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Whenever experiences stimulate mental activities that lead to meaningful
learning, this is active learning. Mentally active learning of ideas-and-skills can
occur in a wide variety of thought-stimulating activities, ranging from direct learning (of ideas that are explained in a
web-page, book, lecture, video, tv or radio show,...) to learning by discovery (as in doing an experiment and then trying to
discover your own explanations for what has been observed), or in design projects and other kinds of problem solving where
the learning cannot be defined as either direct or discovery.
All of these thought-stimulating activities can produce active
learning, because educationally productive mental activity can occur
— with or without physical activity in which you “do” something — during
a wide variety of mentally-active experiences.
ADVANTAGE AND DISADVANTAGE
Explanatory talks involve the teacher lecturing the students. The students
either sit passively or take notes. They are expected to absorb the
information given to them.
ADVANTAGES
Increasing Understanding
According to DJS Research Limited, the principal use of exploratory research is to increase a researcher's understanding of a
subject. It should not be used to draw definite conclusions, due to its lack of
statistical strength, but it can help a researcher begin to determine why and how
things happen.
Flexibility of Sources
Secondary sources, such as published literature or data, are commonly used in exploratory
research. Other sources of information used in exploratory studies include informal
discussions, formal structured interviews, pilot studies or case studies. These might involve
customers, colleagues, patients or clients. Care should be taken to select a range of unbiased
sources to give a broad and well-rounded understanding of the subject.
Better Conclusions
Exploratory research can be very advantageous in directing subsequent
research approaches. A greater understanding of a subject helps hone
subsequent research questions and can greatly increase the usefulness of a
study's conclusions
Strategic Planning
Exploratory research in some cases can save a great deal of time and money by flagging dead ends early. For example,
in drug development, exploratory Phase II clinical trials give the expected
treatment effect and adverse reaction profile of a drug in a small groups of
patients before moving into larger scale trials.
Class Size
Class discussions become less effective with a class size greater than 20 students. As the class size grows beyond this point, individual voices become unheard and the
opportunity for the class to get off topic increases. Skilled teachers begin to notice this problem with fewer than 20 students, but with effective class management you
can hold your class together.
Few DominateThe class discussion environment allows a few
individual students to dominate the class conversation. This tendency benefits your
strongest students, the individuals already most familiar with the subject. Other students
are able to relax into the background and participate less often in the class discussion.
This freedom leads to a relaxation of their student responsibilities. They are free to
assume that they can avoid studying, reading assignments or individual contemplation of the
subject. This problem escalates as the class size increases.
Time Consuming
The nature of class discussion makes the process very time consuming.
The process of exploring a subject, while keeping students on task in the
discussion, requires far more time than classic lecture style instruction.
Off Track
Classroom discussions naturally open avenues for discussion between
instructors and students but also between students and other students.
While these discussions are the focus of the class, they can turn toward areas
you do not intend and even move entirely away from the point of the
discussion.
STEP•Using the guide
Is to be used in interactive, ways to promote in dept conversation and
thinking over a sustained period about the concepts which build he
framework
•BELONGING& BECOMING
Both the framework and he guide are design to engage educators in
critical thinking
•Think about
Explanatory information about the section
•Talk and reflect about
Includes reflective question and suggestion for going deeper
• TRY OUT
Possible entry points
• HEAR ABOUT
Stories and models practice
• FIND MORE ABOUT
Link to other resources. Photos are included to illustrate the link
between the principle practice and learning outcome
Writing Strategies
Objectives
Students willLearn how descriptive words make stories clearer and more interesting.
Write stories using descriptive words
ProceduresHave your students close their eyes and listen as you describe a familiar object in the classroom. Ask students to raise their hands if they think they know what the object is. Ask students to list the descriptive words that helped them identify the object.
Evaluation
Use the following three-point rubric to evaluate students' work during this lesson.Three points: Students were highly engaged in class discussions and partner readings; demonstrated a clear understanding of the importance of using descriptive words in writing; and wrote creative, unique, and descriptive paragraphs that contained no grammatical or spelling errors, and clearly identified a particular item
Two points: Students participated in class discussions and partner readings; demonstrated a general understanding of the importance of using descriptive words in writing; and wrote somewhat creativeOne point: Students participated minimally in class discussions and partner readings; were unable to demonstrate a basic understanding of the importance of using descriptive words in writing; and wrote incomplete or inaccurate paragraphs that contained multiple grammatical or spelling errors and did not clearly identify a particular item or revealed the name of the item.
Academic Standards
Mid-continent Research for Education and Learning (McREL)
McREL's Content Knowledge: A Compendium of Standards and Benchmarks for K-12 Education addresses 14 content areas