728 mvf based training module - activity based teaching 01072014
TRANSCRIPT
8/17/2019 728 MVF Based Training Module - Activity Based Teaching 01072014
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Activity Based Teaching and
Learning A Manual for Teacher Trainers
Directorate of Staff Development
School Education Department
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Note to the trainer
▪ What follows is intended to serve as a manual for teacher trainers delivering a
lesson aimed at teaching and encouraging teachers to incorporate activities in
their lesson plans
▪ This sign will be placed before instructions to you the trainer
▪ Te!t enclosed in these indicates a script to be followed
▪ Ensure you have the materials re"uired to conduct the session described
▪ Don#t forget to distribute the hand$out on the last page to the teachers
▪ %emember to be enthusiastic and cheerful& the intention is to demonstrate that
activities in the classroom can be both instructive and fun'
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Introduce the session
)ntroduce
the session
by ma*ing
these points
▪ +D Day is a forum to discuss areas where
teachers re"uire support and assistance
▪ )n the past many +D days have beendevoted to content *nowledge
▪ Today we will follow a slightly different
approach
, Earlier this year we analy-ed M./ form
data to identify areas of instruction that
had room for improvement , Activity$based teaching and learning was
one such area
, We will devote today#s session to
supporting you in incorporating activities
in your lesson plans
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Lay out the agenda
1ay out the
agenda for
the day#s
training
We will cover 6 areas in today’s session
)mportance of activity$based teaching and
learning 34 minutes5
3
E!planation of what an activity is and what
it is not 34 minutes52
E!planation of the M./ point system
34 minutes5(
E!amples of low$cost activities
64 minutes50
)mportant things to consider when carrying
out an activity 34 minutes56
7oming up with activities on your own
through the use of teacher guides
64 minutes5
8
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Explain the importance o activity!"ased teaching #$%&'39 )M+:%TA;7E :/ A7T).)T<$=ASED TEA7>);? A;D 1EA%;);?
Announce that you will present & scenarios to the group and as( them to
o"serve careully )irst act out *cenario $ and then act out
*cenario &
Demonstrate a boring lesson by reading the te!t below as
though reading it from a boo* and then translate it into @rdu
, +articles in a solid have the following characteristicsB
There are pac*ed very closely together9 They are
arranged in a fi!ed and regular pattern9 They are strongly
attracted to each other9 They can only vibrate in their fi!edpositions9 The particles in a solid are unable to move
freely
, +articles in a li+uid have the following characteristicsB
There are pac*ed closely together not tightly pac*ed59
They are not arranged in a fi!ed and regular pattern9 They
are attracted to one another by wea* forces of attraction9
They move over very short distances9 The particles in a
li"uid are apart from each other but are still held close
together , +articles in a gas have the following characteristicsB
They are far apart9 They are arranged in an irregular way9
They move "uic*ly in all directions9 There are very wea*
forces of attraction among them9 The particles in a gas are
far apart from one another9C
After this boring reading announceB ;ow do this "uestion for
homewor* , State the properties of solids li"uids and gasesC
and then pretend to leave the room
*cenario $ *cenario &
Demonstrate an activity$based lesson in the way described
below
, As* three teachers to come up and read one paragraph
each from the passage in Scenario 3
, Ma*e three groups of 0$8 teachers each all members of a
group should have the same gender5
, As* one group to arrange themselves li*e solid particles
one to arrange themselves li*e li"uid particles and one to
arrange themselves li*e gas particles solid particles will
be very close together li"uid particles will be further away
from each other and gas particles will be far apart5
solid li"uid li"uidgas
3 )M+:%TA;7E :/ A7T).)T< =ASED TEA7>);? A;D 1EA%;);?
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As* teachers in
attendance to
reflect on what
they ust saw with
the aid of this
script
▪ <ou ust saw 2 lessons Which one was
more interesting in your opinion
Spend a few minutes to take responsesfrom a few participants
▪ Which one was more effective
Spend a few minutes to take responses
from a few participants
▪ 7onfucius the great 7hinese philosopher
saidB ) hear and ) forget9 ) see and )
remember9 ) do and ) understandC
Translate above into @rdu as wellB ;ote to
trainer5
▪ In short, activity!"ased teaching and
learning ma(es the class more
interactive and engaging
▪ -hildren grasp concepts aster when
they are active participants in the lesson.
the inclusion o activities can improve
the learning process
This helpse!plain the
responses to
the "uestions
above
Explain the importance o activity!"ased teaching #&%&'39 )M+:%TA;7E :/ A7T).)T<$=ASED TEA7>);? A;D 1EA%;);?
2 EG+1A;AT):; :/ W>AT A; A7T).)T< )S A;D W>AT )T )S ;:T
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Explain what is not an activity
Explain what an activity is and what it is not29 EG+1A;AT):; :/ W>AT A; A7T).)T< )S A;D W>AT )T )S ;:T
/ocus
▪ )ncorporating activities in
your lesson plan allows
students to learn by doing
▪ Anything involving students
physically is an activity
▪ E!amples of activities can
include
, %eading and interactive
writing
, Team wor* and
discussions
, +eer wor* and
assessment
, %ole playing
, Student$lede!ercise solving
, +hysical demonstration
by students
, Any hands on wor*
Explain what an activity is
+resentation of visual aids
does not count as activity$
based teaching and learning
Show participants a chart
paper with pictures of
animals along with their
names underneath& e!plain
to the participants that
showing this to them was
not an activity rather it was
a visual aid
;ow show participants a
chart paper with pictures of
animals and their names in
random order on the side of
the chart& e!plain that
as*ing students to match
the names to the correct
picture is an activity
Explain the distinction "etween
visual aids and activities
▪ Activities performed by the
teacher him or herself do
not count as activity$ basedteaching and learning
▪ Anything not re"uiring the
active participation of
students is not an activity
▪ +resentation of visual aids
does not count as activity
based teaching
▪ )f the teacher carries out the
process of filtration is it an
activity correct answer is
noC because the students
are not performing it5
$ & /
( EG+1A;AT):; :/ T>E M./ +:);T S<STEM
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Explain 01)’s scoring system to participants(9 EG+1A;AT):; :/ T>E M./ +:);T S<STEM
Explain level $
A score of 2 will be
attained if in
addition to a
reading activity
the lesson includesan activity
performed by
students which is
instructive and
relevant
to the S1:
Explain level &
A score of ( will be
attained if in
addition to a
reading activity
the lesson includes2 or more relevant
and instructive
activities
performed by
students
Explain level /
)f even level 3 is
not met the score
attained will be 4
Explain level 2
A score of 3 will be
attained if the
lesson includes a
basic reading
activity involvingstudents
@sually teachers in
a teacher$centered
environment read
and carry out the
entire lessonthemselves& this
goes against the
idea of including
children in the
learning process
0 EGAM+1ES :/ 1:W 7:ST A7T).)T)ES
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-onduct / activities with the group to show that activities can "e low cost,
un, and instructive
09 EGAM+1ES :/ 1:W$7:ST A7T).)T)ES
)ntroduce the section by telling participants that the myth that activities have to be e!pensive is false Tell the group you will now as* them to participate in some activities that will be relevant to specific S1:#s instructive and fun' 7onduct the activities described ahead& mention the relevant S1: before starting
2B S1:B Differentiate between vertebrates and invertebrates according to
*ey characteristics
Divide all the participants into ($0 groups& as* one of them from one
group to come sit on the teacher#s chair& tell that teacher heJshe is
on the hot seat in Kaun Banega Crorepati As* a "uestion& give the teacher 3 minute to answer& once the
answer is given give the teacher the option of either a5 choosing that
as the final answer or b5 using the one and only lifeline hisJher teamhas available choosing someone from hisJher team and as*ing
them5& the teacher can either use the answer provided by their team$
mate or choose to disregard and give a final answer %eward correct answers with 34 points and incorrect answers with 4 The process is repeated for each group& and then repeated again for
the groups with the highest scores in that round those with 345 until
only one group the winner remains& ensure that different members
of the group get a chance to be in the hot$seatC and remember there
is only one lifeline per team for the entire game +ossible "uestions could include
, K3B What is the difference between vertebrates and
invertebrates AnswerB vertebrates have a bac* bone whereas
invertebrates do not5
, K2B ?ive any two e!amples of animals that belong to the group
of invertebrates possible answers , ellyfish earthworm snail
octopus starfish butterfly5
, K(B ;ame the three groups of vertebrates that live on land
AnswerB reptiles mammals birds59
(B S1:B %ecogni-e
compound words
L Ma*e flash cards of
compound words from used
paper& put 3 part of a
compound word on each
cardL
7ompound words couldinclude armchair moonlight
sunshine handsha*e
postman teaspoon
honeybee etc9
L Distribute the cards randomly
amongst a group of H$34
participants and as* them to
find their partner
arm chair
sun shine
hand shake
post man
honey bee
lightmoon
+ic* a group of 34
teachers
As* half the
teachers to bebuyers and half to
be sellers
?ive the sellers toys
or items with price
tags on them these
can be made on
paper and attached
with string5 and give
fa*e currency canbe made with paper5
to the buyers
As* the buyers to
visit sellers and
determine if they
have enough money
to ma*e the
purchase
3B S1:B Determine if
enough money is
available to ma*e a
purchase
6 )M+:%TA;T T>);?S T: 7:;S)DE% W>E; 7A%%<);? :@T A; A7T).)T<
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3ive teachers some pointers to maximi4e the impact o activity!
"ased teaching
%aise thesepoints with
session
participants
▪ %eading involves students in the lesson&
teachers should identify wea* students in
advance and encourage them to read
▪ 7lear instructions should be given before
every tas*9 Many activities result in
confusion due to unclear or vague
instructions
▪ Students should be seated in groups suchthat every group has a mi! of good average
and wea* students& this will ma*e things
easier for the teacher since groups will not
have to be formed every time an activity has
to ta*e place and will be especially helpful in
classes with a higher strength
▪ 7lassroom norms and routines should be
established& this will help ensure that
activities don#t result in chaos& be sure to
congratulate the students when activities are
completed
69 )M+:%TA;T T>);?S T: 7:;S)DE% W>E; 7A%%<);? :@T A; A7T).)T<
8 7:M);? @+ W)T> A7T).)T)ES :; <:@% :W; T>%:@?> T>E @SE :/ TEA7>E% ?@)DES
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33
Wrap up the day with some more interactive activities89 7:M);? @+ W)T> A7T).)T)ES :; <:@% :W; T>%:@?> T>E @SE :/ TEA7>E% ?@)DES
)ollow thisscript to help
teachers
practice
developing
activities
Distribute teacher guides and
Taleemi calendar for
September As* teachers to form groups
based on subect and plan
out activities for at least (
lessons they have to teach in
September
While they can discuss the
activities they should each
come up with ( activities of
their own to write on cards
or paper
7ollect all the cards and stic*
them to the wall& congratulate
the teachers on coming up
with these activities and as*
them to loo* at all of them on
the wall out and choose their
favorites to incorporate in
lessons
Distribute S1:s from the
Taleemi calendar one each5
to all teachers present andas* them to design relevant
instructive activities +rovide clear instructions
, 34 minutes to complete
, Describe activity on a
sheet of paper& include
your name and school
details on the paper& D:
;:T W%)TE T>E
E;T)%E 1ESS:; +1A; , Must not use activities
already demonstrated in
the session
, 7ome up with activities
individually& no tal*ing'
, The activity should be
cost effective less than
%s9 265 and teachers
should list the materials
re"uired After ten minutes select 6
teachers ensure there is
representation across ($0
subects5 to come up and
describe their activity briefly
Discuss all responses and
then collect sheets of paper
from all participants
As( teachers to design
their own activities$
+oint out to teachers that
teacher guides already have
activities planned out forteachers to conduct during
lessons %einforce the idea that
teacher guides are an
important tool and teachers
should be familiar with them 7onduct some activities from
teacher guides with the
session participants&
e!amples of good activitiesinclude
, Teacher guide grade 0
mathematics pg9 0H
differentiate between
prime and composite
numbers5
, Teacher guide grade 0
mathematics pg9 2(0
read time in hours and
minutes5
, Teacher guide grade 0
science pg9 3(4 e!plain
how one state of matter
dissolves into another5
-onduct activities rom
teacher guides& As( teachers to prepare
activities or upcoming
lessons
/
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3
5andout 7lease provide to each participant at the end o the session ) hear and ) forget9 ) see and ) remember9 ) do and ) understand9C 7onfucius
Activity based teaching and learning is tas*$based teaching where students learn by doing9 7hildren grasp things considerably faster by being
involved in the lesson rather than being passive recipients and so inclusion of activities can improve the learning process9 Anything that involves
student physically doing a tas* is an activity e9g9 group wor* student led e!ercise solving and role$plays9 1isual aids, activities perormed "y
teachers himsel and anything not involving students physically is not an activity
Importance
*ome
examples olow cost
activities
▪ There is a myth that activities can#t be conducted due to lac* of funds in schools and that most activities re"uire a lot of funds9 >owever many
activities involving little or no costs are as followsB , =uying and sellingB Assume a mar*et setting9 +ic* a group of students9 As* half of them to be buyers and half of them to be sellers9 ?ive the
sellers some toys with price tags on them9 ?ive fa*e currency made from used paperJold cards5 to the buyers9 7an be used to teach S1:s
on addition and subtraction money and social interaction9
, Divide all the participants into ($0 groups& as* one of them from one group to come sit on the teacher#s chair& tell that teacher heJshe is on
the hot seat in Naun =anega 7rorepati9 As* a "uestion& give the teacher 3 minute to answer& once the answer is given give the teacher the
option of either a5 choosing that as the final answer or b5 using the one and only lifeline hisJher team has available choosing someone from
hisJher team and as*ing them59 The teacher can either use the answer provided by their team$mate or choose to disregard and give a final
answer9 %eward correct answers with 34 points and incorrect answers with 49 The process is repeated for each group& and then repeated
again for the groups with the highest scores in that round those with 345 until only one group the winner remains9 Ensure that different
members of the group get a chance to be in the hot$seatC and remember there is only one lifeline per team for the entire game
, /inding partnersB Ma*e flash cards from used paperJold wedding cardsJwrapping paper9 Distribute these randomly to all students9 As* themto stand up and find their partners9 7an be used for S1:s such as compound words antonyms synonyms etc
, %ole playing gamesB This can be used for spo*en English topics in social studies such as resolving conflict importance of cleanliness and
for topics in )slamiat such as importance of prayer -a*at etc9
, 1udoB As* your class to bring ($0 ludo boards from their homes9 Ma*e teams and as* them to play the sna*es and ladders game for a while9
This can be used to teach addition and subtraction9
, Student led e!ercise solvingB As* students to come on the board to solve "uestions match the columns label the diagrams etc
, 1etterbo!B As* the students to decorate an envelope with their name written on it and put all of them on a chart paper9 Tell them that it is their
post bo! now9 Tell them to write lettersJshort notes to each other in English and post them in the relevant letterbo!es9 This can be an on$
going e!ercise and very useful in improving their written language and communication s*ills9
, =rainstorming e!ercisesB +ut a topic on the board and as* the students to give their thoughts on it either individually or in groups9 This willencourage them to thin* creatively9 )t is very useful for writing essays in both English and @rdu and also for generating adectives
and adverbs9
▪ %eading involves students in the lesson& teachers should identify wea* students in advance and encourage them to read9
▪ Students should be seated in groups such that every group should have some good some average and some wea* students9 This will ma*e
things easier for the teacher since the groups will not have to be formed every time an activity has to ta*e place and will be immensely helpful in
classes with a higher strength
▪ 7lassroom norms and routines should be established9 This is very important to ensure that the activities don#t result in chaos 9 E!amples of norms
include raising one#s hand to as* a "uestion etc
▪ 7lear instructions should be given before every tas*9 Many activities result in confusion due to vague instructions 9
▪ Teacher guides already have activities planned out that teachers can conduct during lessons9 )t is important for teachers to consult teacher guides
in ma*ing lesson plans
*ome things
to consider
while
carrying out
an activity