My piece of notes
Tuesday, August 27, 2013
Sunday, July 21, 2013
Wednesday, June 12, 2013
Field Trip Learning
Introduced in 1827 by
George Shillibeer
Field trip is defined
as a course-related activity that serves educational purposes and occurs
outside of the classroom at a location other than on the campus at which the
course is regularly taught. A field trip is a visit to a place outside the
regular classroom.
Normally if we take in the consideration of field trip
learning, it can be applied to any form of valuable learning taking place beyond the class room setting.
For instance, learning of poetry in an English classroom will enhance students’
approach in hands to eyes coordination for useful retention of knowledge.
Because poetry teaching is a very vivid justification of reality for students
to learn so field trip learning is one such base for keen learning.
Features of field
trip
Since field trip is an excitement factor for the students to
learn and explore outside the classroom setting it:
• Facilitate
the learning of abstract concepts.
• Motivate
students through increased interest and curiosity.
• Increases
student-student and student-teacher social interaction
• Develops
social awareness.
Types of Field
learning
•
Instructional learning
-
designed
to allow the students to achieve specific course objectives
• School
contests or festivals
-
Extra campus activity, which provides an
opportunity for students to demonstrate knowledge and skills developed through
subject area instruction. Contests, competitions, festivals, or evaluations may
involve teams of students outside the classroom.
• Motivational
learning trips
-
Extra-campus activity, which is not a part of a
scheduled class. It provides a motivational incentive for the school, club,
group, or class and is related to improving the school climate.
Purpose
• Hand
on experiences
• cooperative
learning
• explore
new environment
• building
back ground knowledge
• anticipation
• facing
the real world
• Enriches
the lives and experiences of the students by taking class rote learning in to
the real world.
Principles
• An
atmosphere of intellectual excitement
• Intensive
research and knowledge transfer culture permeating all teaching and learning
activities.
• A
vibrant and embracing social context
• An
interactive and culturally diverse learning environment.
• Explicit
concern and supports for individual development.
• Learning
cycles of experimentation, feedback and assessment.
• Structuring
and integrating
•
Freedom for experiment with knowledge without
the educational process in its entirety.
Procedure
1. Identify objectives and plans of evaluation for field learning.
2. Logistics planning.
3. Field trip preparation/per-trip discussion.
4. During the trip (Dos and don’ts are the most valid
components)
5. after the trip
6. Evaluating field trip
Advantage
• better
grade and understanding
• exposure
to new thing
• new
learning environment
• real
life experience hands on learning
• team
building
• it
enhance the culture exchange
Disadvantage
• Planning
• organization
• Behavior
rules and structure
Role of a teacher
• to
select the site
• act
as facilitator
• make
necessary arrangements
• transportation
issues
• budget
and food
• necessary
medication
Role of the students
• active
participation
• have
to be a good listener
• should
be corporative
• behave
properly
Role play Teaching Strategy
-Founded by Physician Jacob L. Moreno (1889-1974) in Vienna.
-Role play is a form of approach to
learn from character play each participant without rehearsal and preparation.
Students are exposed to this form of speaking activity putting themselves into
the shoes of real characters. A kind of dramatization but within a very short
time frame unlike real stage play where the performer tend get ample of time to
organize and synchronize their work of drama and present it to the audience.
This strategy is very applicable to
English story telling/narration or poems whereby students get to enact and
accordingly foresee what is the particular story/poem really about? Students
can makeover easily that each character they portray is with utmost feel and
emotions and to that resemblance students would take the grip over their work
of dramatization and hence learning is also imparted.
Principles of role play:
- Students must accept the duties and responsibility of
their roles and function.
- Students assume a particular personality of a different
person such as a historical character.
Role of a teacher:
- Act as an instructor.
- Provides accessories for play.
- Spectator.
- Feedback provider.
- Let the student play the role, where the child is
comfortable.
- Facilitator.
- Participant.
Role of a student:
- Active listener.
- Seek guidance from adviser.
- Assume responsibility for our own learning.
- Develop effective interaction with teacher.
- Evaluate and judge our own performance.
- Spectator and provides feedback.
Purposes:
- Decision making.
- Exchange of knowledge.
- Enhances active participation.
- Long term retention.
- For cognition learning method and teaches many lesson.
- Understand the feeling of others.
- Challenge students to question their talent or
aptitude.
Procedural steps:
- Warm up group
- select participation
- set the stage
- prepare the observer
- Enact
- Discuss and Evaluate
- Re-enact
- Share experiences and
generalize
Advantages:
- Interest of an students when the topic is raised.
- Active participation.
- Long term retention.
- It enhances communication and interpersonal skills.
- It can be used with individuals or in a group
situation.
- It helps to respect others feelings.
- Develops confidence and self-efficacy.
- Helps to share and giving feedback.
- It develops competence.
- Helps in interviewing, counseling skills, interpersonal
relationship and team working.
- Requires both physical and mental strength.
- Reduce discipline problems in the classroom.
Disadvantages:
- It can be time consuming.
- Can be unpredictable incase of outcome.
- Can lack focus unless well planned and monitored.
- Embarrassment for some students.
- Less effective in large numbers of group.
- May awaken previously subdued or suppressed emotions.
Sunday, May 19, 2013
Instructional Simulation
Simulation is the presenting of an artificial problem, event, situation, or object that duplicates reality, but removes the possibility of inquiry or risk to the individuals involved in the activity. Simulation provides a model of what exists or might exist in a set of complex physical or social interactions. Simulation is a representation of a manageable real event in which the learner is an active participant engaged in learning a behavior or in applying previously acquired skills or knowledge.
Instructional simulations involve the learner in various functions. Provide information to the participants; create situations in which the learner demonstrates some skill or knowledge, since the simulation elicits a response; and assess the performance of the participant by measuring it against an already established standard.
Simulations promote the use of critical and evaluative thinking.
It takes number of forms; elements a game, a role play and activity.
Purpose of using Instructional Simulation:
For instance, if you want to teach students a particular grammar aspect, it is not necessary that you always relent your teaching within the bound of traditional lecturing which is sometimes suffocating for students to capture, rather you could intervene the teaching tactics to another approach that is making them construct the linage for self discovery and self exploration. You can design grammar games whereby students are more motivated to learn. With the basic instructions on what is it all about? How to go about? The goal would not be to win but to acquire knowledge and understanding.
A simple grammar content can be taught in the simplest way promoting concept attainment through experiential practice with all the enthusiastic means of making students back pace with these purposes.
• It is motivating and realistic.
• It is learner-centered.
• It enhances cooperation among peers.
• It develops higher-cognitive skills of all types.
• It develops interpersonal and social skills.
• It promotes psychomotor skills.
• It promotes multi-faceted skills related to real life.
• It enhances the development of values and attitudes in children
• Simulation promotes concept attainment through experiential practice.
Principles of Instructional Simulation:
In Simulation, we become immersed in the activities almost immediately. Games and simulations are great icebreakers for diverse groups of students.
• Ensure that students understand the procedures before beginning.
• Try to anticipate questions before they are asked.
• Know what you wish to accomplish.
Procedural-steps of Instructional Simulation:
Stage1: Establish your objective.
Stage2: Deciding what type of exercise is to be used.
Stage3: Choosing a specific exercise.
Advantages of Instructional Simulation:
A basic reason for using simulations is that mistakes are both inevitable and desirable. It is experiential learning, not a rehearsed event. Participants learn from their mistakes and want the opportunity to improve in the next simulation. The greater the disaster, the greater the learning. The interest is built so immensely that the participants get fully enrolled in learning. Therefore, students are involved efficiently.
• Enjoyable, motivating activity
• Element of reality is compatible with principles of constructivism
• Enhances appreciation of the more subtle aspects of a concept/principle
• Promotes critical thinking
• Engages students effectively
• Reach
Disadvantages of Instructional Simulation:
• Loss of control in the classroom.
• You cannot teach using technology unless you know technology.
• Costing and preparedness in our context.
Instructional simulation is a very clear-cut aspect in the approach of teaching and learning mainly for the participants who wants to learn beyond the learning, what is taught. They create space for their manipulative thinking and accordingly work upon a particular context again and again until they are fully aware of its applicability. And the part of a teacher is to enhance and make students engrossed in the field of learning as a mere guide, facilitator or a mentor. In the teaching backup, simulation is a great guide for the teachers since it reverses the way of teaching from traditional lecturing to a new form of constructing knowledge for the students. And in other hand students are able to learn and discover new form of learning approach which is reliable wholesomely through self exploration, making every lesson motivating, interesting, valuable, etc.
Monday, May 6, 2013
Reflection On Activity Based Strategy
Activity Based Teaching Strategy
Activity Based Teaching Strategy is the resolved kind of teaching and learning method for both students as a keen learner actively enrolled in a particular task assigned and implicating on new creations. And as the part of teacher, they engage students in a zeal periodic forum whereby the students’ focus is more dynamically retention of knowledge with hands on practice/ learning by doing.
It is a method in which the child is actively involved both
mentally and physically.
The Founder of
activity based teaching strategy is David
Horsburg.
Principles
of ABTLM:
1. Activity based teaching is a learner centered
approach.
In the traditional form of teaching approach,
teachers were supreme because they conducted the whole process of teaching with
lectures and students were the stems of learning only to the extent of
listening. The students work individually on assignments, and cooperation is
discouraged. Activity based teaching shifts the focus of students becoming just
a mere listeners to active participants to a controlled way of Student
centered approach. These methods include active learning, in which students solve problems, answer
questions, formulate questions of their own, discuss, explain, debate, or
brainstorm during class.
2. Emphasis on experience learning
Experience learning is the process of making meaning from
direct experience, i.e., "learning from experience".
•
The
learner must be willing to be actively involved in the experience;
•
The
learner must be able to reflect on the experience;
•
The
learner must possess and use analytical skills to conceptualize the experience;
and
•
The
learner must possess decision making and problem solving skills in order to use
the new ideas gained from the experience.
3. Opportunities for learner to work cooperatively and
collaboratively
Students are provided with opportunities in which they work in
teams on problems and projects under conditions that assure both positive
interdependence and individual accountability. Therefore, they work
cooperatively and collaboratively.
4. Activity based teaching encourages the union of work
and play
When there is activity in a group, it becomes necessary for the
students to unite as one group to come up with effective outcome.
5. Uses child friendly educational aids to foster self
learning
The key feature of the ABL strategies is that it uses
child-friendly educational aids to foster self-learning and allows a child to
study according to his or her aptitude and skill. They use materialistic form
of equipments (computers, TLM, etc…) to self discover.
Kinds of
learning Activities:
The three kinds of learning activity are:-
1. Exploratory
Exploratory learning is done through observation and searching
information where learner just needs to absorb on what teacher is teaching.
2. Constructive
Constructive learning is basically done through experiment where
it mainly focuses on hands on learning.
3. Expressional
Expressional learning is done through sharing information and
articulating with each other in form of role play, presentation etc.
Advantages:-
1. Can be
used in all the subjects
2. Promotes
better understanding of a lesson as it is learning by doing
3. Ethics
are usually formed when using activity based
4. Enhance
Self efficacy in child
5. Opportunities
to work independently and in groups.
6. It
inspires the students to apply their creative ideas, knowledge and minds in
solving problems.
Disadvantages of ABTLM:-
1. Low efficiency students
cannot take active participation.
2. Learner would lose interest and become inactive in the
discussion.
3. Lengthy procedure and requires (flawless) perfect
planning.
4. focusing on activity to make learning fun can actually hamper
those students
Criteria for organizing activity:
- What activity to do?
- Why or what for you want for them to do that activity?
- How do you want to go about doing the activity and what do you want them to avoid?
- Where do you want them to do the activity?
- How long the activity should last?
- How should the students work individual, in pairs, or in a group?
- What you want them to do with finished work?
Purpose of activity based learning.
ü An
activity is said to be the language of the child
Since, the main flow of activity is to
inculcate better understanding and prior to that is, it gives longer retention
of what the students learn by doing. Therefore, a child in his basic learning
learns a particular subject by doing (processing activity) which in term
becomes the language of a child.
ü Improve
social skills
Activity is mainly learned within a bound of a
group or in class as a whole, therefore a decorum is created which is conducive
for every individual child to explore, impart and intake view points and
buildup social interaction hence, improving their social skills.
ü Encourage
self learning
The method encourages students to do self
exploration, discovery with keen focus to bring in independency and adequacy.
ü Make
the learner do more than just listening and studying
In the activity based teaching strategy
learners are with held by the teachers to do things beyond doing (at the most
but more). Learners are kept engaged actively in the class not left out only to
listen and study but to do, explore, expand, extent, discover etc…
ü Greater
knowledge retention and high level performance.
With the benefit of “I HEAR AND I FORGET, I
SEE AND I REMEMBER, I DO AND I UNDERSTAND” -Confucius it is clear that the
retention of any knowledge can be accessed through doing because as you do, you
understand and understanding a subject matter helps learner to achieve quick
remembrance and a high level performance in terms of experimenting knowledge.
ü Active
problem solving by students
The activity based strategy is focused on
clear cut overview of problem solving with the balance of mentality and
physicality aspect of performance in experimentation of problems by students.
ü It
enhances creative aspect of experience
The method involves the learners to do self
discovery, exploration by them and grabbing the experience with enhancement of
creativeness by individual learners on account of activities held, developed
and viewpoints they engross.
ü Provides
varied experiences to the students to facilitate the acquisition of knowledge,
experience, skills and values.
The experience is the most significant phase
of an activity because as they learn they are more familiar with what they do
on particular aspect/situations. Students are therefore indebted with
knowledge, imparting skills and values.
ü Builds
the students’ self-confidence and develops understanding through works.
Since activity based is manipulative way of
students’ self discovery, they tend to take the stepping stones to frame self
confidence and develop understanding skills through hands on experiences.
Steps for Activity-based learning:-
- Planning
Teacher needs to plan before hand, what
activity is going to be given to his his/her students and how to group them.
While planning an activity to students we have to think of what? When? How?
Where? Why?
- Instruction
Ensure you give clear information before each
activity. For each activity ensure you follow the principles of what? How? With
whom? Where? How long? What after?
- Check the understanding of the instruction
Let any of them to repeat what you have
instructed them to do.
- Organizes/ Monitoring
Go around the class, involve the children in
the learning process and guide them if necessary.
- Follow up
Let your student to present their points/views
to the class
- Evaluation
Evaluate the students’ work and pass the
judgment according to their needs.
ROLE OF A TEACHER IN
ACTIVITY BASED TEACHING AND LEARNING METHOD (ABTLM)
- Planner
Planning is thinking ahead. As a part of a
teacher, he/she should be a critical thinker. He/she has to plan in a
systematic manner whereby they possess effective instruction mode for the
students to learn. As a teacher, concentrate on planning-deciding what and how
you want your students to learn. Teacher must show traits of well organized in
their planning should communicate with students effectively and expect high
probability of learning from students.
- Decision maker
For every good planning, an appropriate and
adequate need of decision is always regarded. Teacher’s ability to make good
decision regarding the content, the experiences and activities to be used, the
organization of classroom, etc. is crucial in any teaching learning situation.
- Facilitator
Teacher as keen advisor/mentor should ensure
that every student is engaged in learning. Help students to explore and
experience further more with proper approach of questioning and answering.
Teacher must have the respect for a child’s worth and competence with full
fledged encouragement for instance, members of the group to contribute to the
discussions and accordingly maintain non-threatening atmosphere that permits
students to feel able to comment freely.
- Knowledge imparter
Teacher must understand that the children can
acquire different kinds of knowledge. Need to know concepts and certain manner
and appropriate teaching strategies must be adopted. At the beginning of the
school year, teacher plans activities, which he/she believes will be of
interest to children and enable them to acquire new knowledge, skills and
activities.
Resources are organized to support planned
experiences and learning is evaluated to determine whether what was planned was
accomplished.
- Organizer/Evaluator
Teacher as an evaluator with the basic is the
role to help determine strengths and weakness of students so that that
evaluative form of process enhances school experience in learning and also to
judge or calculate the quality of work done by the students. When, how and how
the teacher will help learning to occur involves organization.
- Disciplinarian:-As a role of disciplinarian, teacher should maintain the class decorum perfect to keep control of pupil during the class lesson or any activity. Before any lesson or activity teacher must gain attention of the students so they can get ready for the lesson. During the activity teacher must ensure that all the students are engaged in particular work without making noise or doing unnecessary work.
Role of the student:-
- Active participation
Students become the active participants while doing the
activity. They tend to get deeply engrossed in the activity as they feel to
hands on practice.
- More interaction in collaboration with others
The maximum approach to teaching and learning method really
relents upon interaction being taken place while conducting an activity because
of its preference upon sharing of viewpoints and creativity enrollment.
- Discussion (discourse) and research
Students and teachers are
effectively engrossed as a part of teaching and learning activity. Students
seek help from teachers as well as do research for exploration of further
information.
- Confident and well prepared
Due to the flow of doing and understanding, students get self
confident and well prepared to whatever they perform because they get
experienced by then. It is the manipulative form of self discovery and
exploration.
- Involved in the program flow
Students get carried away by the practical ways of enhancing
knowledge in the new outlook.
Therefore, they become engrossed and enroll themselves to
various ways to approach learning.
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