1. Introduction to Hands-on ActivitiesBy
David Agnew
Arkansas State University

2. Objectives Explain why Hands-on Activities are highly encouraged
Describe the nature of a Hands-on Activity.
Describe the Differences in VO and CO Hands-on Activities.

3. Many Names: One Concept
Hands-On Activities Activity Based Learning Experiential Learning Learning by Doing

4. KEY CONCEPTS RELATED TO CAREER EDUCATION AS DEFINED BY HOYT AND ASSOCIATES
Preparation for successful working careers shall be a key objective of all education
Every teacher in every course will emphasize the contribution that subject matter can make to a successful career.
“Hands-on" occupationally oriented experiences will be utilized as a method of teaching and motivating and learning of abstract academic content.

5. State Department Stresses Hands-on Approach In their printed materials and presentations

6. What is Activity Based Learning?
Activity Based Learning - learning where student physically and mentally explore subject by simulation of the work environment, manipulation of tools and materials associated with the world of work, or performance of a real work task.

7. What is a hands-on activity?
Where students participate individually or in groups, where learning by doing takes place

8. Underlying Assumption
Doing an activity associated with a career area will be more meaningful and insightful than talking or reading about it in class.

9. Why is Hands-on So Important?
Has a greater impact on learning and retention.
Affects the emotions, feels and attitudes more that “Book Learning”.
John Dewey said “All genuine learning comes through experience”

10. Two Basic Questions Every Teachers Faces?
What to teach?
How to teach?

11. Take about 3 minutes and list as many methods (or techniques) as you can?
1 minute left
15 seconds left
TIME

12. How to Teach!
How to teach is dependent on several factors, one of which is “What” is being taught.
How to teach – Usually think of Methods or Techniques, media, visual aids, etc.
Hands-on is just one of many methods, however is it a methods or is it more closely connected to a principle than a method/technique?

13. Common Methods Presentation Teacher lead discussion Supervised study
Job Instruction
Cooperative learning

14. Difference in a Methods and a Technique?
Method broader than technique
Technique is sub-category of Method
Method is more like a concept
Technique is more closely related to how you implement the concept.

15. Hands-On Activities is Related to Which Method(s)
Job Instruction
Supervised Study or Project
But you may also use presentation and others in some way associated with the activity.

16. Other Methods or Techniques
Panel discussion
Fieldtrip
Guest Speaker
Demonstration

17. Principles of Learning
What are principles of learning?
How does a principle differ from a law?
Which of the two questions from the previous slide does it relate? (How? What)?
Does it ever relate to the other question?
How do principles of learning relate to the selection of a method?

18. Review of Learning Principles
When the subject matter to be learned possesses *meaning, organization, and structure* that is clear to students, learning proceeds more rapidly and is retained longer.
*Readiness* is a prerequisite for learning. Subject matter and learning experiences must be provided that begin where the learner is.
Students must be *motivated* to learn. Learning activities should be provided that take into account the wants, needs interests, and aspirations of students.

19. Learning Principles, Continued...
Students are motivated through their *involvement* in setting the goals and planning learning activities.
*Success* is a strong motivating force.
Students are motivated when they attempt tasks that fall in a range of *challenge* such that success is perceived to be possible but certain.
When students have a knowledge of their learning progress, performance will be superior to what it would have been without such knowledge (*feedback*)

20. Learning Principles, Continued...
Behaviors that are reinforced (*rewarded*) are more likely to be learned.
To be effective, reward (reinforcement) must follow as *immediate* as possible the desired behavior and be clearly connected with that behavior by the student.
*Directed learning* is more effective than non-directed learning.
To maximize learning, students should *inquire into* rather than be instructed in the subject matter. Problem oriented approaches to teaching improve learning.
Students learn what they practice. (repetition)

21. Learning Principles, Continued...
*Surprised practice* that is most effective occurs in a functional educational experience.
Students learn by doing.

22. How Does All This Talk About Principles Relate to Methods?

23. How do we learn? How much do we retain?
Dale’s Cone of Experience

25. Summary of Why we Do Hands-on Activities
Consistent with Principles of Learning and established theories of instruction.
Increased retention of information
Cuts across all three domains of learning, pyschomotor, and affective as well as cognitive.
Better understanding of tasks related to that a career.

26. Vocational Vs. C.O. Hands-on Activity
What are the difference in the vocational type hands-on activity and the career orientation hands-on activity?
The goals of the activities are different.

27. Type of Instruction VOC CO
preparation to go and do a job for pay with the expected skill level.
About
develop awareness and understanding of the nature of the work that is done.

28. End Purpose VOC CO Perform a competency Ready for a job
To give insight
To create interest
Explore career field

29. Sequence in Flow VOC CO
Sequence or placement of activity within unit of instruction is important
Not necessary to start and stop in certain place.

30. Type of Activity to Select VOC CO
Usually a series of very narrow activities
Broad based or narrow

31. Level of Difficulty VOC CO
Go from low to high level of skill
Usually very simple

32. Duration / Length of Time VOC CO
Long
Several hours to months
Short
Usually done within a minutes
Sometimes only take minutes
Rarely take more than one period.

33. Level of Proficiency VOC CO
Very high standard
Identified and Documented competencies
Low level
Not really graded on outcome as much as effort to do the activity.

34. Five Steps in the Experiential Learning Model
1. Experience
Do the activity
2. Share
Reactions to activity, discuss the observations with others
3. Process
Reflect and analyze from your personal prospective
4. Generalization
Connect lesson learned to life
5. Apply
transfer what was learned to similar situations

35. Experiential Learning Model
Experience
Share
Apply DO
APPLY
Generalize
Process

36. 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

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

38. 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?

39. In Review What are some terms similar to Hands-on?
Why is Hands-on so important?
How do the hands-on activities in Co differ from those in Vo Ed.

40. 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