Activity Method &

Problem Solving
Method
General Methods Of Teachings
Title and Content Layout with Chart
Presented To:

Ma’am Sabeeka Khatoon

Presented By:

Kinza Naeem bsf2201281

Hamna M.Ali bsf2201284
Aqsa Abid bsf2201326
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Activity Method
ACTIVITY:

 The quality or state of being active.

 The behavior or action of a particular kind.
 Something that is done as work or for a particular
purpose and that usually involves a group of people.
 Anything which is carried out with a purpose in a
social environment involving physical and mental
action. Therefore, such activity helps in the
establishment of stimulating environment for
creative expression.
ACTIVITY METHOD:

 The activity method is a technique adopted by a

teacher to emphasize his/her method of teaching
through activity in which the students participate
rigorously and bring about efficient learning
experiences.
 It is a child-centered approach. It is a method in
which child is actively involved in participating
mentally and physically. Learning by doing is the
main focus of this method.
HISTORICAL
BACKGROUND:
 Activity based learning started in 1944 around
World War 2.
 David Horsburgh is considered as the pioneer of
ABL.
 He opened a school called Neel Bagh in Kolar.
 It’s curriculum included music, sewing, gardening
etc. along with school subjects.
OBJECTIVES:

 To emphasize the creative and spontaneous

aspect of experience
 To bring the students close to real life situation
 To give reality to learning
 To provide varied experience to students to
facilitate acquisition of knowledge, skills and
attitude
 To reserve the dual purpose of individualization
and socialization
CLASSIFICATION:

 Student-centric :
Instructions are focused on the students'
interests and requirements. Students voice their
interests concerning the topic. Students get to
understand the topic at their own pace and style.
 Teacher-centric:
Teacher leads the class though the student
is still the focus. Teacher creates opportunities for
students to learn and work out the topics.
CLASSIFICATION:

Activity based teachings is an approach adopted by

the teacher whereby activities are used to bring
about effective learning experience.
VARIETY OF ACTIVITIES:

Various activities suggested in the curriculum are as

follows:
 Local survey and field trips
 Discovery learning
 Clubs and societies
 Dramatization
 Writing
 Quizzes
VARIETY OF ACTIVITIES:

 Projects
 Questioning
 Competitions
 Brainstorming
 Demonstration
 Problem solving
 Hobbies (painting, drawing, designing
woodcarving, gardening, camping, reading etc.)
VARIETY OF ACTIVITIES:

 Role play
 Playing a game
 Experimentation
 Concept mapping
 Educational games
 Operating something
 Re-creational and cultural programs
 Debates, discussions, dialogues, seminars
VARIETY OF ACTIVITIES:

 Composing
 Observing
 Collecting specimen
 Interviewing
 Model making
 Map, graph and chart making
 Visiting educational collecting
 Working on social service project
TYPES OF ACTIVITIES :
Various activities stated earlier can be divided into
three types.
 Exploratory (knowledge getting activities)
 Constructive (experience getting activities)
 Expressional (presentation activities)
TYPES OF ACTIVITIES :

 Exploratory (knowledge getting activities):

It involves the child using all their senses. They
will examine objects by looking, touching, listening and
moving, to learn about how they can influence the world
around them.
Example:
Group of students asked to make a study of
various sources of food articles consumed at home by
questioning their parents and study labels on food
packets. The data may be compiled and interpreted by
group.
TYPES OF ACTIVITIES :

 Constructive (experience getting activities):

It is a highly useful activity because students
through direct observation get first hand experience
or knowledge about the situation. They react
directly to the situation and get readily response.
Example:
An excursion or a field trip to an industrial or
agriculture area.
TYPES OF ACTIVITIES :

 Expressional (presentation activities):

Presentation delivers content through oral, audio
and visual channels allowing teacher-learner interaction
and making the learning process more attractive.
Example:
Debate or map can be arranged to any social
issue, map can be presented indicating important
physical features of Pakistan. Chart can be shown,
showing climate condition of Pakistan. Graph can be
shown indicating distribution of laborers in regions of
Pakistan.
ROLE OF TEACHER:

 A planner,
 An organizer
 Evaluator
 Facilitator
 Decision maker
 Knowledge imparter
 Disciplinarian
HOW TO ORGANIZE AN
ACTIVITY:
 Decide instructional goal
 Understand the learners’ cognitive level
 Consider the nature of the subject
 Know the availability of time and resources
 Design suitable activity & implement that in class
 Provide link between previous knowledge &
activity
 Guide students during activity work
ADVANTAGES:

 Helps in personality development

 Helps in developing social skills
 Enhances memory
 Keeps the students motivated
 Provides opportunities to use multiple senses
 Ability variability
 Opportunities of self-expression
ADVANTAGES:

 Active involvement of learners as the environment

is democratic
 Group learning, mutual learning and self-learning
are promoted
 Better understanding of a lesson
 Reinforces important material, concepts, skills
 Develops democratic values and self-
independence in students
ADVANTAGES:

 Develops analytical thinking fostering creativity

 Active learning
 Makes the classes interactive
DISADVANTAGES:

 It requires long-term planning with minute details

of the whole process.
 It becomes contradictory with values of and
culture of the students.
 This method is time consuming and does not
cover the subject matter timely.
 Lack of professional training of teachers affects to
plan classroom activities.
Title and Content Layout with Chart

Problem Solving
Method
PROBLEM SOLVING
METHOD:

What is it?
According to Skinner (1968):
It is a process of overcoming difficulties that
appear to interfere with attainment of a goal. It is,
the procedure of making adjustments in spite of the
difficulties.
 It is an method in which the felt difficulty to act in
an educational situation is realized and then an
attempt is made in a conscious, planned and
purposeful way to find it’s solution.
PROBLEM SOLVING
METHOD:
Definition:
 According to John Dewey:

“Life is a series of problems which an individual has

to solve to live a successful life. Hence, learning
should revolve around problems that are according
to the maturation level and experience background
of the learner.”
PROBLEM SOLVING
METHOD:
Definition:
 According to Good’s Dictionary of
education:

“Problem-solving is a manner of dealing with that

which is problematic, a method involving clear
definition of problem confronted, formation of
hypothetical solution, deliberate test of hypothesis
until evidence warrants it’s acceptance.”
PROBLEM SOLVING AS A
TEACHING METHOD:
Problem-solving method in teaching involves
providing students with real-world problems that
they must solve through collaboration and critical
thinking. This method encourages students to apply
their knowledge and creativity to develop solutions
that are effective and practical.
OBJECTIVES:

 To train the students in the act of reasoning

 To gain and improve the knowledge
 To solve puzzling question
 To overcome the obstacles in the attainment of
objectives
CHARACTERISTICS OF A
GOOD PROBLEM:

According to Yokam and Simpson:

“A good problem for teaching purposes is

clear, definite, interesting, thought
provoking, understandable, suitable and of
practical value.”
CHARACTERISTICS OF A
GOOD PROBLEM:

Problem should be:

 Related to real life situations
 Educationally significant
 Meaningful and challenging for students
 Suitable to needs and mental capability of
students
 Stimulates thinking and reasoning part of students
CHARACTERISTICS OF A
GOOD PROBLEM:

 Students should possess some background

information of the problem
 Problem, possible of solution
 Material availability for the solution of problem
 Clear and definite
 Of practical value
STEPS IN PROBLEM
SOLVING:
Arriving at Verification
the final of the
Recognizing solution solution
the problem
Formulation
Defining the of
problem hypotheses

Collecting Organizing
the and
relevant evaluating
data the data
STEPS IN PROBLEM
SOLVING:
Clarify what the
problem is
about

Brainstorm out Clarify what

ideas the problem is
about

Plan out what

you are going
to do

Try another Try out your

plan plan Yes

No Does it solve
the problem?
PROBLEM SOLVING
TECHNIQUES:
These techniques are as follows:
 Trial and Error
 Difference Reduction
 Means-End Analysis
 Working Backwards
 Analogies
ROLE OF TEACHER:

The teacher creates problematic situation, and then

encourages students:
 To analyze the situation in parts
 To recall previously known similar cases and
general rules that apply
 To guess courageously and formulate guesses
clearly
 To collect, evaluate and organize the relevant
information
ROLE OF TEACHER:

 To formulate concise statement of the net

outcome of discussion
The teacher supervise their work the entire time and
see that each student makes his own efforts to
solve the problem.
ADVANTAGES:

 Improves teamwork and interpersonal skills

 Stimulates of thinking and reasoning powers
 Enhances creativity
 How to act in new and real situations
 Scope for individual attention and pupil-teacher
contact
 Develops self-dependence in students
ADVANTAGES:

 Opportunities of self-expression
 Easy assimilation of acquired knowledge
 How to act purposefully and with some objective
 Helps to think out new ideas for finding the
solution of problems
 Develops long-term knowledge retention abilities
 Fosters student-centered learning
DISADVANTAGES:

 More mental activity and less physical activity.

 Students may not have adequate materials and
sources required for solving the problem.
 It needs very capable teacher to provide effective
guidance and knowledge to students.
 Evaluating the learning can be difficult.
 Not applicable in elementary classes.
DISADVANTAGES:

 It is time-consuming so, it is difficult to complete

the prescribed syllabus.
 Useful for higher classes and intelligent students.
 All topics and areas of curriculum cannot be
covered by this method.
Any Question?