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

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Stephen Carrick-Davies
Stephen Carrick-Davies

A series of slides presented as part of a 3 hour lecture to Indian university students as an introduction to Activity Based Learning. Uploaded here simply to share reflections and some of the activities we ran to introduce the importance of this topic.

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Gram Tarang Employment Training Services Centurion 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 1 2 3 4 5 Activity Based Learning “Guide by the side” Characteristics 1 2 3 4 5
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 GROUP What 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 video Physical 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/TeachingAndLearningReso urces/CourseDesign/Assessment/content/101_Tips. pdf • Key Considerations in Building Interactive Learning Environments by Educause, http://net.educause.edu/ir/library/pdf/ELI0525.pdf

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

  • 1. Gram Tarang Employment Training Services Centurion University of Technology and Management January 2015 PRINCIPLES OF ACTIVITY-BASED PARTICIPATIVE LEARNING
  • 3. Introductions “icebreaker” Find out something interesting about your neighbour and share it with the group.
  • 4. ACTIVITY-BASED PARTICIPATIVE LEARNING PROJECT or PROBLEM-BASED LEARNING The opposite of paper-based, rote memorization, teacher-led learning!
  • 5. 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.
  • 6. If you can find the answer online it’s not project-based !
  • 7. 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,
  • 8. Classroom Learning “Sage on the stage” Characteristics 1 2 3 4 5 Activity Based Learning “Guide by the side” Characteristics 1 2 3 4 5
  • 9. THE ENVIRONMENT WHAT SPACE AND BEHAVIOUR DO WE NEED FOR EFFECTIVE ACTIVITY –BASED SESSIONS ?
  • 10. FINDING THE ANSWERS BY DOING !
  • 11.
  • 12. 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).
  • 13. FEEDBACK TO GROUP What 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
  • 14. Project-based learning in action. www.youtube.com/watch?v=vIxrNUDWXMc
  • 15. HOW COULD WE APPLY THESE PRINCIPLES IN TEACHING ADULTS ?
  • 16. 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
  • 17. 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
  • 18. 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 video Physical shapes Sense Guides IT interactive white boards Voting Model making
  • 19. 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.
  • 20. Further resources • www.youtube.com/watch?v=hnzCGNnU_WM • Interactive Techniques by Kevin Yee, http://www.fctl.ucf.edu/TeachingAndLearningReso urces/CourseDesign/Assessment/content/101_Tips. pdf • Key Considerations in Building Interactive Learning Environments by Educause, http://net.educause.edu/ir/library/pdf/ELI0525.pdf