principles of effective activity based participative learning. - updated. pptx
TRANSCRIPT
Gram Tarang Employment Training ServicesCenturion University of Technology and Management
January 2015
PRINCIPLES OF
ACTIVITY-BASED
PARTICIPATIVE
LEARNING
Introductions “icebreaker”
Find out something interesting about your neighbour and share it with the group.
ACTIVITY-BASED
PARTICIPATIVE
LEARNING
PROJECT or
PROBLEM-BASED
LEARNING
The opposite of paper-based, rote memorization, teacher-led learning!
DAVID HORSBURGH An emphasis on the surrounding environment and recognition of self-learning , allowing the learner to study according to his/her aptitude and skill in small milestones.
BASED ON THE PRINCIPLE OF
“TELL ME
Benjamin Franklin was a working class boy who was called the ‘First American’ man. He was an inventor, a moral crusader, a successful publisher, a diplomat and is on the $100 bill !
AND I FORGET,
TEACH ME
AND I LEARN”Benjamin Franklin
INVOLVE ME
AND I REMEMBER,
Classroom Learning
“Sage on the stage”
Characteristics
12345
Activity Based Learning
“Guide by the side”
Characteristics
12345
TASK:
Make longest line of connected newspaper which two team members can hold at each end without it touching the floor !
(5 mins to plan, 15 mins to do).
FEEDBACK TO GROUPWhat have we learnt ?
WAS THE ACTIVITY S.M.A.R.T ?
WHAT DID THE LEARNER DO ?
WAS THE ACTIVITY TEAM DEPENDENT ?
WHAT ROLE DID THE TRAINER HAVE ?
SPECIFIC, MEASURABLE, ATTAINABLE, RELEVANT, TIME-BOUND
Benefits of project and activity based learning
Student centred with more engagement and ‘choice’
Develops problem solving skills and promotes self-directed learning
Strengthens structured collaboration and co-operative peer-learning
The motivation to solve a problem becomes the motivation to learn
Real world relevancy and students inspired to find real-world solutions (Community can get involved)
Enhances retention of learning
Promotes ongoing, life-long learning
Develops communication skills and confidence in speaking and
presenting to groups.
Provides ‘deep’ learning and deep answers with teachers learning from student ‘teachers’
Provides multi-faceted assessment and students assess each other
Transfer the learning and method of inquiry and
problem solving to other areas
How do we get good at developing this training style?• Diving in or baby steps ?
• Scaffolding and planning
• Change your role to that of a facilitator
• Practice, practice, practice
• Ask for review and feedback
Examples of activities Activities you may wish to use What would you find
challenging ? What can help you improve ?
Role Play Quiz Small group Group Discussions Games Presentations Team Competition eg Making a poster Research assignment Using media – eg cameras videoPhysical shapes Sense Guides IT interactive white boards Voting Model making
PROJECT ACTION • In teams of three, prepare a session which uses all these
principles.
• You will deliver your session in an exhibition on 27-28th. Your goals is to show the most innovative/creative.
• Between now and then each team will have a coaching session with Worktree advisors.
Further resources
• www.youtube.com/watch?v=hnzCGNnU_WM
• Interactive Techniques by Kevin Yee, http://www.fctl.ucf.edu/TeachingAndLearningResources/CourseDesign/Assessment/content/101_Tips.pdf
• Key Considerations in Building Interactive Learning Environments by Educause, http://net.educause.edu/ir/library/pdf/ELI0525.pdf