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Introduction to Hands-on Activities. By David Agnew Arkansas State University. 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. Many Names: One Concept. - PowerPoint PPT Presentation
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Introduction to Hands-on Activities
By
David Agnew
Arkansas State University
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.
Many Names: One Concept
Hands-On ActivitiesActivity Based LearningExperiential LearningLearning by Doing
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.
State Department Stresses Hands-on Approach
In their printed materials and presentations
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.
What is a hands-on activity?
• Where students participate individually or in groups, where learning by doing takes place
Underlying Assumption
• Doing an activity associated with a career area will be more meaningful and insightful than talking or reading about it in class.
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”
Two Basic Questions Every Teachers Faces?
• What to teach?
• How to teach?
Take about 3 minutes and list as many methods (or techniques) as you can?
TIMETIME
1 minute left
15 seconds left
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?
Common Methods
• Presentation
• Teacher lead discussion
• Supervised study
• Job Instruction
• Cooperative learning
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.
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.
Other Methods or Techniques
• Panel discussion
• Fieldtrip
• Guest Speaker
• Demonstration
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?
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.
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*)
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)
Learning Principles, Continued...
• *Surprised practice* that is most effective occurs in a functional educational experience.
• Students learn by doing.
How Does All This Talk About Principles Relate to Methods?
How do we learn?How much do we retain?
• Dale’s Cone of Experience
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.
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.
Type of InstructionVOC CO
• In–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.
End PurposeVOC CO
• Perform a competency• Ready for a job
• To give insight • To create interest• Explore career field
Sequence in FlowVOC CO
• Sequence or placement of activity within unit of instruction is important
• Not necessary to start and stop in certain place.
Type of Activity to SelectVOC CO
• Usually a series of very narrow activities
• Broad based or narrow
Level of DifficultyVOC CO
• Go from low to high level of skill
• Usually very simple
Duration / Length of TimeVOC CO
• Long
• Several hours to months
• Short
• Usually done within a 50-55 minutes
• Sometimes only take 10-15 minutes
• Rarely take more than one period.
Level of ProficiencyVOC CO
• Very high standard• Identified and
Documented competencies
• Low level• Not really graded on
outcome as much as effort to do the activity.
Five Steps in theExperiential 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
Experiential Learning ModelExperience
Share
ProcessGeneralize
Apply DO
APPLY
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
Typical Sequence in a Hands-on Activities
Introduction
Demonstration
Distribute Resources Conduct the
ActivityReview DebriefClosure
Duration of Hands-on ActivityBeginning Ending
• 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?
Review, Debrief, Closure
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.
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