An introductory presentation on Activity Based Learning

1. ACTIVITY
BASED
LEARNING
Dr.Kirti Shivakumar

3. Activity Based Learning
• Activity Based Learning is defined as a setup where students actively
participate in the learning experience rather than sit as passive listeners.
• By utilizing different activities in the classroom, critical thinking skills and creative
skills of the students are also enhanced.
• describes a range of pedagogical approaches to teaching.
• core premises include the requirement that learning should be based on doing
hands-on experiments and activities.
• rooted in the idea that children are active learners rather than passive recipients
of information.
• If children are provided the opportunity to explore on their own and are provided
with an optimum learning environment, then learning becomes more joyful and
long-lasting.

6. BENEFITS
• Give students the feeling of importance in the classroom
• Give them small targets to achieve in classroom
• Boost up their individual and team skills • Increasing the thinking ability
and creativity
• Teacher should play the role of facilitator to complete the given targets
• Building up communication skill among participants.

7. Classification of ABL
• Participation: Students are assigned with small tasks, so that they can be engaged in doing activities in
classroom.
• Critical Thinking: Student's task should be out of the box, not directly related to their base knowledge but
can be answered after thinking.
• Analyzing: Tasks given to the students must be subjective so that they can put their views in different
ways after analysis.
• Knowledge Sharing: Task given to the students must require varying knowledge, so that students are
bound to communicate amongst themselves.
• Team-work: After sharing of knowledge, they can conclude and take decision from their team.
• Communication: Team-work and knowledge sharing increase communication amongst team members.
They also need to communicate with teacher to solve critical problems.
• Problem Solving: Increase the ability to solve real life problems by analyzing and solving class-room
problems based on course topics.
• Quiz: It helps students to be more competitive in nature and answer quickly.
• Debating: It increases the power of establishing the self argument in front of fellows.

8. Experiential learning
• is an engaged learning process whereby students “learn by doing” and by
reflecting on the experience.
• hands-on laboratory experiments, internships, practicums, field exercises
• stimulate academic inquiry by promoting interdisciplinary learning, civic
engagement, career development, cultural awareness, leadership, and other
professional and intellectual skills.
• Learning that is considered “experiential” contain all the following elements:
1. Reflection, critical analysis and synthesis.
2. Opportunities for students to take initiative, make decisions, and be accountable for the
results.
3. Opportunities for students to engage intellectually, creatively, emotionally, socially, or
physically.
4. A designed learning experience that includes the possibility to learn from natural
consequences, mistakes, and successes.

9. ROLE OF THE FACILITATTOR
• Select suitable experiences that student can relate with.
• Pose problems, set boundaries, support learners, provide suitable
resource, ensure physical and emotional safety, and facilitate the
learning process.
• Recognize and encourage spontaneous opportunities for learning
• Help the learner notice the connections between one context and
another

10. REMEMBER – YOU ARE THE GURU
GUIDE
UNDERSTANDING
REFORMING
UNDERTAKER ( IF NECESSARY)