728 MVF Based Training Module - Activity Based Teaching 01072014

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Activity Based Teaching and

Learning A Manual for Teacher Trainers

Directorate of Staff Development

School Education Department



Note to the trainer

▪ What follows is intended to serve as a manual for teacher trainers delivering a

lesson aimed at teaching and encouraging teachers to incorporate activities in

their lesson plans

▪ This sign will be placed before instructions to you the trainer

▪ Te!t enclosed in these indicates a script to be followed

▪ Ensure you have the materials re"uired to conduct the session described

▪ Don#t forget to distribute the hand$out on the last page to the teachers

▪ %emember to be enthusiastic and cheerful& the intention is to demonstrate that

activities in the classroom can be both instructive and fun'



Introduce the session

)ntroduce

the session

by ma*ing

these points

▪ +D Day is a forum to discuss areas where

teachers re"uire support and assistance

▪ )n the past many +D days have beendevoted to content *nowledge

▪ Today we will follow a slightly different

approach

, Earlier this year we analy-ed M./ form

data to identify areas of instruction that

had room for improvement , Activity$based teaching and learning was

one such area

, We will devote today#s session to

supporting you in incorporating activities

in your lesson plans



Lay out the agenda

1ay out the

agenda for

the day#s

training

We will cover 6 areas in today’s session

)mportance of activity$based teaching and

learning 34 minutes5

3

E!planation of what an activity is and what

it is not 34 minutes52

E!planation of the M./ point system

34 minutes5(

E!amples of low$cost activities

64 minutes50

)mportant things to consider when carrying

out an activity 34 minutes56

7oming up with activities on your own

through the use of teacher guides

64 minutes5

8



Explain the importance o activity!"ased teaching #$%&'39 )M+:%TA;7E :/ A7T).)T<$=ASED TEA7>);? A;D 1EA%;);?

Announce that you will present & scenarios to the group and as( them to

o"serve careully )irst act out *cenario $ and then act out

*cenario &

Demonstrate a boring lesson by reading the te!t below as

though reading it from a boo* and then translate it into @rdu

, +articles in a solid have the following characteristicsB

There are pac*ed very closely together9 They are

arranged in a fi!ed and regular pattern9 They are strongly

attracted to each other9 They can only vibrate in their fi!edpositions9 The particles in a solid are unable to move

freely

, +articles in a li+uid have the following characteristicsB

There are pac*ed closely together not tightly pac*ed59

They are not arranged in a fi!ed and regular pattern9 They

are attracted to one another by wea* forces of attraction9

They move over very short distances9 The particles in a

li"uid are apart from each other but are still held close

together , +articles in a gas have the following characteristicsB

They are far apart9 They are arranged in an irregular way9

They move "uic*ly in all directions9 There are very wea*

forces of attraction among them9 The particles in a gas are

far apart from one another9C

After this boring reading announceB ;ow do this "uestion for

homewor* , State the properties of solids li"uids and gasesC

and then pretend to leave the room

*cenario $ *cenario &

Demonstrate an activity$based lesson in the way described

below

, As* three teachers to come up and read one paragraph

each from the passage in Scenario 3

, Ma*e three groups of 0$8 teachers each all members of a

group should have the same gender5

, As* one group to arrange themselves li*e solid particles

one to arrange themselves li*e li"uid particles and one to

arrange themselves li*e gas particles solid particles will

be very close together li"uid particles will be further away

from each other and gas particles will be far apart5

solid li"uid li"uidgas

3 )M+:%TA;7E :/ A7T).)T< =ASED TEA7>);? A;D 1EA%;);?



As* teachers in

attendance to

reflect on what

they ust saw with

the aid of this

script

▪ <ou ust saw 2 lessons Which one was

more interesting in your opinion

Spend a few minutes to take responsesfrom a few participants

▪ Which one was more effective

Spend a few minutes to take responses

from a few participants

▪ 7onfucius the great 7hinese philosopher

saidB ) hear and ) forget9 ) see and )

remember9 ) do and ) understandC

Translate above into @rdu as wellB ;ote to

trainer5

▪ In short, activity!"ased teaching and

learning ma(es the class more

interactive and engaging

▪ -hildren grasp concepts aster when

they are active participants in the lesson.

the inclusion o activities can improve

the learning process

This helpse!plain the

responses to

the "uestions

above

Explain the importance o activity!"ased teaching #&%&'39 )M+:%TA;7E :/ A7T).)T<$=ASED TEA7>);? A;D 1EA%;);?

2 EG+1A;AT):; :/ W>AT A; A7T).)T< )S A;D W>AT )T )S ;:T



Explain what is not an activity

Explain what an activity is and what it is not29 EG+1A;AT):; :/ W>AT A; A7T).)T< )S A;D W>AT )T )S ;:T

/ocus

▪ )ncorporating activities in

your lesson plan allows

students to learn by doing

▪ Anything involving students

physically is an activity

▪ E!amples of activities can

include

, %eading and interactive

writing

, Team wor* and

discussions

, +eer wor* and

assessment

, %ole playing

, Student$lede!ercise solving

, +hysical demonstration

by students

, Any hands on wor*

Explain what an activity is

+resentation of visual aids

does not count as activity$

based teaching and learning

Show participants a chart

paper with pictures of

animals along with their

names underneath& e!plain

to the participants that

showing this to them was

not an activity rather it was

a visual aid

;ow show participants a

chart paper with pictures of

animals and their names in

random order on the side of

the chart& e!plain that

as*ing students to match

the names to the correct

picture is an activity

Explain the distinction "etween

visual aids and activities

▪ Activities performed by the

teacher him or herself do

not count as activity$ basedteaching and learning

▪ Anything not re"uiring the

active participation of

students is not an activity

▪ +resentation of visual aids

does not count as activity

based teaching

▪ )f the teacher carries out the

process of filtration is it an

activity correct answer is

noC because the students

are not performing it5

$ & /

( EG+1A;AT):; :/ T>E M./ +:);T S<STEM



Explain 01)’s scoring system to participants(9 EG+1A;AT):; :/ T>E M./ +:);T S<STEM

Explain level $

A score of 2 will be

attained if in

addition to a

reading activity

the lesson includesan activity

performed by

students which is

instructive and

relevant

to the S1:

Explain level &

A score of ( will be

attained if in

addition to a

reading activity

the lesson includes2 or more relevant

and instructive

activities

performed by

students

Explain level /

)f even level 3 is

not met the score

attained will be 4

Explain level 2

A score of 3 will be

attained if the

lesson includes a

basic reading

activity involvingstudents

@sually teachers in

a teacher$centered

environment read

and carry out the

entire lessonthemselves& this

goes against the

idea of including

children in the

learning process

0 EGAM+1ES :/ 1:W 7:ST A7T).)T)ES



-onduct / activities with the group to show that activities can "e low cost,

un, and instructive

09 EGAM+1ES :/ 1:W$7:ST A7T).)T)ES

)ntroduce the section by telling participants that the myth that activities have to be e!pensive is false Tell the group you will now as* them to participate in some activities that will be relevant to specific S1:#s instructive and fun' 7onduct the activities described ahead& mention the relevant S1: before starting

2B S1:B Differentiate between vertebrates and invertebrates according to

*ey characteristics

Divide all the participants into ($0 groups& as* one of them from one

group to come sit on the teacher#s chair& tell that teacher heJshe is

on the hot seat in Kaun Banega Crorepati As* a "uestion& give the teacher 3 minute to answer& once the

answer is given give the teacher the option of either a5 choosing that

as the final answer or b5 using the one and only lifeline hisJher teamhas available choosing someone from hisJher team and as*ing

them5& the teacher can either use the answer provided by their team$

mate or choose to disregard and give a final answer %eward correct answers with 34 points and incorrect answers with 4 The process is repeated for each group& and then repeated again for

the groups with the highest scores in that round those with 345 until

only one group the winner remains& ensure that different members

of the group get a chance to be in the hot$seatC and remember there

is only one lifeline per team for the entire game +ossible "uestions could include

, K3B What is the difference between vertebrates and

invertebrates AnswerB vertebrates have a bac* bone whereas

invertebrates do not5

, K2B ?ive any two e!amples of animals that belong to the group

of invertebrates possible answers , ellyfish earthworm snail

octopus starfish butterfly5

, K(B ;ame the three groups of vertebrates that live on land

AnswerB reptiles mammals birds59

(B S1:B %ecogni-e

compound words

L Ma*e flash cards of

compound words from used

paper& put 3 part of a

compound word on each

cardL

7ompound words couldinclude armchair moonlight

sunshine handsha*e

postman teaspoon

honeybee etc9

L Distribute the cards randomly

amongst a group of H$34

participants and as* them to

find their partner

arm chair

sun shine

hand shake

post man

honey bee

lightmoon

+ic* a group of 34

teachers

As* half the

teachers to bebuyers and half to

be sellers

?ive the sellers toys

or items with price

tags on them these

can be made on

paper and attached

with string5 and give

fa*e currency canbe made with paper5

to the buyers

As* the buyers to

visit sellers and

determine if they

have enough money

to ma*e the

purchase

3B S1:B Determine if

enough money is

available to ma*e a

purchase

6 )M+:%TA;T T>);?S T: 7:;S)DE% W>E; 7A%%<);? :@T A; A7T).)T<



3ive teachers some pointers to maximi4e the impact o activity!

"ased teaching

%aise thesepoints with

session

participants

▪ %eading involves students in the lesson&

teachers should identify wea* students in

advance and encourage them to read

▪ 7lear instructions should be given before

every tas*9 Many activities result in

confusion due to unclear or vague

instructions

▪ Students should be seated in groups suchthat every group has a mi! of good average

and wea* students& this will ma*e things

easier for the teacher since groups will not

have to be formed every time an activity has

to ta*e place and will be especially helpful in

classes with a higher strength

▪ 7lassroom norms and routines should be

established& this will help ensure that

activities don#t result in chaos& be sure to

congratulate the students when activities are

completed

69 )M+:%TA;T T>);?S T: 7:;S)DE% W>E; 7A%%<);? :@T A; A7T).)T<

8 7:M);? @+ W)T> A7T).)T)ES :; <:@% :W; T>%:@?> T>E @SE :/ TEA7>E% ?@)DES



33

Wrap up the day with some more interactive activities89 7:M);? @+ W)T> A7T).)T)ES :; <:@% :W; T>%:@?> T>E @SE :/ TEA7>E% ?@)DES

)ollow thisscript to help

teachers

practice

developing

activities

Distribute teacher guides and

Taleemi calendar for

September As* teachers to form groups

based on subect and plan

out activities for at least (

lessons they have to teach in

September

While they can discuss the

activities they should each

come up with ( activities of

their own to write on cards

or paper

7ollect all the cards and stic*

them to the wall& congratulate

the teachers on coming up

with these activities and as*

them to loo* at all of them on

the wall out and choose their

favorites to incorporate in

lessons

Distribute S1:s from the

Taleemi calendar one each5

to all teachers present andas* them to design relevant

instructive activities +rovide clear instructions

, 34 minutes to complete

, Describe activity on a

sheet of paper& include

your name and school

details on the paper& D:

;:T W%)TE T>E

E;T)%E 1ESS:; +1A; , Must not use activities

already demonstrated in

the session

, 7ome up with activities

individually& no tal*ing'

, The activity should be

cost effective less than

%s9 265 and teachers

should list the materials

re"uired After ten minutes select 6

teachers ensure there is

representation across ($0

subects5 to come up and

describe their activity briefly

Discuss all responses and

then collect sheets of paper

from all participants

As( teachers to design

their own activities$

+oint out to teachers that

teacher guides already have

activities planned out forteachers to conduct during

lessons %einforce the idea that

teacher guides are an

important tool and teachers

should be familiar with them 7onduct some activities from

teacher guides with the

session participants&

e!amples of good activitiesinclude

, Teacher guide grade 0

mathematics pg9 0H

differentiate between

prime and composite

numbers5


mathematics pg9 2(0

read time in hours and

minutes5


science pg9 3(4 e!plain

how one state of matter

dissolves into another5

-onduct activities rom

teacher guides& As( teachers to prepare

activities or upcoming

lessons

/



3

5andout 7lease provide to each participant at the end o the session ) hear and ) forget9 ) see and ) remember9 ) do and ) understand9C 7onfucius

Activity based teaching and learning is tas*$based teaching where students learn by doing9 7hildren grasp things considerably faster by being

involved in the lesson rather than being passive recipients and so inclusion of activities can improve the learning process9 Anything that involves

student physically doing a tas* is an activity e9g9 group wor* student led e!ercise solving and role$plays9 1isual aids, activities perormed "y

teachers himsel and anything not involving students physically is not an activity

Importance

*ome

examples olow cost

activities

▪ There is a myth that activities can#t be conducted due to lac* of funds in schools and that most activities re"uire a lot of funds9 >owever many

activities involving little or no costs are as followsB , =uying and sellingB Assume a mar*et setting9 +ic* a group of students9 As* half of them to be buyers and half of them to be sellers9 ?ive the

sellers some toys with price tags on them9 ?ive fa*e currency made from used paperJold cards5 to the buyers9 7an be used to teach S1:s

on addition and subtraction money and social interaction9

, Divide all the participants into ($0 groups& as* one of them from one group to come sit on the teacher#s chair& tell that teacher heJshe is on

the hot seat in Naun =anega 7rorepati9 As* a "uestion& give the teacher 3 minute to answer& once the answer is given give the teacher the

option of either a5 choosing that as the final answer or b5 using the one and only lifeline hisJher team has available choosing someone from

hisJher team and as*ing them59 The teacher can either use the answer provided by their team$mate or choose to disregard and give a final

answer9 %eward correct answers with 34 points and incorrect answers with 49 The process is repeated for each group& and then repeated

again for the groups with the highest scores in that round those with 345 until only one group the winner remains9 Ensure that different

members of the group get a chance to be in the hot$seatC and remember there is only one lifeline per team for the entire game

, /inding partnersB Ma*e flash cards from used paperJold wedding cardsJwrapping paper9 Distribute these randomly to all students9 As* themto stand up and find their partners9 7an be used for S1:s such as compound words antonyms synonyms etc

, %ole playing gamesB This can be used for spo*en English topics in social studies such as resolving conflict importance of cleanliness and

for topics in )slamiat such as importance of prayer -a*at etc9

, 1udoB As* your class to bring ($0 ludo boards from their homes9 Ma*e teams and as* them to play the sna*es and ladders game for a while9

This can be used to teach addition and subtraction9

, Student led e!ercise solvingB As* students to come on the board to solve "uestions match the columns label the diagrams etc

, 1etterbo!B As* the students to decorate an envelope with their name written on it and put all of them on a chart paper9 Tell them that it is their

post bo! now9 Tell them to write lettersJshort notes to each other in English and post them in the relevant letterbo!es9 This can be an on$

going e!ercise and very useful in improving their written language and communication s*ills9

, =rainstorming e!ercisesB +ut a topic on the board and as* the students to give their thoughts on it either individually or in groups9 This willencourage them to thin* creatively9 )t is very useful for writing essays in both English and @rdu and also for generating adectives

and adverbs9

▪ %eading involves students in the lesson& teachers should identify wea* students in advance and encourage them to read9

▪ Students should be seated in groups such that every group should have some good some average and some wea* students9 This will ma*e

things easier for the teacher since the groups will not have to be formed every time an activity has to ta*e place and will be immensely helpful in

classes with a higher strength

▪ 7lassroom norms and routines should be established9 This is very important to ensure that the activities don#t result in chaos 9 E!amples of norms

include raising one#s hand to as* a "uestion etc

▪ 7lear instructions should be given before every tas*9 Many activities result in confusion due to vague instructions 9

▪ Teacher guides already have activities planned out that teachers can conduct during lessons9 )t is important for teachers to consult teacher guides

in ma*ing lesson plans

*ome things

to consider

while

carrying out

an activity

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728 MVF Based Training Module - Activity Based Teaching 01072014

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