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    Task 2 - Active Learning Environment

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    The document discusses an active learning environment and the inquiry cycle. It defines active learning as engaging students in the learning process through collaboration, creative thinking, and increased motivation. Both active learning and the inquiry cycle place students at the center of learning. Traditional lessons combined with inquiry-based learning will engage students in a deeper learning experience by pushing them to dig deeper into lessons. The reflection discusses safety considerations for lessons, such as clearing space for activities. Students were made aware of safety through reminders not to push or run. No unplanned safety issues arose. Fire safety signage was present but in Arabic.

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    Task 2 - Active Learning Environment

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    37 views4 pages
    The document discusses an active learning environment and the inquiry cycle. It defines active learning as engaging students in the learning process through collaboration, creative thinking, and increased motivation. Both active learning and the inquiry cycle place students at the center of learning. Traditional lessons combined with inquiry-based learning will engage students in a deeper learning experience by pushing them to dig deeper into lessons. The reflection discusses safety considerations for lessons, such as clearing space for activities. Students were made aware of safety through reminders not to push or run. No unplanned safety issues arose. Fire safety signage was present but in Arabic.

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    The document discusses an active learning environment and the inquiry cycle. It defines active learning as engaging students in the learning process through collaboration, creative thinking, and increased motivation. Both active learning and the inquiry cycle place students at the center of learning. Traditional lessons combined with inquiry-based learning will engage students in a deeper learning experience by pushing them to dig deeper into lessons. The reflection discusses safety considerations for lessons, such as clearing space for activities. Students were made aware of safety through reminders not to push or run. No unplanned safety issues arose. Fire safety signage was present but in Arabic.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    37 views4 pages

    Task 2 - Active Learning Environment

    Uploaded by

    api-296851740
    The document discusses an active learning environment and the inquiry cycle. It defines active learning as engaging students in the learning process through collaboration, creative thinking, and increased motivation. Both active learning and the inquiry cycle place students at the center of learning. Traditional lessons combined with inquiry-based learning will engage students in a deeper learning experience by pushing them to dig deeper into lessons. The reflection discusses safety considerations for lessons, such as clearing space for activities. Students were made aware of safety through reminders not to push or run. No unplanned safety issues arose. Fire safety signage was present but in Arabic.

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    Task 2 – Active Learning Environment

    Name: Aisha Ali Alowais – H00330699


    Course: EPC 3903 – Practicum 3b
    Instructor: Robin Ogdol

    (Technology, 2017)
    TP Task 2 – Active Learning Environments A blog is required for this task.
    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 is engaging your students to participate, students learn more while
    participating in the progress of learning. Having an active learning environment means
    having students develop the ability to have effective collaboration, facilitate creative
    independent thinking, and increase the students’ motivation and willingness to learn.
    Both active and inquire cycle learning place students in the center of the learning
    experience, by using inquiry the classroom is active. Because, the traditional lessons
    added with our inquiry-based learning will engage the students, pushing aside the
    general approach and developing a motivational deep learning experience. Students
    will be able to dig deeper into the lesson without feeling the weight of the work as
    learning, but see it more as a journey into deeper knowledge.

    Reference Active and inquiry based learning. Retrieved from


    https://www.vu.edu.au/learning-teaching/learning-teaching-at-
    vu/learning-teaching-approaches/active-and-inquiry-based-
    learning
    Promoting Active Learning | Teaching Commons. Retrieved from
    https://teachingcommons.stanford.edu/resources/learning-
    resources/promoting-active-learning

    Choose 3 lessons to observe to answer the following questions:


    What was the prior What was the impact of
    What was the activity? learning to this lesson? the activity i.e. no. of ss
    engaged?
    Students had numbers 1-60 and Students will be able to It was fun for most of
    received sticks with numbers identify number 1-60 them, however the
    on them, a game showed on and remember their teacher forgot to include
    the screen where the numbers names. They will also all students as not all
    were being counted down, learn the order of numbers were “Missing”
    when a students’ number is on numbers 1-60. and so not all of them had
    the screen he/she needs to the chance to play. There
    raise their stick and go to the were also some students
    center to say the number out that struggled because
    loud. they didn’t know when
    their number is in the
    sequence and almost
    missed their turn.
    Although some weren’t
    included they were all
    happy to shout and
    support their friends while
    also discussing with peers
    and showing off the
    numbers they have.
    Students were to hop to the Students will identify The students enjoyed this
    plastic fruits placed on the floor and differentiate game as it was almost like
    according to what fruit the between the names a race, they liked that they
    teacher says. For example if and visuals of fruits. were hopping rather than
    the teacher says “Apple” all sitting behind a desk. It
    students must hop to the helped them develop their
    plastic apple on the floor. gross motor skills along
    with their recognition
    skills.
    Students were given a tissue The students will be The students collaborated
    box and a pencil. They were able to remember and well and were engaged,
    asked in groups to place the differentiate between they liked working with
    pencil in the box or on the box, the different their table mates and
    and so on (Prepositions). prepositions. partaking in a different
    approach to learning.
    Which activity engaged most students? Why do you think this happened?
    The students were most engaged with the hopping to fruits activity, I believe it is so
    because they enjoy running around and showing off in front of their friends. They also
    enjoy the topic of fruits and when props are brought out during the lessons such as the
    plastic fruits

    Record and reflect on the safety components of at least 3 lessons taught whilst on TP.:
    Some safety regulations that were taken
    note of was special awareness, students
    What safety issues were taken into hopping to the fruits or running to the
    consideration? front of the class had space to do so. The
    teacher cleared the space in the middle to
    create a workspace for activity time.
    Yes, they were asked to not push one
    Were the students made aware of them?
    another and to not run but rather come
    How?
    up to the middle slowly.
    Did any safety issues arise in the lesson No, there were none.
    that were not planned for?
    There was a fire safety sheet, however it
    Is there signage in the classroom
    is written in Arabic and placed high up in
    regarding safety?
    the classroom.

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