Active Learning Strategies for the 21st Century Class

Program Details

Title
Active Learning Strategies for the 21st Century Class
Duration: 15 hours
Prerequisites: Having educational bachelor degree or completed fundamental education qualification programs, and Reflective Practitioner Teacher – training program.
Material: Training Guide, Program Kit, and online resources on Marifah
Level - Track: Advanced Educational Qualification
Target Audience : All Teachers

Short Description

This program focuses on the concept and elements of active learning while linking it to other training programs and supporting examples. Training is provided on activities for team-building and cooperative learning strategies, actively engaged with conscious students, and self-control skills.

Big Ideas

Joy is an educational necessity rather than an educational entertainment.
There are individual differences between learners.
Active learning is possible and it is neither complicated nor difficult.
Problem-based learning helps students acquire skills of learning and working in the twenty first century.
Responding to individual differences and investment in variation among learners is essential in lifelong learning.
Cooperative learning increases the productivity and presents an effective method for educational results in a special way.

Essential Questions

How can teachers make their students active in their learning process?
How can teachers respond to individual differences and invest in variation among learners?
How can teachers create richness and pleasure in learning environment?

Outcomes

Unit Outcomes
1
  • • Identify the meaning of active learning for the twenty first century education and its importance.  
  • • Identify the “Brain Storming” as one of the methods of active learning that concentrates on students.
  • • Explain the role of assessment in increasing student motivation and self-esteem.
  • • Explain the benefits of the ‘’Brain Storming’’ and its role in achieving comprehensive learning results.
 2
  • • Differentiate between traditional learning and active and constructive learning.
  • • Identify the requirement of living and working in the twenty first century.
  • • Explain the relationship between variation and enjoyment in the learning process.
  • • Explain the relationship between variation and usefulness in the learning process.
  • • Identify the meaning variation and the individual differences in their modern meaning.
  • • Identify the meaning of multiple intelligences.
  • • Identify the multiple intelligences theory for “Howard Gardner”.
  • • Explain the meaning of “Differentiation”.
 3
  • • Identify the principals of cooperative learning.
  • • Determine the requirements of cooperative learning.
  • • Identify new and various methods to implement cooperative learning activities.
  • • Determine the characteristics of planning for cooperative learning. .
  • • Explain the phases of cooperative learning.
  • • Identify the assessment methods of students in the cooperative learning Activities.
  • • Plan for the cooperative learning activities.
  • • Apply the cooperative learning activities.
  • • Assess the cooperative learning activities.
  • • Assess their students in the cooperative learning activities.
 4
  • • Explain the importance of problem-based learning.
  • • Identify different component of problem-based learning.
  • • Explain the importance of handcrafts and practical activities in raising the level of enjoyment towards learning.
  • • Plan a full and ready lesson for problem-based learning.

Assessment

NoAssessmentComponentWeight
1 Attendance and Participation Participation 5
Attendance 5
2 Formative Assessment Self-regulated -assessment KWL-Q 5
Vocabulary Tool pre and post 5
Trainer Assessment At the end of each unit every trainee will work on “Workshop Practical Analysis”. It constitutes of four main variables which are: Ideas appealed to/ convinced me, Ideas did not appeal to/ convince me, Operational Practical steps/ Practices I will start doing, Operational Practical steps/ Practices I will stop doing. 20 5*4
3 Summative Assessment Analyzing trainees responses in “workshop practical analysis”. 25
Exit Task 5
Portfolio 10
Final exam 20
Program Total 100

Time Distribution

NoItemTime(Min)
1 KWL-Q 15
2 Pre - Vocabulary Tool 15
3 Terminology 10
4 Activity ( 1.1): Active learning environment preparations- Introduction activity 40
5 Activity ( 1.2): Active learning environment - Dual Interviews 50
6 Activity ( 1.3): Brain Storming strategy - Word Formation 50
7 Activity ( 1.4): Active learning principles - Word formation using specific letters 25
8 Activity ( 1.5): Forming Groups for active learning - Carpet turning over 20
9 Activity ( 1.6): Brain Storming by Cooperative Learning - Reasons behind Marriage conflicts 45
10 Assessment task 10
11 Activity ( 2.1): Student Centered Learning - Analyzing scientific article/ Critical Reading. 60
12 Activity ( 2.2): Cooperative Learning Strategies - Expert member 75
13 Activity ( 2.3): The importance of variation 25
14 Activity ( 2.4): Activating Learners - Find the leader 20
15 Activity ( 2.5): Variation / Multiple Intelligence 55
16 Assessment task 10
17 Activity ( 3.1): Cooperative learning / Different Levels 70
18 Activity ( 3.2): Planning for a collaborative learning 70
19 Activity ( 3.3): Planning for using Learning action verbs 50
20 Assessment task 10
21 Activity ( 4.1): Planning for Problem-based learning 75
22 Activity ( 4.2): Art show- Our strength lies in our differences 60
23 Assessment task 10
24 Post - Vocabulary Tool 10
25 Exit Task 20
Total 15 Hours


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