ACTIVITY BASED INSTRUCTION - Learning by doing.pdf

It talks about meaning, history and Nature & CLASSIFICATION OF ABI
It also discuss about types of teacher based instructional activities

1. ACTIVITY BASED INSTRUCTION -
LEARNING BY DOING
DR. C. BEULAH JAYARANI
M.Sc., M.A, M.Ed, M.Phil(Edn), M.Phil(ZOO), NET, Ph.D(Edn)
ASST. PROFESSOR,
LOYOLA COLLEGE OF EDUCATION, CHENNAI -34

2. INTRODUCTION
•Activity-Based Instructionisa type of
teaching where children learn at
their own pace through various
supervised activities.
•It is a more interactive and engaging
method of teaching children. It allows
for monitoring factors such as
coordination, speech, motor skills
and social skills amongst other
important factors
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3. Meaning of Activity
•The state of being active. A thing that a
person or group is doing or has done.
•An educational task that involves direct
experience and participation of students.
Examples:Acting, performing,
demonstration, playing a game, thinking,
writing, reading, reasoning, questioning,
answering, operating something etc.
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4. Meaning of ABI
• An activity or activities used in an
educational process to make students
learn-(Learning through and from
activities as a base).
• Activity based Instructionmeans that the
teacher incorporates activities of some
type in teaching to make students learn.
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5. History of ABI
•Started some time during world war II
and David Horsburghis considered as the
pioneer.
• He opened a school called NEEL BAGH in
Kolar.
• School has a diverse Curriculum which
included music, carpentry, sewing,
gardening, as well as school subjects.
• Teaching materials were systematically
planned with different learning activities.
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6. CLASSIFICATION
OF ABI
Student centered
instruction
Teacher centered
instruction
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Nature & CLASSIFICATION OF ABI
Teacher centered
method of teaching.
Students gains
experience by doing
Maximum
involvement and
Participation were
seen

7. DIFFERENTIATE BETWEEN SCI AND TCI
Student centered instruction
• The student is given freedom to
choose the problem and has the
freedom to take a strategies to
solve the problem.
• Teachers job here is to give
guidance.
Teacher centered instruction
•Here teacher is a guide, planner
and manager. He selects a
problem and determine the
activity to be performed by the
students.
• Limit the activity according to the
time and recourse & gives guidance
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8. •1. Incident method
•2. Case study method
•3. Simulation
•4. Games and simulation games
•5. Role play
•6. Prioritization exercise
types of teacher based
instructional activities
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9. Incident method
Incident method:Teacher presents a
reality which is happening in real life
situation.
Incidents are prepared on the basis
of actual situations which happened
in different situation
Each students in the class is asked
to make decisions as if it is a real-
life situation.
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10. Case study method
A case related to the real hypothetical
situation is presented through verbal,
written or through electronic devices.
The details of the description is provided
& solutions are not from the teacher.
Prospective case study methods are those in
which an individual or group of people is
observed in order to determine outcomes. For
example,a group of individuals might be
watched over an extended period of time to
observe the progression of a particular
disease.
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11. •Case study is an in depth
investigation of an individual or a
small group.
•It evaluate depth of an one particular
person and it describes and not
predict.
•In 3 ways it functions. They are
i) Description
Ii) Explanation
Iii) Evaluation
Case study method
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12. simulation
Students perform a task in an
artificial situation as similar to the
real situation. This teaching
technique that reproduces actual
events and processes under test
conditions.
It is a working model reality.
Simulation-based education isan
educational or training method that
is used to “replace or amplify real
experience with guided
experiences”
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13. •A simulation isa way of seeing a thing
happen without it actually taking place
in the same way.
•A simulation can be used to predict
what might happen without doing it, in
case it is dangerous or too expensive
or difficult.
•It can also be used to show people what
will happen next, or what happened in
the past.
simulation
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14. Games and simulation games
Games have the elements of job,
competitiveness cooperation and intense
motivation.
Games and simulations areinteractive
multimedia having dynamic elements
that are user controlled. For the
general public, games and simulations
have no differences.
A game is what one can play in a
computer game whereas a simulation
combines strategy and skills along
with the game.
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15. Games and simulationspromote
collaborative work as they allow students
to reconstruct and co-construct
knowledge, encouraging problem-solving
through peer discussion and dialogue
It increase students' motivation for
science learning,deepen their
understanding of important science
concepts,improve their science process
skills, and advance other important
learning goals.
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Games and simulation games

16. Role play
Participants are asked to accept
different roles in a learning situation to
act.
Role play isthe act of imitating the
character and behaviour of someone
who is different from yourself, for
example as a training exercise.
Group members have to
communicate with each other
through role-play.
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17. Role play exercisesgive students the
opportunity to assume the role of a
person or act out a given situation.
These roles can be performed by
individual students, in pairs, or in groups
which can play out a more complex
scenario.
It also develops independence,
problem solving skills and have the
opportunity to use new language they
have learned
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Role play

18. Prioritization exercise
Prioritization isthe activity that arranges
items or activities in order of importance
relative to each other.
A group of students may are asked to rank
the solutions to a problem according to the
importance.
Prioritization helps to focus and feel more
confident and effective at work.
It allows to give our attention to tasks that
are important and urgent so that we can later
focus on lower priority tasks.
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19. CONCLUSION
•Activity Based Instructionis defined as a setup
where students actively participate in the learning
experience rather than sit as passive listeners.
•Activity-based instructionencourages students to
actively participate in their own learning
experience through practically engaging in
activities such as independent investigation
andin learning process students are constantly
engaged.
•It plays an important role inteaching the students
to collaborate, communicate, interact and work
in teams.
•Peers the other learners who are a part of the
social environment contribute to the knowledge
construction by sharing as well as identifying
the affordances within the tasks at hand.
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20. REFERENCES
Boud, D. Feletti, G (1991)The challenge of
problem based learning. New York: St.
Martin’s Press
Learning by Doing:A Guide to
Teaching and Learning Methods
Gibbs, G. (1988) Learning by doing: A
guide to teaching and learning methods.
Further Educational Unit, Oxford
Polytechnic, Oxford.
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