8601 Unit 05 - Activity Method

ACTIVITY METHOD
B. Ed Course Code : 8601

Unit : 5
OBJECTIVES
• 1. To describe the nature, meaning and need of activity method.
• 2. To examine the different kinds of activities and their utility in the
learning of students.
• 3. To explore the advantages of activity method with the contrast of
traditional method.
• 4. To enlist the limitations of activity method which oppose the
frequent use of this method in teaching learning process.
Overview
It is said that the best gift we can give to each succeeding generation is
effective education. This can only be possible if the existing practices
regarding different components of education are renovated from time to
time in the light of new developments and changing requirements.
Particularly teacher’s responsibility becomes more significant as an
implementer. So teacher has to practice dynamic methods and techniques of
teaching, as to give “effective education” to the succeeding generation. For
this purpose different experts or educationists suggest that learning is more
effective when a student is actively engaged in the learning process rather
than attempting to receive knowledge. Regarding this most of the methods
rely on some form of guided discovery where the teacher avoids most direct
instruction and attempts to lead the student through questions and activities
to discover, discuss, appreciate and verbalize the new knowledge. So the
purpose of this unit is utilitarian, which answers the following questions. How
activity method revolves around the developmental approach of
student-cantered methods.
NATURE MEANING AND NEED OF ACTIVITY
METHOD
It is said that children learn best when they are allowed to construct a
personal understanding based on experiencing things and reflecting on
those experiences.
According to Confucius:
• – What I hear, I forget
• – What I see, I remember
• – What I do, I know
What is Activity Method?
Before explaining the activity method, it seems better to answer this
question, what is an activity? Anything which is carried out with a
purpose in a social environment involving physical and mental action.
Such activities help in the establishment of stimulating environment for
creative expression.
Types of Activities:
Activities can be of three types:
• 1. Exploratory – Knowledge getting
• 2. Constructive – Experience getting
• 3. Expressional – Presentation
Exploratory Knowledge – Getting Activities
• (i) Here a group of pupils may be asked to make a study of the various
sources of food articles consumed at home by questioning parents,
merchants etc; by consulting labels on the foods. The data may be
compiled and interpreted by the group.
• (ii) A committee of pupils may undertake to find out in a rural area,
how many families have members who work also in the city or town
for a part of the time. In a city, it may be enquired how many people
in the local community have come from rural areas and why they
have come. With the teachers help, rough estimate of probable
experience can be made.
Constructive Experience – Getting Activities
Presentation
A debate can be arranged on the topic “In the opinion of the house, mechanized
agriculture is the only way of economic uplift in the Punjab. Maps showing the
distribution of
(1) agriculture crops,
(2) major industries,
(3) outstanding and localized cottage industries in the Punjab can be drawn.
Charts showing
(a) The classification of industries on the basis of nature of goods produced,
(b) flow of raw materials, labour and power to few major industries can be made.
Graphs showing the member of industrial laborers in the Punjab from 1947 to 2010
etc can be prepared.
Field Trips
Constructive Experience – Getting Activities
• 1. Local survey and excursions.
• 2. Debates, discussions, dialogues and symposiums.
• 3. Hobbies
• 4. Dramatization
• 5. Clubs and societies
• 6. Projects
• 7. Competitions
• 8. Re-creational and cultural programmes
• 9. Social Service squads
• 10. Students-self Government
• 11. Camping
• 12. Writing of community books in games etc.
Examples of Classroom Activities (any 3
) Activity: 1
Role of Teacher
• Mature experience holder
• Deeper and broader knowledge holder
• Guidance provider
• Help provider when it is required
• Good prompter (encourages students to participate and makes
suggestions about how students may proceed in an activity.)
• Just behind the curtain
• Keen observer and a true sympathizer
• Devoted and enthusiastic
Benefits of Activity Based Learning
Approach
• - The learners are actively involved as the environment is democratic.
• - The activities are interactive and student-centered.
• - The teacher facilitates a process of learning in which students are
encouraged be responsible and autonomous.
• - Children learn on their own pace.
• - Provision of more time for self-directed learning and teacher directed
learning is reduced considerably.
• - Group learning, mutual learning and self learning are promoted.
• - Teachers teaching time is judiciously distributed among children. Onl
needy children are addressed by teachers.
Approach
• - Children participation in every step is ensured in the process of learning.
• - Evaluation is inbuilt in the system it is done without the child knowing it.
• - Role learning is discouraged and almost no scope for rote learning.
• - Periodical absence of child from school is properly addressed.
• - Classroom transaction is based on child’s need and interests.
• - Freedom to child in learning as he chooses his activity.
• - Multigame and multilevel in learning is effectively addressed.
• - No child can move to the next higher step of learning unless attains the
previous one.
Approach
• - Sense of event boosts child’s confidence and morale.
• - Attractive cards and activity create interest among children.
• - Scope for child’s development in creative and communicative skills.
• - Children will have a feel of security as they sit in rounds in th groups.
• - Children are allowed to move in the classroom as they choose thei
activity.
• - Moreover the distance between teacher and the child is largely
reduced and the teacher acts as a facilitator rather than teacher.
Limitations of Activity Method
• - Careful consideration of emotionalized controls may be overlooked
during classroom activities. Apparently some teachers forget that all
classroom activities contribute directly or indirectly to the formation
of attitudes, favorable or unfavorable.
• - Some classroom activities become contradictory with values of an
culture of the students.
• - This method is time consuming and does not cover the
course/subject matter timely.
Limitations of Activity Method
• - Our teachers are over burden. So they feel difficulty to plan relevant
and appropriate activities all the time.
• - Our classes are overcrowded so there is problem to arrange,
organize and manage classroom activities properly.
• - Lack of professional training of teachers affects to plan and process
the innovative classroom activities such as computer based activities.
• - Lack of physical, financial and instructional facilities become hurdles
in the application of activity method.
INDIVIDUAL PROJECT
The individual project is by far the most important single piece
of work in activity method. It provides the opportunity for
individual or student to demonstrate independence and
originality, to plan and organize a project for prescribed
period, and to put in to practice some of the techniques to be
taught. During individual project student can show his/her
individuality and inspiration in this project.
Steps Involved in Individual Project
• 1. Project Outline (propose targets, resources, methodology and

time schedule.)
• 2. Preliminary Assessment ( implementation or practical execution)
• 3. Application / Implementation (organization the appraisal of
project )
• 4. Appraisal (given task or assigned activity has been achieved)
• 5. Decision (success or failure of the task )
GROUP PROJECTS
The aim of group work is to produce better (more
effective, more detailed, more comprehensive)
presentations reports. This achieved through the
combined talents of group members, contributing
knowledge and ideas. One difficulty with group work is
that you can’t work as quickly as you can by yourself.
Patience, communication skills and commitment are all
required to make the most of the contributions of all
group members.
Why Group Project?
Few of us act alone in the real world. Most things are done with the
help or ideas of other people. Group projects are great practice for high
school, college, and real life, when you will probably have a job that
Group projects also give you a chance to get to know kids you might
not otherwise know or talk with. Group projects are also a way to
practice skills you’re not so sure of.
For example:
working on a deadline, staying organized, or being patient. And if
you’re a little nervous talking in front of a group, a joint project can
help you become more comfortable with it.
Process of Group Project
• Getting Start
• Focusing on Fairness
• Holding Good Meetings
• Interaction with the Group
Conflict can be an extension of Creativity
The two major objectives of a group project are:
• What is learned: factual material as well as the process
• What is produced: written paper, presentation, and/or media project
Role of instructors/teachers/professors
• Out comes depend on the clarity of the objective (s) given by teachers. The
group’s challenge is to interpret these objectives, and then determine how
to meet them.
• Group work is only as effective as teachers or instructors manage and guide
the process.
• Group projects promote the cooperative and collaborative attitude among
the students.
• Students must be aware of, and should be prepared for this group process.
• Cooperative group projects should be structured so that no individual can
coast on the efforts of his/her team-mates.
Scoring of Project
• Rewards ideally should be intrinsic to the process, with group
members deriving their reward from their contributions to the group
and project.
• External reinforcement (Grades, etc) for individuals can be based
upon improvement, as opposed to comparative, scoring. Traditional,
comparative scoring works to the detriment of teams with
low-achieving members. Evaluation based upon improvement
rewards the group for an individual’s progress. Peer, comparative
evaluations can have a negative effect on teams: low scoring
members are considered “undesirable” and drag upon performance.
RESEARCH PROJECTS
Generally, a research is a quest for knowledge through experimentation,
investigation and thorough search. Before starting any long term or
complicated task, it is wise that we make a rough plan or a map which will
guide us throughout the course of the job. In the same way, before the
commencement of our research, we need to devote time and think logically
on the area of our research and how we are going to about it.
Typically, a research project revolves around following three questions.
• (i) What do you plan to accomplish?
• (ii) Why do you want to do it?
• (iii) How are you going to do it?
STEPS OF RESEARCH PROJECTS
• Statement of the problem
• Identification of data
• Selection or Development of Tools
• Selection of the Sample
• Collection of Data
• Analysis and Interpretation of Data
• Writing of the Research Report

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ACTIVITY METHOD

B. Ed Course Code : 8601

• 1. Project Outline (propose targets, resources, methodology and

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