TP Task Two – Active Learning Environments

Planning activities that allow students to clarify, question, apply, and consolidate new knowledge.
What is an active learning environment? What are its benefits? How does it link to the inquiry cycle?
Active learning environment is where the students are engaging and encourage to learn. The students learning center is more focus in this class as
the learners participate and collaborate with each other to achieve learning objects and develop learning skills. However, active learning gives the
students the opportunity to demonstrate their knowledge and develop their problem-solving skills. Moreover, it increases student’s perception and
attitude toward the concept of the lessons. Active and inquiry learning are both focus developing student’s critical thinking and enhancing the
skills of self-direction. As the students are provides with problem to be solved, they will work together and develop their skills to investigate the
problem and find solutions for it (Pierce and fox, 2012).
Reference
Pierce, R., & Fox, J. (2012). Vodcasts and active-learning exercises in a “flipped classroom” model of a
renal pharmacotherapy module. American journal of pharmaceutical education, 76(10), 196.

Choose 3 lessons to observe to answer the following questions:

Subject Lesson What was the activity? What was the prior learning What was the impact of the activity
to this lesson? i.e. no. of ss engaged?
Science Object’s mass Students were provided with Students know that the boat Students were engaged with this
experiment where they have different float in the sea because it has activity as they worked in group and
objects and they should put them in the curved shape follow the instruction paper. They
bowel of water to observe if it sinks or wrote down their notes of what they
float. observed, and they discuss the result in
groups.
Science Our shadows Students were taken to the play garden Students already know that their This activity helped the students to
ask each pair to measure his\her shadows changes in length understand that their shadows change
partner’s shadow length. This activity during the day. because of the movement of the sun
was done in different period of the day. during the day. However, this activity
facilitated them to work in pairs and
share their ideas together.
Science Chemical and Students are exploring the concept of Students know that the slime In this experiment, students learned that
physical chemical and physical changes by consider as a chemical change, the slime consider as a chemical change
change doing the slime experiment. The but they don’t know the all because it formed a new object and it
teacher provided materials for each properties that change in the cannot return to the previous one.
group with the instruction paper. object to consider it as a However, students engaged in this
chemical change. activity as they work in groups and each
one holed a role in the experiment and
share their ideas together.

CONCEPT ROLE IN ACTIVE LEARNING One Reference from 2015 forward that shows
what the concept is AND how it works in Active
Learning
STUDENT It refers to a wide variety of educational programs, learning https://www.edglossary.org/student-centered-
CENTRED experiences, instructional approaches, and academic-support learning/
strategies that are intended to address the distinct learning needs,
interests, aspirations, or cultural backgrounds of individual students
and groups of students
 INQUIRY CYCLE Is often described as a cycle or a spiral, which implies formulation of http://edutechwiki.unige.ch/en/Inquiry-
a question, investigation, creation of a solution or an appropriate based_learning
response, discussion and reflex ion in connexon with results
PROCESS SKILLS Skills used to manage and modify actions in the completing of daily https://medical-
living tasks, such as pacing oneself, choosing dictionary.thefreedictionary.com/process+skills
and using appropriate tools to
complete a task, or organizing a task into a logical sequence
for successful completion.
HANDS-ON MINDS- Students need to be physically active in their search for scientific Uakron.edu
ON knowledge.
CONSTRUCTIVISM Active learning based on constructivism which emphasis the fact Combringe.international.org
that learners construct builds their own understanding.
PROBLEM Allow for the development of others describe skills and it includes Uakrum.edu
SOLVING knowledge acquisition enhanced group collaboration and
communication.
BLOOM’S Informics,socially.org
TAXONOMY Cognitive domains and physical domains to create more effective
overall curriculum development process.
ESSENTIAL & Builds actions of study together and brining a clearer focus to the Andistix.com
GUIDING lesson. Give a clear explanation.
QUESTIONS
SEQUENCING OF Make the concept more tangible but also let the children diverse Uatron.edu
ACTIVITIES learning synthesise take advantage of their multisensory strategies.
ASSESSMENT Ask learners to draw on their understanding in order to analyse, Combringe.international.org
evaluate and synthesise ideas.
 Which activity engaged most students? Why do you think this happened? How could the activity be improved to further increase
student engagement?
I think that the students engaged more in the shadows lesson as they were working in pairs and measuring each other length. Students were taken
to the play garden to measure their shadows length and this encouraged them to learn the lesson and pay attention to the teacher instructions.
However, this lesson was focused on the students learning center as they should follow the instruction paper and do the whole experiment by
themselves. This activity helped the learners to develop their problem-solving skills as they measured their shadows length in different periods of
the day and came up with conclusion that state why their shadows change during the day.

Record and reflect on the safety components of at least 3 lessons taught whilst on TP.:
Lesson Safety components

What safety issues were taken into consideration?
Object’s
mass Were the students made aware of them? How?
Did any safety issues arise in the lesson that were not planned for?
There was a space between the students and the bowel.
Yes, the teacher reminded the students that they should
follow the rules and stay far from the bowel.
No

Is there signage in the classroom regarding safety? Yes, the classroom rules were stick in front of the door.

Lesson Safety components

 What safety issues were taken into consideration?
Our
shadows
Were the students made aware of them? How?
Did any safety issues arise in the lesson that were not planned for?
Is there signage in the classroom regarding safety?
Lesson Safety components
What safety issues were taken into consideration?
Chemical
and
physical Were the students made aware of them? How?
changes
Did any safety issues arise in the lesson that were not planned for?
Is there signage in the classroom regarding safety?
The teacher lined the students while they are walking to
the play garden and she took the assistant teacher with
her to keep on eyes for the students.
Yes, the teacher put a leader for each group as his\her
role was to ensure that each student is in the line.
Yes, some students were running in the play garden
while the others were doing the experiment.
Yes, the classroom rules were stick in front of the door.
The teacher reminded the students that they g=have to
wear the gloves before they start doing the experiment.
Yes, each leader in the group made sure that his\her
member was wearing the gloves and follow the
instruction.
Yes, some students throw the water in the floor which
caused distribution and lost in time.
Yes, the classroom rules were stick in front of the door.