1 / 25

Integrating Hands-on Activities into the Lesson/Unit

Integrating Hands-on Activities into the Lesson/Unit. By David Agnew Arkansas State University. Objectives. Define terms associated with Hands-on activities Describe how you would integrate Hands-On Activities into a lesson. Identify the parts of a Hands-On Activity Plan. Terms.

robbin
Télécharger la présentation

Integrating Hands-on Activities into the Lesson/Unit

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Integrating Hands-on Activities into the Lesson/Unit By David Agnew Arkansas State University

  2. Objectives • Define terms associated with Hands-on activities • Describe how you would integrate Hands-On Activities into a lesson. • Identify the parts of a Hands-On Activity Plan.

  3. Terms • Lesson Plan • Unit plan • Daily Lesson plan • Teaching Learning Plan (TLP)

  4. The Big Picture 16 weeks = one semester Semester is made up of X# of instructional Unitsthat last from 1 to maybe 10+ days (most 3-5 days)

  5. The Unit of Instruction Any number of days Day 1 4 days ?? Where to put the Hands-on Activity

  6. The Normal Day at School Semester Unit Daily Plan 50-55 minutes Body of the lesson Body of the lesson Review and Closure Introduction of the lessonDevelop Set, Motivation, Linkage

  7. The Big Picture Daily plan 4 day Unit Semester -- X # of units

  8. Where to Put the Hands-on Activity? Day 1 Day 2 Day 3 Day 4 Early Middle Late

  9. EARLY • Less likely to be a good time • Can be done to introduce a cluster or concept. • Can be done early to generate interest almost as a motivational activity/interest approach. • Sometimes there is a problem with understanding why if done early.

  10. Middle • Very good time and likely to be successful • Students have had time to place the activity into a context of a cluster or unit title. • What comes before is important to success than what comes after.

  11. Late • Also very good time and likely to be successful • Students have had time to place the activity into a context of a cluster or unit title. • What comes before is important to success than what comes after. • Activity can provide a fun closure to the topic or unit.

  12. Can You Have More Than One Hands-on Activity in a Unit? • Answer is YES • Problems with more than one? • Time • Resources

  13. Do you have to have one or more hands-on activity with each Unit? • No • Some teachers use one and apply to two different clusters • This is a teacher decision

  14. Two Major Types of Hands-On Activities • Cluster • Non Cluster

  15. NEW -- 16 Clusters Divisions • Agriculture & Natural Resources • Architecture & Construction • Arts, Audio, Video. Technology & Communications • Business & Administration • Education & Training • Finance • Government & Public Administration • Health Science • Hospitality & Tourism • Human Services • Information Technology • Law & Public Safety • Manufacturing • Retail wholesale Sales & Service • Scientific Research & Engineering • Transportation. Distribution, & Logistics

  16. Non- Cluster • Research • Assessments, Personal skills traits, • Employability skills • Real Game • Interviewing • Etc.

  17. Unit Plan vs. Daily Plan

  18. Parts of a Lesson Plan

  19. The Components of a Hands-on Activity Plan • Two parts • Teacher reference--One detailed reference for the teacher to use in conducting the activity. To keep on file with lesson plan other materials.Students do not usually see this • Student reference--A worksheet/job sheet or assignment sheet for students. To be given out at the time of the activity. Not required ! But sometimes very helpful. usually shorter than teacher reference. Note: Sometimes these are one and the same.

  20. Format for Hands-on Activity for the teacher’s reference • Objective(s) • Point value • Resources/supplies needed • Procedural notes to teacher • Guidelines and Procedures for students • Evaluation Criteria

  21. Worksheet/job Sheet or Assignment Sheet for Students • Place for name, date, etc…. • Objective(s) • Point value • Resources/supplies needed • Guidelines and Procedures for students • Evaluation Criteria

  22. Typical Flow of a Hands-on Activity • After a lesson, with objective(s) introducing the topic give an overview of what is going to be done. • Give a demonstration if needed --Walk through it step by step. • Distribute materials. • Conduct the activity • Debrief , review what was learned

  23. Typical Sequence in a Hands-on Activities Beginning Ending Duration of Hands-on Activity Distribute Resources Introduction Conduct the Activity Review DebriefClosure Demonstration

  24. Review, Debrief, Closure • Depends on the activity, but it usually consist of questions such as: • What did you think? • What did you like about this activity? • How did it go? • What skills would you need to do this as a career? • Etc… • Some activities come with their own set of follow-up questions. • Assess student ability or success at the activity. • Key Point: Always be positive about the activity. We are all not alike. • Note: We did not say evaluate or test. Why?

  25. The End

More Related