Principles of effective activity based participative learning. - updated. pptx

Gram Tarang Employment Training ServicesCenturion University of Technology and Management

January 2015

PRINCIPLES OF

ACTIVITY-BASED

PARTICIPATIVE

LEARNING

Introductions

Tom Bulman Stephen Carrick-Davies

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.

If you can find the answer online it’s not project-based !

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

THE ENVIRONMENT

WHAT SPACE AND BEHAVIOUR DO WE NEED FOR EFFECTIVE ACTIVITY –BASED SESSIONS ?

FINDING THE ANSWERS BY DOING !

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

Project-based learning in action.

www.youtube.com/watch?v=vIxrNUDWXMc

HOW COULD WE APPLY THESE PRINCIPLES IN TEACHING ADULTS ?

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