Activities For Active Engagement Of Learning

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Course: EDP2222

Activities for active engagement of learning

According to the constructivist’s theory, in order for meaningful learning to occur, the students need to be making connections to their world (Churchill et al, 2012). Students are interested according to Fisher (2005) in maths that relates to their needs. The lesson plan includes ideas such as lengths of a table, how to use a ruler and a YouTube clip that explains the history of measurement, relating measurement to the real world. Fisher (2005) suggests using strategies to guess, test and review. Students are encouraged to guess the length of the cards then test their answers. Reviewing and reflecting on what has been learnt is an important part of the learning process
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Included in the lesson plan are some positive affirmations of behaviour. Everyone should know their roles but at the same time there should be an allowance that mistakes will be made, hence the use of reminder that ‘mistakes show you are trying’ (Churchill et al, 2012). Students need to know what behaviour is expect of them so clear instructions and expectations are included in the lesson plans (Churchill et al, 2012). In some cases a game is used to help students to smoothly transition. This helps to maintain a positive and creative learning environment.

By careful planning, students are able to commence work on their various tasks without undue delays. Students in this series are expected to know how to work in groups but a reminder of the expectations and procedures are included to reinforce this. As Churchill (2012), states down time can be a period that students become disengaged and therefore engage in behaviours which cause further disruptions to learning. Reminders of how much time is left are also included to help students to keep on task and this helps to reinforce
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When planning for differentiation an understanding of where a student’s level of ability is necessary and therefore catering for these different levels must occur. When considering differentiation the teacher can look at content, process and product (Dowden, 2014). To cater for differences in content, concrete materials have been provided for those students who need this help. By including support from the teacher aide for those students who struggle with group work or comprehending what to do students are being catered for by allowing modifications in the processes of learning. When the students are working on individual work sheets there is differentiation in the final product by not requiring all students to complete all the work as well as some of the questions to be more challenging for those who need

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