existing curriculum.

[Tammy · Rating 3 out of 5]

Liked it and got some good ideas from it. Reinforced much of what I believe. I wanted more succinct "how to's" - solid ideas that I could easily implement tomorrow or next week. A quick good read. Worth the read but still leaves you needing to find more resources.

[Meg · Rating 4 out of 5]

Suzy's strategies are so practical. It's a great book to keep on the shelf and pull out when you need a refresher on how to engage students. Her breakdown of the lesson plan is also ingenious- focusing on mini lessons and student work periods.

[Jennifer Park · Rating 5 out of 5]

I really liked this book and was a helpful reminder — bringing instruction back to the basics. I also liked that the examples weren’t too grade level content specific. I will be implementing the bow tie buddies this week!

[Leanna Aker · Rating 4 out of 5]

Solid, but brief, ASCD book detailing a few ways to make learning more active in the classroom. I got some good ideas, even past year 15 in the classroom.

[Beth Lind · Rating 4 out of 5]

Lots of great ideas in this book. Makes me want to ban worksheets forever.

[Tobye · Rating 4 out of 5]

This was a decent follow-up to Learning in the Fast Lane. I liked Learning more, but found this a great source for ideas and implementation.

[Brandi · Rating 3 out of 5]

Lofty goals, but until teachers and students are not subjected to high-stakes testing, these changes are impossible.

[Amanda · Rating 2 out of 5]

Read this as a "textbook" for a graduate course. It is a short book and it has some good ideas and explanations on Active Learning. Good for any teacher to read.

[Mills College Library]

371.3 R754 2017