Pedagogy of English

Activity Based
Instruction
March 22, 2024
 ABI is a type of teaching where children learn
at their own pace through various supervised
activities.

It is a more interactive and engaging method

What is of teaching children.

ABI ?
It allows for monitoring factors such as
coordination, speech, motor skills and social
skills amongst other important factors .
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
 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 Instruction means that the teacher
incorporates activities of some type in teaching to
make students learn.
 Started some time during world war II and David
Horsburgh is considered as the pioneer.

He opened a school called NEEL BAGH in Kolar.

History of
ABI 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.
DIFFERENCE
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.
• Teacher's 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
 Types of teacher based instructional activities

1.Incident method
2.Case study method
3.Simulation
4.Games
5.Role play
6.Prioritization exercise
Role play
• Role play is a learning activity where participants take on specific roles or
characters to act out scenarios or situations.

• It is often used in educational settings to help students develop skills such as

communication, problem-solving, empathy, and decision-making.

• In a role play, participants are typically given a scenario, background information

about their character, and objectives to achieve during the interaction.

• Role play can be used to simulate real-world situations, historical events, or

fictional scenarios, allowing participants to explore different perspectives and
experiences.
 Characteristics
•Players follow a lead actor: The lead actor plays the director,
narrator, author, and other roles, and the players follow their lead.
•Improvisation: Players react to situations the lead actor creates
and may improvise.
•Verbal descriptions: The lead actor describes the other players'
surroundings and actions, while the players describe their own
characters' actions.
•Scenarios: Role play involves scenarios.
•Characters: Players take on roles.
•Guidelines: Role play follows a formal system of rules and
guidelines.
why is role play important in classroom teaching ?

Motivate and Use their

Develop creativity
engage imagination

Learn to
Enhance teaching understand Develop storytelling
strategies different abilities
perspectives

Learn to Learn to think

Develop language
collaborate with beyond the words
skills
others they read
How to conduct a role
play?
 Choose a simple or
1. Set up a realistic intricate scenario and 2.Provide clear
scenario provide props or toys to instructions
help students play it out.

Define the role each

student should portray 3.Create a psychological
Discuss boundaries and
and allow them to act safe and supportive
use safe words.
out their roles however environment
they wish to.
4. Follow up

Consider debriefing in class, submitting a short - written reflection, or

recording the role-play.

5. Assess the role

Look for the following criteria:

•Clarity of speech
•Expression of feeling
•Use of body language
•Believability of the role
•Accuracy of the role
Benefits of Role Playing
Role playing can be effectively used in the classroom to:
•Motivate and engage students
•Enhance current teaching strategies
•Provide real-world scenarios to help students learn
•Learn skills used in real-world situations (negotiation,
debate, teamwork, cooperation, persuasion)
•Provide opportunities for critical observation of peers
 •Time consuming: Role play can be more time
consuming than other methods like brainstorming or
focus groups.
Limitations
•Unpredictability: Role play can involve chaos and
unpredictability.
•skeptical students: Students may be skeptical about
role play.
•Group failure: Role play can fail if the group doesn't
understand.
•Lack of skills: People may not have the necessary
skills.
•Bad behavior: People may act out bad behaviors.
•Scripts: People may act out scripts.
•Trainer difficulty assessing skills: The trainer may
not be able to properly assess skill development.
•Expert guidance: Role play requires expert
guidance and leadership.
•Imagination: Role play depends on students'
imagination.
Games
 1. Think, pair and share
Fun Activities 2. Brainstorming
3. Buzz session
4. Crossword puzzle
5. Scrabble

https://www.bookwidgets.com/blog/2018/06/20-i
nteractive-teaching-activities-for-in-the-interactiv
e-classroom
Benefits of playing games in classroom
Engagement: Games can make Skill Development: Games can
learning more engaging and help develop various skills such as
enjoyable, motivating students to critical thinking, problem-solving,
participate actively in the learning decision-making, and strategic
process. planning.

Teamwork and Cooperation: Retention and Understanding:

Multiplayer games can promote Games can help reinforce learning
teamwork, collaboration, and concepts and improve retention
communication skills among by providing a hands-on and
students. interactive learning experience.
Motivation: Games can increase motivation to learn by offering
immediate feedback, rewards, and a sense of accomplishment.

Creativity: Certain games can stimulate creativity and innovation

by encouraging students to think outside the box.

Stress Reduction: Games can help reduce stress and anxiety

levels in students, creating a more relaxed learning environment.
Limitation in playing games in classroom
Time Consuming: Games can take up a significant amount of class time,
which may detract from other important learning activities.

Distraction: Some students may become too focused on the game itself
rather than the learning objectives, leading to distraction and reduced
learning outcomes.
Competitiveness: Competitive games can create a sense of rivalry among
students, potentially leading to negative behaviors such as cheating or
exclusion of others.
Limited Educational Value: Not all games are created equal in terms of their
educational value. Some games may not effectively reinforce learning
objectives or may not be age-appropriate for all students.
Logistical Challenges: Setting up and managing games in the classroom can be
logistically challenging, especially for larger classes or if the necessary technology is
not readily available.

Unequal Participation: In some group games, certain students may dominate the
gameplay, leading to unequal participation and learning opportunities for all
students.

Assessment Difficulties: It can be challenging to assess learning outcomes from

games, as traditional assessment methods may not easily apply to game-based
learning activities.

Limited Real-World Application: Some games may not translate well to real-world
skills or situations, limiting their long-term educational value.
 Prioritize

You are in a situation where you must prioritize:

•The baby is crying,
•The phone is ringing,
•The doorbell is ringing,
•The water is running from the tap,
• and the clothes are hanging outside in the rain.
Select your first choice!
 Results
Your choices show the relative importance of
your priorities.

For example, if the first thing that you did was

to answer the phone, then your biggest priority
in life would be your career and job.

Similarly, if the fourth thing that you did was to

attend to the baby, then your fourth priority
would be your family.
Take a look at the following list to see which action
corresponds to which priority.

Attending to the baby: Family.

Picking up the clothes: Romance and love.

Turning off the tap: Wealth.

Seeing who is at the door: Friends and relatives.

Answering the phone: Career and job.

 CASE
STUDY
METHO
D
By: Sherlie Bharathi Kamaraj
 DEFINITION
The case method is a learning technique in
which the student is faced a particular
problem, the case. The case study facilities
the exploration of a real issue within a
defined context using a variety of data
sources.where students gain skills in critical
thinking, communication, and group
dynamics. It is a type of problem-based
learning.
 1. Real-world Application
2. Contextual Learning
ROLE OF 3. Critical Thinking

CASE 4. Personalized Learning

5. Communication Skills
STUDY 6. Cross-cultural Understanding
IMPLEMEN
T 4.Invite students to share their
1.Form groups i) Assessment of the case
ii) potential decision options
2.Distribute each case to a group iii) Recommendation
& review the issue
3.Short out factual data 5.Close the activity by
i)Apply analytical tool summarising the key Points
ii)Articulating issue and principles
iii)Drawing conclusion
 EXAMPLE OF
CASE STUDY
Case study about the novel Othello
 CONCLUSION
The case study method:Through close
analysis and discussion, students not only
gain a deeper appreciation of literary works
but also learn to relate them to real-life
situations, enhancing their overall
comprehension and engagement with
literature.
Riddle
•

I can fall off a building and live,

but in water I will die. What am I?
Riddle 2

It's shorter than the rest, but when you're

happy, you raise it up like it's the best. What is
it?
Riddle 3

You saw me where I could not be.

Yet often you see me.
What am I?
 Answers

You saw me where I could

not be. It's shorter than the rest, but
Yet often you see me. when you're happy, you raise
What am I? it up like it's the best. What is
Answer: reflection it?
Answer: thumb
I can fall off a building and
live, but in water I will die.
What am I?
Answer: paper
WHO WOULD YOU SAVE FIRST ? IN THIS SCENARIO, THERE IS
SOMEONE’S CHILD, ONLY ONE SEAT IN YOUR BOAT,
AND YOU CAN ONLY SAVE ONE
YOUR DOG,
OF THEM. WHO WOULD YOU
OR $10 MILLION? SAVE FIRST? – THE CHILD, YOUR
DOG, OR A BAG FULL OF $10
MILLION?
Notice carefully, there are three things – a little boy who can’t swim, a
dog and a suitcase full of money. But you only have one seat in the
boat. Who do you want to save?

Dogs can swim. Yes! Most dogs are natural swimmers and hence even
if you saved the boy first, the dog will be able to follow you and swim
easily to the shore by itself.

Lastly, the little boy is secure, and the dog can swim itself to the shore.
You have the chance to swim back and carry the suitcase with you.
This way, you don’t miss out on any of the three things.
INCIDENT
METHOD
INTRODUCTION

In Activity-Based Instruction (ABI), the

incident method is a teaching approach that
focuses on using real-life incidents or scenarios
to facilitate learning. Instead of presenting
abstract concepts or theories instructors use
specific events or situations to engage
learners,encourage critical thinking, and
promote problem-solving skills.
IMPORTANCE OF INCIDENT METHOD
INSTRUCTIONS IN CLASSROOM TEACHING

Enhanced Promotion of Application of

engagement critical thinking knowledge

Development
Preparation for
of
Active learning real-world
communication
challenges
skills
 ADVANTAGES

Application-
Critical Active
Engagement oriented
thinking participation
learning

Real-world Communicatio
Collaboration Retention
preparation n skills
 • Time consuming
• Resource intensive
• Dependence on instructor expertise
DISADVANTAG • Potential for misinterpretation
ES
• Lack of diversity in incidents
• Difficulty in assessing learning
outcomes
• Potential for discomfort
TEAM MEMBERS
ALLAN JOSEPH
JAYASAKTHI KIRUBHAA
DIVYA SHREE
SHERLIE BHARATHI
CHRISTINA SWETHA
MADHU SHREE