Presentation on theme: "Introduction to Hands-on Activities"— Presentation transcript:
1 Introduction to Hands-on Activities ByDavid AgnewArkansas 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 educationEvery 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 left15 seconds leftTIME
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 InstructionCooperative learning
14 Difference in a Methods and a Technique? Method broader than techniqueTechnique is sub-category of MethodMethod is more like a conceptTechnique is more closely related to how you implement the concept.
15 Hands-On Activities is Related to Which Method(s) Job InstructionSupervised Study or ProjectBut you may also use presentation and others in some way associated with the activity.
16 Other Methods or Techniques Panel discussionFieldtripGuest SpeakerDemonstration
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 informationCuts 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.Aboutdevelop 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 insightTo create interestExplore career field
29 Sequence in Flow VOC COSequence or placement of activity within unit of instruction is importantNot necessary to start and stop in certain place.
30 Type of Activity to Select VOC CO Usually a series of very narrow activitiesBroad based or narrow
31 Level of Difficulty VOC CO Go from low to high level of skillUsually very simple
32 Duration / Length of Time VOC CO LongSeveral hours to monthsShortUsually done within a minutesSometimes only take minutesRarely take more than one period.
33 Level of Proficiency VOC CO Very high standardIdentified and Documented competenciesLow levelNot really graded on outcome as much as effort to do the activity.
34 Five Steps in the Experiential Learning Model 1. ExperienceDo the activity2. ShareReactions to activity, discuss the observations with others3. ProcessReflect and analyze from your personal prospective4. GeneralizationConnect lesson learned to life5. Applytransfer what was learned to similar situations
35 Experiential Learning Model ExperienceShareApplyDOAPPLYGeneralizeProcess
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 activityDebrief , review what was learned
37 Typical Sequence in a Hands-on Activities BeginningEndingDuration of Hands-on ActivityDistribute ResourcesIntroductionConduct the ActivityReview Debrief ClosureDemonstration
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.