ACTIVITY BASED INSTRUCTION - Learning by doing.pdf

ACTIVITY BASED INSTRUCTION -
LEARNING BY DOING
DR. C. BEULAH JAYARANI
M.Sc., M.A, M.Ed, M.Phil (Edn), M.Phil (ZOO), NET, Ph.D (Edn)
ASST. PROFESSOR,
LOYOLA COLLEGE OF EDUCATION, CHENNAI - 34

INTRODUCTION
• Activity-Based Instruction is a type of
teaching where children learn at
their own pace through various
supervised activities.
• It is a more interactive and engaging
method of teaching children. It allows
for monitoring factors such as
coordination, speech, motor skills
and social skills amongst other
important factors
13-04-2022 Dr. C. BEULAH JAYARANI 2

Meaning of Activity
•The state of being active. A thing that a
person or group is doing or has done.
•An educational task that involves direct
experience and participation of students.
Examples: Acting, performing,
demonstration, playing a game, thinking,
writing, reading, reasoning, questioning,
answering, operating something etc.

Meaning of ABI
• An activity or activities used in an
educational process to make students
learn - (Learning through and from
activities as a base).
• Activity based Instruction means that the
teacher incorporates activities of some
type in teaching to make students learn.

History of ABI
• Started some time during world war II
and David Horsburgh is considered as the
pioneer.
• He opened a school called NEEL BAGH in
Kolar.
• School has a diverse Curriculum which
included music, carpentry, sewing,
gardening, as well as school subjects.
• Teaching materials were systematically
planned with different learning activities.

CLASSIFICATION
OF ABI
Student centered
instruction
Teacher centered
instruction
Nature & CLASSIFICATION OF ABI
Teacher centered
method of teaching.
Students gains
experience by doing
Maximum
involvement and
Participation were
seen

DIFFERENTIATE BETWEEN SCI AND TCI
Student centered instruction
• The student is given freedom to
choose the problem and has the
freedom to take a strategies to
solve the problem.
• Teachers job here is to give
guidance.
Teacher centered instruction
• Here teacher is a guide, planner
and manager. He selects a
problem and determine the
activity to be performed by the
students.
• Limit the activity according to the
time and recourse & gives guidance

• 1. Incident method
• 2. Case study method
• 3. Simulation
• 4. Games and simulation games
• 5. Role play
• 6. Prioritization exercise
types of teacher based
instructional activities

Incident method
Incident method: Teacher presents a
reality which is happening in real life
situation.
Incidents are prepared on the basis
of actual situations which happened
in different situation
Each students in the class is asked
to make decisions as if it is a real-
life situation.

Case study method
 A case related to the real hypothetical
situation is presented through verbal,
written or through electronic devices.
 The details of the description is provided
& solutions are not from the teacher.
Prospective case study methods are those in
which an individual or group of people is
observed in order to determine outcomes. For
example, a group of individuals might be
watched over an extended period of time to
observe the progression of a particular
disease.

• Case study is an in depth
investigation of an individual or a
small group.
• It evaluate depth of an one particular
person and it describes and not
predict.
• In 3 ways it functions. They are
i) Description
Ii) Explanation
Iii) Evaluation
Case study method

simulation
 Students perform a task in an
artificial situation as similar to the
real situation. This teaching
technique that reproduces actual
events and processes under test
conditions.
 It is a working model reality.
Simulation-based education is an
educational or training method that
is used to “replace or amplify real
experience with guided
experiences”

• A simulation is a way of seeing a thing
happen without it actually taking place
in the same way.
• A simulation can be used to predict
what might happen without doing it, in
case it is dangerous or too expensive
or difficult.
• It can also be used to show people what
will happen next, or what happened in
the past.
simulation

Games and simulation games
Games have the elements of job,
competitiveness cooperation and intense
motivation.
Games and simulations are interactive
multimedia having dynamic elements
that are user controlled. For the
general public, games and simulations
have no differences.
A game is what one can play in a
computer game whereas a simulation
combines strategy and skills along
with the game.

Games and simulations promote
collaborative work as they allow students
to reconstruct and co-construct
knowledge, encouraging problem-solving
through peer discussion and dialogue
It increase students' motivation for
science learning, deepen their
understanding of important science
concepts, improve their science process
skills, and advance other important
learning goals.
Games and simulation games

Role play
Participants are asked to accept
different roles in a learning situation to
act.
Role play is the act of imitating the
character and behaviour of someone
who is different from yourself, for
example as a training exercise.
Group members have to
communicate with each other
through role-play.

Role play exercises give students the
opportunity to assume the role of a
person or act out a given situation.
These roles can be performed by
individual students, in pairs, or in groups
which can play out a more complex
scenario.
It also develops independence,
problem solving skills and have the
opportunity to use new language they
have learned
Role play

Prioritization exercise
Prioritization is the activity that arranges
items or activities in order of importance
relative to each other.
 A group of students may are asked to rank
the solutions to a problem according to the
importance.
Prioritization helps to focus and feel more
confident and effective at work.
It allows to give our attention to tasks that
are important and urgent so that we can later
focus on lower priority tasks.

CONCLUSION
• Activity Based Instruction is defined as a setup
where students actively participate in the learning
experience rather than sit as passive listeners.
• Activity-based instruction encourages students to
actively participate in their own learning
experience through practically engaging in
activities such as independent investigation
and in learning process students are constantly
engaged.
• It plays an important role in teaching the students
to collaborate, communicate, interact and work
in teams.
• Peers the other learners who are a part of the
social environment contribute to the knowledge
construction by sharing as well as identifying
the affordances within the tasks at hand.

REFERENCES
Boud, D. Feletti, G (1991)The challenge of
problem based learning. New York: St.
Martin’s Press
Learning by Doing: A Guide to
Teaching and Learning Methods
Gibbs, G. (1988) Learning by doing: A
guide to teaching and learning methods.
Further Educational Unit, Oxford
Polytechnic, Oxford.

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