Integrating Hands-on Activities into the Lesson/Unit

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Integrating Hands-on Activities into the
Lesson/Unit

• By
• David Agnew
• Arkansas State University

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Objectives

• Define terms associated with Hands-on activities
• Describe how you would integrate Hands-On
  Activities into a lesson.
• Identify the parts of a Hands-On Activity Plan.

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Terms

• Lesson Plan
• Unit plan
• Daily Lesson plan
• Teaching Learning Plan (TLP)

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The Big Picture
18 weeks one semester
Semester is made up of X of instructional
Unitsthat last from 1 to maybe 10 days (most
3-5 days)
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The Unit of Instruction
Any number of days
Day 1
4 days ?? Where to put the Hands-on Activity
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The Normal Day at School
Semester
Unit
Daily Plan 50-55 minutes
Body of the lesson
Body of the lesson
Review and Closure
Introduction of the lessonDevelop Set,
Motivation, Linkage
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The Big Picture
Daily plan
4 day Unit
Semester -- X of units
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Where to Put the Hands-on Activity?
Day 1
Day 2
Day 3
Day 4
Early
Middle
Late
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EARLY

• Less likely to be a good time
• Can be done to introduce a cluster or concept.
• Can be done early to generate interest almost as
  a motivational activity/interest approach.
• Sometimes there is a problem with understanding
  why if done early.

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Middle

• Very good time and likely to be successful
• Students have had time to place the activity into
  a context of a cluster or unit title.
• What comes before is important to success than
  what comes after.

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Late

• Also very good time and likely to be successful
• Students have had time to place the activity into
  a context of a cluster or unit title.
• What comes before is important to success than
  what comes after.
• Activity can provide a fun closure to the topic
  or unit.

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Can You Have More Than One Hands-on Activity in a
Unit/Lesson?

• Answer is YES
• Problems with more than one?
• Time
• Resources

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Do you have to have one or more hands-on
activity with each Unit?

• No
• Some teachers use one activity and apply the
  learning to two or more different clusters
• This is a teachers decision
• General rule No cluster should go without a
  close connection to a hands-on activity.
• In other words, Always plan to have a hands-on
  activity that addresses each cluster.

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Two Major Types of Hands-On Activities

• Cluster
• Non Cluster

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NEW -- 16 Clusters Divisions

• Agriculture Natural Resources
• Architecture Construction
• Arts, Audio, Video. Technology Communications
• Business Administration
• Education Training
• Finance
• Government Public Administration

• Health Science
• Hospitality Tourism
• Human Services
• Information Technology
• Law Public Safety
• Manufacturing
• Retail wholesale Sales Service
• Scientific Research Engineering
• Transportation. Distribution, Logistics

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Non- Cluster

• Research
• Assessments, Personal skills traits,
• Employability skills
• Real Game
• Interviewing
• Etc.

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Unit Plan vs. Daily Plan
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Parts of a Lesson Plan
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The Components of a Hands-on Activity Plan

• Two parts
• Teacher reference--One detailed reference for the
  teacher to use in conducting the activity. To
  keep on file with lesson plan other
  materials.Students do not usually see this
• Student reference--A worksheet/job sheet or
  assignment sheet for students. To be given out at
  the time of the activity. Not required ! But
  sometimes very helpful. usually shorter than
  teacher reference.

Note Sometimes these are one and the same.
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Format for Hands-on Activity for the teachers
reference

• Objective(s)
• Point value
• Resources/supplies needed
• Procedural notes to teacher
• Guidelines and Procedures for students
• Evaluation Criteria

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Worksheet/job Sheet or Assignment Sheet for
StudentsThis is something that is handed out to
the students when they do a hands-on activity.

• Place for name, date, etc.
• Objective(s)
• Point value
• Resources/supplies needed
• Guidelines and Procedures for students
• Evaluation Criteria

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Typical Flow of a Hands-on Activity

• After a lesson, with objective(s) introducing
  the topic give an overview of what is going to be
  done.
• Give a demonstration if needed --Walk through it
  step by step.
• Distribute materials.
• Conduct the activity
• Debrief , review what was learned

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Typical Sequence in a Hands-on Activities
Beginning
Ending
Duration of Hands-on Activity
Distribute Resources
Introduction
Conduct the Activity
Review DebriefClosure
Demonstration
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Review, Debrief, Closure

• Depends on the activity, but it usually consist
  of questions such as
• What did you think?
• What did you like about this activity?
• How did it go?
• What skills would you need to do this as a
  career?
• Etc
• Some activities come with their own set of
  follow-up questions.
• Assess student ability or success at the
  activity.
• Key Point Always be positive about the activity.
  We are all not alike.
• Note We did not say evaluate or test. Why?

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The End