Activity-based learning is an activity or activities used in an educational process to make students learn. The teacher incorporates activities of some type in teaching to make students learn using an activity or activities as a base for learning. It is a methodology where children of different ages are grouped together in one class and learn at their own pace through teacher-facilitated exercises.
The activity-based method is a technique accepted by a teacher to emphasize method of teaching through activity in which the students participate thoroughly and bring about efficient learning experiences. Activity-based learning is a child-centered approach, which means the student is actively involved in participating mentally and physically. Learning …show more content…
It can provide a wide range of opportunities to gain not only subject knowledge but also in technical and academic skills. Students can be prepared as an active citizen by interacting with different learning activities. Activity-based learning is used in most subject areas and better to use as an instructional method. According to Hake (1998), activity-based learning improves conceptual understanding of the students. Activity-based learning is a method used in education to help the students to become innovative, creative and productive. According to the Wikipedia, activity-based learning is acquiring new knowledge, behavior, skills, values, and involving different types of information. In activity-based learning, the student understands and engages with the information to be learned. They process information with higher level thinking such as comprehension, analysis, synthesis, application, and metacognition. By this, the student is able to relate the information to any life situation, connect it with past learning, build his or her own knowledge (Garner, 1987) and become a knowledgeable and contributing citizen as an adult. Engagement with information through activity is one important method of facilitating. Thus, activity-based learning allows students to engage with and process information in such a way that students understand and shapes knowledge about a particular
Kain, Donna, and Elizabeth Wardle. “Activity Theory: An Introduction for the Writing Classroom.” Writing about Writing: A College Reader 2nd edition, edited by Elizabeth Wardle and Doug Downs, Bedford/St. Martin’s, 2014, pp. 273-283.
You may like to play a particular sport regularly or go walking, cycling or running, for example. If you don’t do these kinds of things, you may have other interests that you enjoy such as a hobby or education or training courses (like this one!) or interests such as reading, socialising with friends or visiting new places. If you think about the things you do, you will realise that you are ‘active’ in many different ways. But do you think of the things that you do as learning or development activities? Sometimes it can be difficult to decide or identify what counts as learning and development activity.
The Activity Theory was originally an idea that was proposed by Lemon Bengtson &Peterson this proposal was seen to have a much more hopeful and positive view on ageing in comparison to the disengagement theory by Cumming and Henry. The activity theory suggests that as people get older their ageing process will be more successful if they maintain their roles and responsibilities as they did when they were younger this is if they
The Activity theory theorizes that when individuals engage and interact with their environment are all things that elderly individuals can be positive to their life and can be a positive sense of self, i.e. retiring may not be so harmful if the person actively maintains other roles, such as familial roles, recreational roles, and volunteer & community roles. They believe individuals should be encouraged to remain active & develop
The activity theory is when you will carry on with any activities or interests that you will have. This is to stay physically and mentally active. You may start to disengage with some things such as leaving job or leaving family however you will start new activities that you may have an interest in. A theory is an explanation or reason for that fact.
Most students these days just think they have to go to class, pay attention, write some notes and they will do fine. That may be true for some people but if they were to use a more active learning approach instead of passive, they could do even better. Active learning is a learning approach that gets the student more involved which helps lead to a better understanding and idea of the material being learned (VickyRN, 2009). Passive learning is the common classroom learning approach where you listen to a teacher and read information (VickyRN, 2009). If students were more aware of the benefits of active learning and the difference between active and passive learning, they could achieve higher academic results and may even enjoy it more. Many
The third principle is mediation. The Activity Theory states that human activity is mediated by tools. Tools are created during the development of the activity itself and they carry a certain culture. Tool use influences the nature of external behavior and also the mental functioning of each person. The fourth principle is the hierarchical structure of activity. The hierarchy has three levels; activity, action, and operation. Figure 1. Below shows Leont’ev’s structure of human activity. Activities can be broken down into goal-directed actions that have to be undertaken in order to satisfy the object. Actions are conscious and happen automatically. The Activity Theory maintains the elements of the activity. The elements are not fixed but they can change as conditions change. The last principle is development. In Activity Theory, development is not only an object of study, it is also a research method. Research methods in AT is not comprised of actual lab experiments, but the experience of active participation and the monitoring of developmental changes of the study participants. All of the five principles should be looked at as a whole system, because they are associated with various aspects of the whole activity.
“From a psychological point of view, L.Desev (2003) defines interactive pedagogy as the interacting and interrelation between students in the process of communication, in which the process of teaching and studying acquires a dynamic and open character. “Interactive is described as people working together and having an influence on each other as per the Oxford Advanced Learner's Dictionary. Therefore, interactive Pedagogy is a pedagogical approach having students’ participation as the main principle and relating to the interactions between teachers, students and the learning environment.
In this theory it is believed that activities are needed in order to reinforce the information that the student has been given. This is what reinforces the learning that has taken place in the classroom. Activities make learners think and thinking motivates learning O’Neil, Fisher, & Newbold, 2009). In this lesson the material that is presented in the classroom lecture will be reinforced during the small group sessions when the learners are given activities to do in regards to the information that they have been given.
Active engagement occurs in the classroom when a teacher makes the connection between teaching and learning through pedagogy. The choice of pedagogy must see fit with the content of the lesson which in return will assist the teacher in constructing a more meaningful and supportive learning environment where students’ are more willing to participate and be actively engaged. The most important skill in pedagogies is relating the learning experience to real world situations in which students’ can relate too (Churchill et al., 2011).
students are composed of many diverse groups of people together, which is a problem for teachers when providing lessons. However, engagement is best method or way for people to acquire knowledge. In schools, engagement is an important way that students acquire their education. When students and teachers are highly engaged in school, teachers are able to help students improve their learning. In the article "Student Engagement", the author pointed out that highly engagement between teachers and students help to reduce dropout rates and increased levels of student success. Also, the author believes it motivates the students keeping them interested in school and their education. (Sadker, M) The action of engagement it benefits both students and teachers. From the schools, teachers and educators point of view, it is important for teachers to engage students in the learning process, because it helps teachers to know and make sure the students are learning. In the "Teachers Engagement" article, the author explain the idea of teachers engage students in learning help students motivated and interested in school. Also, in the article, the author pointed out that most students are do not know purpose why they are in school, and teachers by engaging the students in school help students realize the purpose of education. (Kennedy, C) With those reasons, it shows that engagement it important for students and teachers in
Action Learning is an accelerated learning tool which can be applied to any number of different workplace (and personal) issues and challenges. In Action Learning groups or 'sets' we meet regularly with others in order to explore solutions to real problems and decide on the action we wish to take. When doing this in the set, the stages include:
Activity system analysis is regarded as a method to capture the wholeness of the multi-mediational process of human activity (Engestrom, 1987). Additionally, as an analytical tool, activity theory also shapes the questions that researchers intend to explore and research methods that are adopted in their studies, for comprehensively obtaining information about participants’ developmental processes (Yamagata-Lynch, 2010). With the awareness of the premise of activity theory to investigate individual teacher development, scholars in teacher education have used activity theory to study English language arts teacher development (e.g., Grossman et al., 1999; Grossman Valencia, Evans, Thompson, Martin, & Place, 2000; Jahreie & Ottesen, 2010; Newell, Gingrich & Johnson, 2001; Newell & Connors, 2011; Smagrinsky et al. ), as well as language teacher development (e.g., Ahn, 2011; Childs, 2011; Kim, 2011; Tasker, 2011; Smolcic, 2011).
My observations has taught me the importance of engaging students. I am now able to recognize when a student is not engaged. They seem distracted and are not paying attention to what the teacher is saying. Whereas an engaged student is alert, discussing the material, and asking questions