1 / 13

Activity Planning! Being Intentional about Supporting Skill Development

Activity Planning! Being Intentional about Supporting Skill Development. When do you have to Plan?. Whenever an activity is not part of the daily routine Whenever you are doing a new activity Whenever you want to pass on your great ideas to other people. Breakdown of an Activity Plan.

darby
Download Presentation

Activity Planning! Being Intentional about Supporting Skill Development

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Activity Planning! Being Intentional about Supporting Skill Development

  2. When do you have to Plan? • Whenever an activity is not part of the daily routine • Whenever you are doing a new activity • Whenever you want to pass on your great ideas to other people

  3. Breakdown of an Activity Plan • Objectives • Activity description • Supplies • De-brief/Reflection • Assessment

  4. ObjectivesWhat you expect the participants to be able to do, know or feel after the activity • Characteristics of A Good Objective • Specific – says exactly what the learner will be able to do • Measurable – can be observed by the end of the activity • Attainable within scheduled time and specified conditions • Relevant to the needs of the participant and the organization

  5. Examples of Objectives Participants will be able to • demonstrate dance movements through informal presentations and share their thoughts and feelings in response to their own and others’ dances • describe how a volcano explodes • recognize and draw the following line styles; vertical, horizontal, diagonal, wavy, curved and zig-zag • convince a donor to provide refreshments for the program’s showcase program

  6. Activity Description: Description of what you and the participants are going to do in the activity. It should be in enough detail so that a person who did not write the lesson plan can follow it.

  7. Supplies What is needed to do the activity (Don’t forget the small stuff like pencils, paper, scotch tape)

  8. De-brief/Reflection Strategies that allows the participants a few minutes to internalize what happened during the activity or connect to their own lives. • Great websites for reflection strategies: • Reflection Activity for Community Service and Service Learning Projects: • http://4h.uwex.edu/pubs/showdoc.cfm?documentid=22661 • Reflection Toolkit: Northwest Service Academy, Metro Center, Portland, OR • http://www1.aucegypt.edu/maan/pdf/Reflection%20Toolkit%201.pdf • Reflection Strategies: http://www.usfca.edu/uploadedFiles/Destinations/Institutes_and_Centers/OSL/docs/Reflection%20Activities.pdf • Give the participants the opportunity to reflect on the following: • What happened? Describe what happened or what was learned during the activity • So What? Determine what was important about what was learned/done during the activity • Now What? Think of what can be done with what was learned during the activity

  9. Assessment: Strategy that allows you to determine whether the participants met the objectives of the activity. Can be questions, a review of the products developed during the activity etc.

  10. Assessment Strategies • Directly ask the participant to answer questions related to the objectives for the activity. (This type of assessment can often be folded into your feedback/reflection) • Assess a finished product to see if has met the designated criteria. • Use KWL: abrainstorming process exploring what participants know prior to beginning an activity(s), what they what to learn about it, and after finishing what they have learned. • Use a rubric to assess to what degree the participants has successfully mastered the objective. This can be a time consuming process if you are going to assess individual participants’ efforts but provides a lot of information. If you want many examples of rubrics for different subjects and topics, check out RubiStarhttp://rubistar.4teachers.org/index.php. For full use you have to register for free but it has a lot of ideas and rubrics templates.

  11. KWL

  12. Rubric

  13. Theme Planning Sheet

More Related