1. Integrating Hands-on Activities into the Lesson/Unit By David Agnew Arkansas State University

2. 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.

3. Terms Lesson Plan Unit plan Daily Lesson plan Teaching Learning Plan (TLP)

4. The Big Picture Semester is made up of X# of instructional Units that last from 1 to maybe 10+ days (most 3-5 days)

5. The Unit of Instruction 4 days ?? Where to put the Hands-on Activity Day 1

6. The Normal Day at School Semester Unit Daily Plan 50-55 minutes Introduction of the lesson Develop Set, Motivation, Linkage Body of the lesson Review and Closure Body of the lesson

7. Semester -- X # of units 4 day Unit Daily plan The Big Picture

8. Where to Put the Hands-on Activity? Day 1Day 2Day 3Day 4 Early Middle Late

9. 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.

10. 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.

11. 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.

12. Can You Have More Than One Hands-on Activity in a Unit/Lesson? Answer is YES Problems with more than one? –Time –Resources

13. 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 teacher’s 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.

14. Two Major Types of Hands-On Activities Cluster Non Cluster

15. 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

16. Non- Cluster Research Assessments, Personal skills traits, Employability skills Real Game Interviewing Etc.

17. Unit Plan vs. Daily Plan

18. Parts of a Lesson Plan

19. 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.

20. Format for Hands-on Activity for the teacher’s reference –Objective(s) –Point value –Resources/supplies needed –Procedural notes to teacher –Guidelines and Procedures for students –Evaluation Criteria

21. Worksheet/job Sheet or Assignment Sheet for Students This 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

22. 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

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

24. 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? Review, Debrief, Closure

25. The End