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Selecting and Evaluating Hands-On Activities

Selecting and Evaluating Hands-On Activities. By David Agnew Arkansas State University. Objectives. Identify sources of hands-on activities List the14 requirements of Hands-on activities Evaluate the potential for using a Hands-on activity. Where do Hands-on Activities Come From?.

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Selecting and Evaluating Hands-On Activities

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  1. Selecting and Evaluating Hands-On Activities By David Agnew Arkansas State University

  2. Objectives • Identify sources of hands-on activities • List the14 requirements of Hands-on activities • Evaluate the potential for using a Hands-on activity.

  3. Where do Hands-on Activities Come From? • You have state department references • Old references • Supplement • Note: most of these have been teacher developed • Publishing Companies • Your text (the old one) has a workbook with activities • State Career Orientation Conference (August) • You can develop your own

  4. Self Developed • Requires some creativity, but easy to take an idea you like and make changes. • Remember to not make it just a vocational type hands on activity.

  5. REQUIREMENTS FOR ACTIVITY-BASED LEARNING EXPERIENCES • The activity should stress safety. Some activities may not lend themselves to classroom use because of safety hazards. Examples: working with explosives, acids, toxic chemicals, dangerous machines, etc. • The activity should relate specifically to the given clusters. • The activity should be convenient to the situation. • The activity should be representative of several current or future occupations.

  6. REQUIREMENTS, continued…. 5. The activity should be appropriate for the skills of the student. 6. The activity should give the student an opportunity to determine if he is interested in the job family as a future vocation. • The activity should be a realistic task or simulative. • The activity should utilize available materials and resources. • The activity should be economically feasible.

  7. REQUIREMENTS, Continued…. • The activity should be manageable in its particular setting. • Follow the prescribed format. • Avoid gender stereotyping • Be used after appropriate introduction of related content. • Provide students a copy of procedures of the activity as needed.

  8. Requirement #1 • The activity should stress safety. Some activities may not lend themselves to classroom use because of safety hazards. Examples: working with explosives, acids, toxic chemicals, dangerous machines, etc.

  9. #1 Key Word -- Safety

  10. Requirement #2 • The activity should relate specifically to the given clusters.

  11. # 2 Key Words – Cluster Related

  12. Requirement # 3 The activity should be convenient to the situation.

  13. # 3 Key Word – Convenient

  14. Requirement # 4 The activity should be representative of several current or future occupations.

  15. #4 Key Words -- Representative

  16. Requirement # 5 The activity should be appropriate for the skills of the student.

  17. # 5 Key Words -- Appropriate Skill Level

  18. Requirement # 6 The activity should give the student an opportunity to determine if he is interested in the job family as a future vocation.

  19. # 6 Key Words-- Interest

  20. Requirement # 7 • The activity should be a realistic task or simulative

  21. #7 Key Word -- Realistic

  22. Requirement # 8 The activity should utilize available materials and resources.

  23. #8 Key Word -- Available Resources

  24. Requirement # 9 The activity should be economically feasible.

  25. # 9 Key Word -- Economically Feasible

  26. Requirement # 10 The activity should be manageable in its particular setting.

  27. # 10 Key Word -- Manageable

  28. Requirement # 11 • Follow the prescribed format.

  29. # 11 Key Word – Follows Format

  30. Requirement # 12 Avoid gender stereotyping

  31. #12 Key Word -- Stereotyping

  32. Requirement # 13 • Be used after appropriate introduction of related content.

  33. # 13 key Word -- Introduction

  34. Requirement # 14 Provide students a copy of procedures of the activity as needed.

  35. #14 Key Word -- Copy

  36. Guiding Principle in Selecting a Hands-on Activity REMEMBER: An activity is intended to open up the minds of students to possibilities. Try to be positive. Chose activities which are likely to provide a good experience. Everyone may not think to highly of an activity, but that is ok. Try to discourage students from being overly negative about their perceptions of what they don't like. Sometimes that will influence others who would enjoy but instead respond to peer pressure.

  37. Who is Going to Select the Hands-On Activity? You Will ! ! !

  38. Lets Practice the Process of Selecting a Hands-on Activity

  39. In Review • Where do you find hands-on activities? • What are the 14 requirements of a Hands-on activity

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