Task 2 – Active Learning Environment

Name: Aisha Ali Alowais – H00330699

Course: EPC 3903 – Practicum 3b
Instructor: Robin Ogdol

(Technology, 2017)
TP Task 2 – Active Learning Environments A blog is required for this task.
Planning activities that allow students to clarify, question, apply, and consolidate new
knowledge.
What is an active learning environment? What are its benefits? How does it link to the
inquiry cycle?
Active learning is engaging your students to participate, students learn more while
participating in the progress of learning. Having an active learning environment means
having students develop the ability to have effective collaboration, facilitate creative
independent thinking, and increase the students’ motivation and willingness to learn.
Both active and inquire cycle learning place students in the center of the learning
experience, by using inquiry the classroom is active. Because, the traditional lessons
added with our inquiry-based learning will engage the students, pushing aside the
general approach and developing a motivational deep learning experience. Students
will be able to dig deeper into the lesson without feeling the weight of the work as
learning, but see it more as a journey into deeper knowledge.

Reference Active and inquiry based learning. Retrieved from

https://www.vu.edu.au/learning-teaching/learning-teaching-at-
vu/learning-teaching-approaches/active-and-inquiry-based-
learning
Promoting Active Learning | Teaching Commons. Retrieved from
https://teachingcommons.stanford.edu/resources/learning-
resources/promoting-active-learning

Choose 3 lessons to observe to answer the following questions:

What was the activity?
Students had numbers 1-60 and
received sticks with numbers
on them, a game showed on
the screen where the numbers
What was the prior What was the impact of
learning to this lesson? the activity i.e. no. of ss
engaged?
Students will be able to It was fun for most of
identify number 1-60 them, however the
and remember their teacher forgot to include
names. They will also all students as not all
were being counted down,
when a students’ number is on
the screen he/she needs to
raise their stick and go to the
center to say the number out
loud.
Students were to hop to the
plastic fruits placed on the floor
according to what fruit the
teacher says. For example if
the teacher says “Apple” all
students must hop to the
plastic apple on the floor.
Students were given a tissue
box and a pencil. They were
asked in groups to place the
pencil in the box or on the box,
and so on (Prepositions).
learn the order of numbers were “Missing”
numbers 1-60. and so not all of them had
the chance to play. There
were also some students
that struggled because
they didn’t know when
their number is in the
sequence and almost
missed their turn.
Although some weren’t
included they were all
happy to shout and
support their friends while
also discussing with peers
and showing off the
numbers they have.
Students will identify The students enjoyed this
and differentiate game as it was almost like
between the names a race, they liked that they
and visuals of fruits. were hopping rather than
sitting behind a desk. It
helped them develop their
gross motor skills along
with their recognition
skills.
The students will be The students collaborated
able to remember and well and were engaged,
differentiate between they liked working with
the different their table mates and
prepositions. partaking in a different
approach to learning.
 Which activity engaged most students? Why do you think this happened?
The students were most engaged with the hopping to fruits activity, I believe it is so
because they enjoy running around and showing off in front of their friends. They also
enjoy the topic of fruits and when props are brought out during the lessons such as the
plastic fruits

Record and reflect on the safety components of at least 3 lessons taught whilst on TP.:
What safety issues were taken into
consideration?
Were the students made aware of them?
How?
Did any safety issues arise in the lesson
that were not planned for?
Is there signage in the classroom
regarding safety?
Some safety regulations that were taken
note of was special awareness, students
hopping to the fruits or running to the
front of the class had space to do so. The
teacher cleared the space in the middle to
create a workspace for activity time.
Yes, they were asked to not push one
another and to not run but rather come
up to the middle slowly.
No, there were none.
There was a fire safety sheet, however it
is written in Arabic and placed high up in
the classroom.