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Integrating Hands-on Activities into the Lesson/Unit

Integrating Hands-on Activities into the Lesson/Unit. By David Agnew Arkansas State University. Objectives. Define terms associated with Hands-on activities Describe how you would integrate Hands-On Activities into a lesson. Identify the parts of a Hands-On Activity Plan. Terms.

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Integrating Hands-on Activities into the Lesson/Unit

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  1. Integrating Hands-on Activities into the Lesson/Unit By David Agnew Arkansas State University

  2. Objectives • Define terms associated with Hands-on activities • Describe how you would integrate Hands-On Activities into a lesson. • Identify the parts of a Hands-On Activity Plan.

  3. Terms • Lesson Plan • Unit plan • Daily Lesson plan • Teaching Learning Plan (TLP)

  4. The Big Picture 16 weeks = one semester Semester is made up of X# of instructional Unitsthat last from 1 to maybe 10+ days (most 3-5 days)

  5. The Unit of Instruction Any number of days Day 1 4 days ?? Where to put the Hands-on Activity

  6. The Normal Day at School Semester Unit Daily Plan 50-55 minutes Body of the lesson Body of the lesson Review and Closure Introduction of the lessonDevelop Set, Motivation, Linkage

  7. The Big Picture Daily plan 4 day Unit Semester -- X # of units

  8. Where to Put the Hands-on Activity? Day 1 Day 2 Day 3 Day 4 Early Middle Late

  9. EARLY • Less likely to be a good time • Can be done to introduce a cluster or concept. • Can be done early to generate interest almost as a motivational activity/interest approach. • Sometimes there is a problem with understanding why if done early.

  10. Middle • Very good time and likely to be successful • Students have had time to place the activity into a context of a cluster or unit title. • What comes before is important to success than what comes after.

  11. Late • Also very good time and likely to be successful • Students have had time to place the activity into a context of a cluster or unit title. • What comes before is important to success than what comes after. • Activity can provide a fun closure to the topic or unit.

  12. Can You Have More Than One Hands-on Activity in a Unit? • Answer is YES • Problems with more than one? • Time • Resources

  13. Do you have to have one or more hands-on activity with each Unit? • No • Some teachers use one and apply to two different clusters • This is a teacher decision

  14. Two Major Types of Hands-On Activities • Cluster • Non Cluster

  15. 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

  16. Non- Cluster • Research • Assessments, Personal skills traits, • Employability skills • Real Game • Interviewing • Etc.

  17. Unit Plan vs. Daily Plan

  18. Parts of a Lesson Plan

  19. The Components of a Hands-on Activity Plan • Two parts • Teacher reference--One detailed reference for the teacher to use in conducting the activity. To keep on file with lesson plan other materials.Students do not usually see this • Student reference--A worksheet/job sheet or assignment sheet for students. To be given out at the time of the activity. Not required ! But sometimes very helpful. usually shorter than teacher reference. Note: Sometimes these are one and the same.

  20. Format for Hands-on Activity for the teacher’s reference • Objective(s) • Point value • Resources/supplies needed • Procedural notes to teacher • Guidelines and Procedures for students • Evaluation Criteria

  21. Worksheet/job Sheet or Assignment Sheet for Students • Place for name, date, etc…. • Objective(s) • Point value • Resources/supplies needed • Guidelines and Procedures for students • Evaluation Criteria

  22. 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

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

  24. 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?

  25. The End

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