Introduction to Hands-on
Activities
By
David Agnew
Arkansas State University
Objectives
• Explain why Hands-on Activities are highly
encouraged
• Describe the nature of a Hands-on Activity.
• Describe the Differences in VO and CO
Hands-on Activities.
Many Names: One Concept
Hands-On Activities
Activity Based Learning
Experiential Learning
Learning by Doing
KEY CONCEPTS RELATED TO
CAREER EDUCATION
AS DEFINED BY HOYT AND ASSOCIATES
• Preparation for successful working careers shall be a key objective of
all education
• Every teacher in every course will emphasize the contribution that
subject matter can make to a successful career.
• “Hands-on" occupationally oriented
experiences will be utilized as a method of
teaching and motivating and learning of
abstract academic content.
State Department Stresses
Hands-on Approach
In their printed materials and
presentations
What is Activity Based Learning?
• Activity Based Learning - learning where
student physically and mentally explore
subject by simulation of the work
environment, manipulation of tools and
materials associated with the world of work,
or performance of a real work task.
What is a hands-on activity?
• Where students participate individually or
in groups, where learning by doing takes
place
Underlying Assumption
• Doing an activity
associated with a career
area will be more
meaningful and
insightful than talking
or reading about it in
class.
Why is Hands-on So Important?
• Has a greater impact on
learning and retention.
• Affects the emotions, feels and
attitudes more that “Book
Learning”.
• John Dewey said “All genuine
learning comes through
experience”
Two Basic Questions Every
Teachers Faces?
• What to teach?
• How to teach?
Take about 3 minutes and
list as many methods (or
techniques) as you can?
1 minute left
15 seconds left
TIME
How to Teach!
• How to teach is dependent on several factors, one
of which is “What” is being taught.
• How to teach – Usually think of Methods or
Techniques, media, visual aids, etc.
• Hands-on is just one of many methods, however
is it a methods or is it more closely connected to a
principle than a method/technique?
Common Methods
•
•
•
•
•
Presentation
Teacher lead discussion
Supervised study
Job Instruction
Cooperative learning
Difference in a Methods
and a Technique?
•
•
•
•
Method broader than technique
Technique is sub-category of Method
Method is more like a concept
Technique is more closely related to how
you implement the concept.
Hands-On Activities is Related to
Which Method(s)
• Job Instruction
• Supervised Study or Project
• But you may also use presentation and
others in some way associated with the
activity.
Other Methods or Techniques
•
•
•
•
Panel discussion
Fieldtrip
Guest Speaker
Demonstration
Principles of Learning
• What are principles of learning?
• How does a principle differ from a law?
• Which of the two questions from the
previous slide does it relate? (How? What)?
• Does it ever relate to the other question?
• How do principles of learning relate to the
selection of a method?
Review of Learning Principles
• When the subject matter to be learned possesses *meaning,
organization, and structure* that is clear to students, learning
proceeds more rapidly and is retained longer.
• *Readiness* is a prerequisite for learning. Subject matter and
learning experiences must be provided that begin where the
learner is.
• Students must be *motivated* to learn. Learning activities
should be provided that take into account the wants, needs
interests, and aspirations of students.
Learning Principles, Continued...
• Students are motivated through their *involvement* in setting the
goals and planning learning activities.
• *Success* is a strong motivating force.
• Students are motivated when they attempt tasks that fall in a range of
*challenge* such that success is perceived to be possible but certain.
• When students have a knowledge of their learning progress,
performance will be superior to what it would have been without such
knowledge (*feedback*)
Learning Principles, Continued...
• Behaviors that are reinforced (*rewarded*) are more likely to be
learned.
• To be effective, reward (reinforcement) must follow as *immediate*
as possible the desired behavior and be clearly connected with that
behavior by the student.
• *Directed learning* is more effective than non-directed learning.
• To maximize learning, students should *inquire into* rather than be
instructed in the subject matter. Problem oriented approaches to
teaching improve learning.
• Students learn what they practice. (repetition)
Learning Principles, Continued...
• *Surprised practice* that is most effective occurs
in a functional educational experience.
• Students learn by doing.
How Does All This Talk About
Principles Relate to Methods?
How do we learn?
How much do we retain?
• Dale’s Cone of Experience
Summary of Why we Do
Hands-on Activities
• Consistent with Principles of Learning and
established theories of instruction.
• Increased retention of information
• Cuts across all three domains of learning,
pyschomotor, and affective as well as
cognitive.
• Better understanding of tasks related to that
a career.
Vocational Vs. C.O.
Hands-on Activity
• What are the difference in the vocational
type hands-on activity and the career
orientation hands-on activity?
• The goals of the activities are different.
Type of Instruction
VOC
CO
• In
–preparation to
go and do a
job for pay
with the
expected skill
level.
• About
– develop
awareness and
understanding
of the nature
of the work
that is done.
End Purpose
VOC
• Perform a competency
• Ready for a job
CO
• To give insight
• To create interest
• Explore career field
Sequence in Flow
VOC
CO
• Sequence or
placement of activity
within unit of
instruction is
important
• Not necessary to start
and stop in certain
place.
Type of Activity to Select
VOC
CO
• Usually a series of
very narrow activities
• Broad based or narrow
Level of Difficulty
VOC
CO
• Go from low to high
level of skill
• Usually very simple
Duration / Length of Time
VOC
CO
• Long
• Several hours to
months
• Short
• Usually done
within a 50-55
minutes
• Sometimes only
take 10-15 minutes
• Rarely take more
than one period.
Level of Proficiency
VOC
CO
• Very high standard
• Identified and
Documented
competencies
• Low level
• Not really graded on
outcome as much as
effort to do the
activity.
Five Steps in the
Experiential Learning Model
• 1.
Experience
– Do the activity
• 2.
Share
– Reactions to activity, discuss the observations with others
• 3.
Process
– Reflect and analyze from your personal prospective
• 4.
Generalization
– Connect lesson learned to life
• 5.
Apply
– transfer what was learned to similar situations
Experiential Learning Model
Experience
Apply
DO
Share
APPLY
Generalize
Process
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
Typical Sequence in a
Hands-on Activities
Beginning
Ending
Duration of Hands-on Activity
Distribute
Resources
Demonstration
Introduction
Conduct the
Activity
Review
Debrief
Closure
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?
In Review
• What are some terms similar to Hands-on?
• Why is Hands-on so important?
• How do the hands-on activities in Co differ
from those in Vo Ed.
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