Acivity Based Teaching.pptx

Dr.R.RAMNATH
Department of Education
Alagappa University
Karaikudi
Activity
Based
Teaching

da Vinci and the Renaissance
Embodies essence of the Renaissance
‘Rebirth’ of learning
Thinking outside the box
Ideas
Discovery
Experiment
Change is good

Brainstorm
Write down 5 ways that your
professors/teachers taught you
Effective methods
1
2
3
4
5
Ineffective methods
1
2
3
4
5

Active Learning?
Time of class (min)
10 20 30 40 60
%
Retained
50
100
50
0
lecture
active learning
From: McKeachie, Teaching tips: Strategies, research and theory for
for college and university teachers, Houghton-Mifflin (1998)

We Learn and Retain:
30% of what we SEE
10% of what we READ
20% of what we HEAR
50% of what we HEAR and SEE
Higher levels of retention can be achieved through active
involvement in learning.

How do we learn?
• 1% through sense of Taste
• 1.5% through sense of Touch
• 3.5% through sense of Smell
• 11% through sense of Hearing
• 83% through sense of Sight
14

Active Learning?
students solve problems, answer questions,
formulate questions of their own, discuss,
explain, debate, or brainstorm during class
Active Learning
Problem-Based
Learning
Cooperative
Learning
Learn By Doing
Inquiry-based
learning

Purpose?
• Increase student participation
• Increase student engagement
• Increase student retention
• More student ownership in course
• Less lecturing by instructor
• More exciting classroom experience
• Higher level thinking

If I can not
learn the way
you teach,
will you teach
me the way I
can learn?

Task-Based Teaching
Goal Content Methodology
Ability to
communicate
Intend
(i.e. a series
of message-
focused
tasks)
Fluency
(i.e. focus on
message
conveyance)

A ‘Task’
1. Goal directed.
2. Involves a primary focus on meaning.
3. The participants choose the linguistic
/resources needed to complete the task.
4. Has a clearly defined outcome.

A Focussed Task
Can you spot the differences?
B
A

A Focussed Task
Can you spot the difference?
A
B

Vidyasagar Teachers' Training College 24
Picture taken from Google

25
Learning
Audio Visual A-V
Activity
Based

Types of co-curricular activities
1. Literary Activities
2. Physical Development Activities
3. Aesthetic and Cultural Development Activities
4. Civic Development Activities
5. Social Welfare Activities
6. Leisure Time Activities
7. Excursion Activities

Authentic learning?
Focuses on real-
world, complex
problems and their
solutions, using role-
playing exercises,
problem-based
activities, case studies
and participation in
(virtual) communities
of practice.

PDCA Instructional Cycle
PLAN
ACT
DO
CHECK
• Data Disaggregation
• Calendar Development
• Direct Instructional
Focus
• Tutorials
• Enrichment
• Assessment
• Maintenance
• Monitoring
Florida Continuous Improvement Model (FCIM)

PLAN
ACT
DO
CHECK
Focus
• Tutorials
• Enrichment
• Assessment
• Maintenance
• Monitoring
PLAN
ACT
DO
CHECK
Focus
• Tutorials
• Enrichment
• Assessment
• Maintenance
• Monitoring
Data Disaggregation:
In this step teachers and administrators
disaggregate, or analyze, the state
standards assessment and/or
standardized test data to identify both
students' and teachers' strengths and
weaknesses and to improve teacher
instruction and student learning.
Focusing on specific student weaknesses,
the teachers and administrators create a
plan for student improvement.
Identifying teachers' strengths and
weaknesses enables administrators to
provide effective quality staff
development to improve instruction and
student learning.

PLAN
ACT
DO
CHECK
Focus
• Tutorials
• Enrichment
• Assessment
• Maintenance
• Monitoring
PLAN
ACT
DO
CHECK
Focus
• Tutorials
• Enrichment
• Assessment
• Maintenance
• Monitoring
Calendar Development:
Based on the students' strengths and
weaknesses, teachers build an
instructional calendar that includes all
the standards/skills to be assessed.
The calendar allows for teaching whole
group lessons in addition to small group
lessons where instruction is
differentiated according to individual
student needs. Student groups are fluid
and flexible.
Home work is aligned to class work
(whole or small group lessons) and
supports skills and concepts previously
taught.
Supplemental activities such as learning centers
and computer activities (FCAT Explorer,
Achieves/FOCUS,) reinforce the standards,
skills, and concepts.
Cooperative learning and hands-on activities are
utilized to supplement or reinforce lessons.
Follow-up activities are utilized to check for
comprehension and to monitor progress.

PLAN
ACT
DO
CHECK
Focus
• Tutorials
• Enrichment
• Assessment
• Maintenance
• Monitoring
Direct the Instructional Focus:
Based on the instructional calendar, teachers
teach the targeted skill. The goal here is
for quality instruction and student mastery.
Classroom activities should be focused
and conducive to learning by:
•highlighting the FCAT Focus
and Daily Objective
•utilizing Focus Lessons aligned to
annually assessed benchmarks
•Posing Higher Order Questions
•varying the instructional delivery methods
(visual, auditory, kinesthetic, tactile)
•Incorporating vocabulary, word walls, journals, literature, technology, hands-on
activities, centers, use of manipulatives and materials, cooperative learning
PLAN
ACT
DO
CHECK
Focus
• Tutorials
• Enrichment
• Assessment
• Maintenance
• Monitoring

PLAN
ACT
DO
CHECK
Focus
• Tutorials
• Enrichment
• Assessment
• Maintenance
• Monitoring
Focus Lessons:
•Aligned to Annually Assessed Benchmarks
•Presents in correlating Item Formats
MC, GR, SR, ER
Reading
Mathematics
Science
PLAN
ACT
DO
CHECK
Focus
• Tutorials
• Enrichment
• Assessment
• Maintenance
• Monitoring
Direct the Instructional Focus (continued):
Effective teaching strategies for instruction have at their
core, consistently high-level expectations for students.
Additionally, quality instruction includes:
•Utilizing “common board configuration to identify for
students the benchmark, objective, and agenda
•providing essential vocabulary for subject area
•applying learning to the real world
•using cooperative learning techniques
•using skill reinforcing drills
•teaching test-taking strategies
•celebrating mastery of skills and knowledge

PLAN
ACT
DO
CHECK
Focus
• Tutorials
• Enrichment
• Assessment
• Maintenance
• Monitoring
PLAN
ACT
DO
CHECK
Focus
• Tutorials
• Enrichment
• Assessment
• Maintenance
• Monitoring
Assessment:
After teaching the targeted skill, teachers administer
a short assessment to check for student
understanding. These assessments should be
integrated into the curriculum and instruction. The
assessments should mimic the format of the state
standards assessment. Teacher teams should meet
frequently to review assessment results.
FCAT Explorer and
FOCUS Achieves
Assessments:
Mini-Assessments
Administered at School-Site
at Teacher Discretion :
•Computer-Based
•Free to all public schools
•Immediate access to student data
•Teacher controls “opening” and “closing” of
mini-assessments
•Teacher discretion (Daily, Weekly)

USE a spiral path of inquiry
http://inquiry.uiuc.edu/ (The Inquiry Page)
Asking questions
Investigating Solutions
Creating new knowledge
Discussing discoveries and
experiences
Reflecting on new-found
knowledge

Inquiry-based Learning Sound?
• Close the door!
• Students with students
• Teacher as guide

Five Kind of Questions
1. Inference Questions
2. Interpretation Questions
3. Transfer Questions
4. Questions about Hypotheses
5. Reflective Questions

Types of Task
1. Unfocussed tasks
a. Pedagogic
b. Real world
2. Focussed tasks

Focused Tasks
Teaching of
Appreciation
MC
P(2)
EE
MV
P(3)
SE
OR
P(4)
OE
EW
P(1)
TE

SKILLS in Knowledge
• Procedural Knowledge
• Decorative Knowledge
• Episodic Knowledge
• Holistic Knowledge
• Mega Knowledge
• Wisdom

Product
Quantum innovations
Quantum
Process
Quantity
People
Capacity Building
Prestige
Competency Development
Position
Core Competence
Power
Teaching
intended
for

Strategic Self Regulation Skills: POME
• P repare
• O rganize
• M onitor
• E valuate
environmental structuring
organizing & transforming
keeping records, monitoring;
reviewing tests
self evaluation

INTERNALIZING THE SKILLS
Known Problems
1
Known Solutions
Known Problems
3
System wide reforms
Known Problems
4
Scaling the Peak
Known Problems
2
Unknown Solutions

SEQUENCE OF SKILLS
Knowledge
Skills
Values
Persistence
Applicability

LEARNING CYCLE FOR SKILLS
Concrete
Experience
Reflective
Observation
Active
Experiments
Abstract
Conceptualization

Learning Styles
CE
Accommodators Diverges
AE RO
Converges Assimilators
AC

An Example of a Pedagogic
Task
1. Four students – each has one picture and
describes it to the rest of the class.
2. Students from the rest of the class ask the four
students questions about their pictures.
3. One student from the class tries to tell the
story.
4. If necessary Steps 2 and 3 are repeated.

Some Typical Pedagogic Tasks
1. Information-gap tasks (e.g. Same or Different)
2. Opinion-gap tasks (e.g. Balloon debates)
3. Reasoning-gap tasks
4. Personal tasks
5. Role-play tasks
Note: Tasks can be dialogic or monologic; they can
be performed orally or in writing.

A Framework for Describing
Tasks
1. Goal
2. Input
3. Conditions
4. Predicted outcomes:
a. Process
b. Product

The Methodology of Task-Based
Teaching
Three phases in a task-based lesson:
1. Pre-task phase
2. Main task phase
3. Post-task phase

The Pre-Task Phase
Some options:
1. Allow the students time to plan.
2. Provide a model
3. Do a similar task
4. Pre-teach key linguistic items

The Main Task Phase
Some options:
1. Whole-class vs. small group work
2. Set a time for completing the task.
3. Vary the number of participants.
4. Introduce a surprise element.
5. Tell students they will have to present a
report to the whole class.

The Post-Task Phase
Some options:
1. Students give a report.
2. Repeat task (e.g. students switch
groups)
3. Consciousness-raising activities.

BLIND ARTIST
• Pairs and engages a child’s imagination and
ability to describe things.
• Number of players: Four or more
• You will need: Sheets of white paper, pencil, pen
or sketch pens, drawings or images
• How to play:
• Pair the children, but do not let them face each
other.
• Give one child a picture or an image.
• The second child has to recreate the picture while
his partner describes it, without revealing what it
is.
• The idea is to see how accurate the drawing can
be, when recreated without seeing.

Don’t answer
• When asked a question, the ideal thing to do is
answer. But not when you are playing this game,
which older kids and teens will enjoy playing.
• Number of players: Ten or more
• How to play:
• One student starts by asking another student a
random question. For example, “What is your one
precious possession?”
• But the student who was asked shall not
answer. The student standing left to him or her
will respond, whether or not they know the
answer.
• The game gets hilarious when students get
imaginative and creative with their answers. ‘Don’t

Bleep
• Bleep is a memory game that prevents
children from using certain words.
• Number f players: Ten or more
• You will need: Reading material
• How to play:
• Give the students a list of forbidden words.
They can be anything such as colors (red
blue, green, and so on), play, of, man, food,
apple, the, and more.
• Choose reading comprehension material with
these words in it and ask the kids to read one
sentence each.

Blindfold conversation
• This game is an interesting way to make children listen and
focus on the voice of another person.
• You will need: Cloth for blindfolding and space to play
• How to play:
• Make space in the room and ask kids to form a circle.
• Pick one student to be ‘It’ and blindfold her or him.
• Spin ‘It’ and ask him or her to point. Whoever ‘It’ points at
must talk to ‘It’ in a funny voice, without revealing their name.
• ‘It’ has to guess the name of the student by asking a series of
questions.
• If ‘It’ rightly guesses who the student is, the student becomes
‘It’.
• English Or Word Games For Classrooms
• Reading and writing aren’t the only activities or tools for
learning a language. There are some fun games as well,
which can be used to review and improve a child’s vocabulary,
grammar, and speaking skills.

Dictionary deception
• Dictionary deception is a rather challenging game that compels
kids to think about a word’s meaning. It is great for developing
high school students’ vocabulary.
• Number of players: Six or more
• You will need: Sheets of paper, pens, and a list of words
• How to play:
• Pick a word that none of the students have heard before.
• Write the meaning of the word on a sheet of paper. Ask the students
to write down what they think the definition of that word is.
• Collect the sheets and read them out one by one – each time you
do, the class has to consider the meaning and vote.
• Students get one point every time their definition gets a vote and
also if they have written the right definition.
• The student with the highest number of points wins.
• Some words you can use include Aplomb, Brackish, Acumen,
Chicane, Diffident, Epiphany, Facetious, Fiduciary, Filibuster, Hubris,
Incognito, Jejune, Kowtow, Laissez-faire, Lexicon, Nihilism,
Nomenclature, Oligarchy, Paradigm, Pecuniary, Quotidian,
Sanguine, Soliloquy, Tempestuous, Totalitarian, Unctuous, Usurp,
Vortex, Wrought, and Xenophobe.

Board race
• Board race is a team building that also works on
the child’s vocabulary.
• You will need: Board and two different colored
markers
• How to play:
• Divide the class into two teams. Give each team a
pen.
• Draw a line in the middle of the board, dividing it
into two parts, one each for each team.
• On one side of the board, write down a word.
• Following the relay method, each team must write
words relevant to the theme of the keyword.
• The team with the highest number of words for a

Chain spelling
• This is like interlinking two unrelated words, based on
their spellings.
• How to play:
• Write any word on the board.
• The first student has to take the last four or three
letters of that word and form a new word.
• The second student does the same, and the chain
continues until a student is unable to form a word.
• The student who fails to form a word or misspells it is
out of the game.
• Avoid -ing or -ion words. You can increase the
complexity of the game by restricting them to a
particular theme or topic.

The mime
• The mime is a fun game to revise verbs or action
words. It can be played with primary or middle
schools kids.
• You will need: A list of action words
• How to play:
• Write down a list of action words such as
gardening, walking the dog, dish washing, eating,
or reading on small pieces of paper. Put them in a
bag.
• Divide the class into two teams.
• The student has to enact that word while the other
students try to guess what the word is.
• The team that guesses the word correctly gets a

Sentence race
• Sentence race is a vocabulary review game that works best with higher
classes with more than ten students.
• You will need: List of 10 vocabulary words, 20 pieces of paper, pen
• How to play:
• Divide the class into two teams.
• Pick ten or more vocabulary words and write each word on two pieces of
paper. You will have two bundles of vocabulary words.
• Each team gets a bundle and a marker or chalk.
• Divide the board into two sections, one for each team.
• When you call out a word out from the list, one student from each team runs
to the board and writes a sentence with the word in it.
• The team that writes the maximum correct and meaningful sentences with
the chosen words, wins.
• Memory Games For Kids
• Memory games are fun. They compel you to try and recall and reinforce
any information that the brain has received. Here are a few you can try
in the classroom.

Card recall
• This memory game involves the use of flashcards to
recall something from the short term memory.
• You will need: Flashcards on chosen subject
• How to play:
• Divide the class into pairs and place different sets of
flashcards on the table.
• Each student takes three flash cards from the table
and counts to ten, as he or she shows it to the partner.
He then places them face down.
• The partners have to recall what the three cards are. If
they succeed, they get to keep the cards.
• The student with the highest number of cards wins the
game. This game can also be played at home, with
two or more people.

I’m going on a trip
• This is a memory game that involves making lists.
Variations of this game can be played by changing ‘on
a trip’ to ‘to the market’.
• Number of players: Eight or more
• How to play:
• Write the statement “I’m going on a trip and bringing
__________” on the board.
• Ask the first student to fill in the blank with whatever
he or she is bringing. For example, ‘I’m going on a trip
and bringing a suitcase’.
• The remaining students repeat the sentence with the
list of things mentioned by the other students and also
add what they are going to bring on the trip. For
example, ‘I’m going on a trip and bringing a suitcase, a
hat, a pair of sunglasses and ….’.
• The students must remember the items mentioned by

What’s missing?
• A simple game that works well with younger children,
‘What’s missing’ helps the children try and recall things
they have seen recently.
• Number of players: Four or more
• You will need: Flashcards
• How to play:
• Pick up three to five cards each and show it to the class,
for a few seconds.
• Turn the cards away, shuffle them and show only two of
the cards. Ask the class what cards are missing.
• You can have two volunteers to show and hold the cards.
In that case, you could also ask which card the person
was holding before.
• This game may seem too simple for higher classes, but
the younger ones will enjoy exercising their memory.

Picture this
• Picture this is suitable for students in high school or middle
school. It involves paying attention to details.
• Number of players: Two or more
• You will need: Two or more images with a lot of detail
• How to play:
• Pick a couple of pictures from the Internet – have at least
three to four images, with at least one image that can be
memorized easily.
• Start by showing the simpler image to the class. Let them see
it for a couple of minutes and memorize it. Ask them to notice
the details carefully.
• Take the image away and ask them questions such as – ‘Was
there anything red in the picture?’ or ‘Where was the man with
the beard standing in the room’ depending on the image and
the details.
• Note that the idea is to help children jog their memory to recall
something and not pose difficult questions. So pick questions

Pass the drawing
• Yes, pass the drawing. Not the salt or the butter!
This game works with all age groups.
• Number of players: Eight or more
• You will need: Drawing paper, pencils or sketch
pens
• How to play:
• Give each student a sheet of paper and a color
pen.
• Set the timer to one minute and ask the kids to
draw anything they want using their color pen.
• When the timer dings, pass the paper to the next
person and continue the drawing on the paper
they get.
• Pass the sheets around for three or four rounds

Art bingo
• Bingo is played for money. But art bingo is played for fun.
• Number of players:
• You will need: Letter sized paper, pens or pencils
• How to play:
• Give each student a letter-sized sheet of paper. Get them to
fold it in half, four times. When they unfold it, they will have 16
blocks.
• They can draw lines along the folds or creases to separate
the blocks.
• Create a word bank of 40 words with the help of your
students. Number them and write them on the board.
• Ask the students to pick any 16 words from the board and
write it at the bottom of each block. They can illustrate the
object in the remaining space in the block.
• Write numbers one to 40 on slips of paper and put it in a bag.
Pick the numbers randomly to play bingo. Students have to
mark the corresponding words, and one who marks all the

W W W
Win Win Win
Win for INDIVIDUAL
Win for Organization
Win for Society

THANK YOU
rrnathedu@gmail.com
ramnathr@alagappauniversity.ac.in
rrnathedn@yahoo.co.in

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