PRINCIPLES OF TEACHING

“APPROPRIATE LEARNING

ACTIVITIES” MARIANNE T. EVANGELISTA, MSHRM

APPROPRIATE LEARNING ACTIVITIES

• Once you have established your broad course objectives and considered how you will evaluate progress, you need to think about the learning activities you will employ to enable students to achieve those objectives.

• The learning activities you use in teaching should provide students with an opportunity to develop the skills they need to demonstrate their mastery of the material.

• In addition to alignment with students’ knowledge and skills, your teaching and learning activities should also demonstrate alignment in terms of course content, course structure, and instructional approaches (lecture, discussion, demonstration, etc.)

LEARNING ACTIVITY COMPONENTS

• Context - Subject, level, learning outcomes, environment etc.

• Learning and Teaching approaches- Theories and Models

• Tasks- Types, Techniques, Tools, Resources, Interaction, Roles

• Assessments- Types, Techniques

TYPES OF LEARNING ACTIVITIES

1. INTRODUCTORY ACTIVITIES

2. DEVELOPMENTAL ACTIVITIES

TYPES OF LEARNING ACTIVITIES

• INTRODUCTORY ACTIVITIES – This is usually done at the start of the school year or the start of every new lesson.

INTRODUCTORY ACTIVITIES

• Beginning training sessions with warm introductions starts you off on the right foot.

• It invites people to actively participate. It encourages them to get to know one another.

• It sets the stage for having everyone learn from one another. And, it helps build connections and community – it warms and livens up the room.

• Large gatherings and too little time may make introductions difficult, but, even with limited time, you can have people introduce themselves to one or two others they are sitting next to.

INTRODUCTORY ACTIVITIES

• Activities can come in the form of:1. Games2. Action songs3. Energizers4. Anecdote or story telling 5. or posing a question to the learners

INTRODUCTION CAN BE DONE IN A NUMBER OF WAYS:

• In the large group, start with a volunteer and then move in a circle to everyone.

• Pair people together. You can ask people to do introductions with the person they are sitting next to. If you want to ensure that people who do not know one another get a chance to meet and talk, have people call out numbers to half of the total class, and then start at one again. Then, have people pair with the person who called out the same number for the exercise. It can also be good to have partners introduce the person they spoke with during introductions.

CONTINUATION:

• Form people into small groups of 3-5 people to do the introductions. This may work well with a large group. Select the option that will work best with your time-frame and your sense of how shy people are and how challenging they will find speaking with one another.

Types of learning activitiesType Technique Interaction Roles Tools & Resources Assessment

AssimilativeReadingViewing Listening

ArtefactAssignmentBrainstormingBuzz wordsDefendingDissertationDrill & practiceEssayExerciseFishbowlIce breakerMCQMindmapsNegotiatingPair dialoguesPerformancePortfolioProductQuestion & answerResource-basedRole playRoundsShort answerSnowballDebateTestVoting

1 – manyGroup basedClass based1-1 S to S1-1 S to TIndividual

Indiv learnerGroup leaderCoachParticipantMentorSupervisorRapporteurFacilitatorDelivererPair personPresenterPeer assessor Moderator

AdaptiveSimulationModellingVirtual worldsCommunicativeChatChatEmail Discussion boardsMailing listsWeblogsProductiveSpreadsheetsDatabasesNarrativeAudio ImageTextVideoWeb pageInteractiveLibrariesPortalsSearch engines

Not assessedDiagnosticFormativeSummative

Info HandlingGatheringOrderingClassifyingSelecting AnalysingManipulating

AdaptiveModellingSimulation

CommunicativeDiscussingPresentingDebating

ProductiveCreatingProducingWritingDrawingComposingSynthesising

ExperientialPracticingMimickingExperiencing

DEVELOPMENTAL ACTIVITIES

• The most fundamental level, development activities involves change.

• This change must be cumulative and systematic; random change is not considered to be developmental in nature.

• Whereas the concept of growth refers to the addition of new components or skills through the appearance of new cells, development refers to the refinement, improvement, and expansion of existing skills through the refinement of cells already present (Schuster, 1992).

DEVELOPMENTAL ACTIVITIES

• Data Gathering Activity• Organizing and Summarizing activities• Application Activities• Creative and Expressive Activities• Concluding Activities

DATA GATHERING ACTIVITIES

• Teachers can now use a great number of tools for learning and which students can engage in. In the hands-on approach to learning, students are given a free hand in the selection of tools for data gathering.

• This type of involvement in data gathering provides more opportunities for meaningful learning as well as independent study.

TOOLS FOR DATA GATHERING

• The tools are what they usually make use of in actual life situations and can be made readily available for gathering information such as: 1. Computers2. Telephone3. Internet4. Video cameras.

ORGANIZING AND SUMMARIZING ACTIVITIES

• Teacher draws plan or structures the lesson plan by assigning impromptu activities. • This will be helpful in measuring the extent of understanding of the experiences during the activities and it will measure as well if objectives have been met.

ORGANIZING AND SUMMARIZING ACTIVITIES

• This can be done by:1. Vocabulary words or drawing an object or animal related to the lesson proper. 2. Riddles and puzzles can also be used for a start.3. After the activities, students may be asked to summarize, analyze in written form. 4. The new concepts and insights gathered from the activities.

APPLICATION ACTIVITIES

• Activities that are done during the application of the concepts. • The intention here is to enable the students to master and improve their performance and identify the content areas that have to be improved.

CREATIVE AND EXPRESSIVE ACTIVITIES

• These activities provide the use of imagination and expression of one’s feelings, thoughts, and ideas about the insights acquired.• Activities of these nature are

normally done after the lesson proper and are designed to find out the amount of new knowledge acquired and how well it can be related to actual situations.

CONCLUDING ACTIVITIES

• Usually are activities students engaged in as part of the application of the newly acquired knowledge. • They may come in the form of

wrap up, after which students submit the summary in outline form.• Teacher may also

summarized the important points to be remembered by the learners.

ASPECTS THAT ARE IMPROVED

BY MEANS OFDEVELOPMENTAL

ACTIVITIES

DEVELOPMENTAL ACTIVITIES

DEVELOPMENTAL ACTIVITIES

DEVELOPMENTAL ACTIVITIES

DEVELOPMENTAL ACTIVITIES

DEVELOPMENTAL ACTIVITIES

END OF PRESENTATIO

NTHANK YOU!!!!