EPC 3903 Practicum 3b.

TP Task 2- Active Learning

Environments.
A blog is required for this task. This task is linked to EPR3703; planning activities
that allow students to clarify, questions, 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 environment means students engagement with materials in the classroom, and how
their participation in the classroom (Promoting Active Learning, (n.d)). According to (Active
learning, 2015) active learning means that learners take increasing responsibility for their
learning and that teachers are enablers and activators of learning, rather than lecturers or deliverers
of ideas. Also, It helps to increase content knowledge, critical thinking and problem-solving
abilities, and positive attitudes towards learning in comparison to traditional lecture-based
delivery. Furthermore, active learning environment improves student perceptions and attitudes
towards information literacy (Active learning classrooms, (n.d)). Besides, active learning is linked
to the inquiry cycle because both of them are focusing on students learning, by using processes
which are addressing scientific questions, analyzing evidence, connecting such evidence to pre-
existing theoretical knowledge, drawing conclusions, and reflecting upon their findings (Active
learning, 2015).
References Active Learning Classrooms. (n.d). Retrieved on October 29, 2017. Retrieved
from http://queensu.ca/activelearningspaces/active-learning/benefits-active-learning

Active learning. (2015). Retrieved on November 20, 2017. Retrieved from

http://www.cambridgeinternational.org/images/271174-active-learning.pdf

Promoting Active Learning. (n.d). Retrieved on October 28, 2017. Retrieved

from https://teachingcommons.stanford.edu/resources/learning-
resources/promoting-active-learning

H00296953 Anfal Mohammed AlDahmani

EPC 3903
Choose 3 lessons to observe to answer the following questions:
What was the activity?
(Matching peers)
The teacher had a lesson about
the hydropower energy and
how it works, so while she was
explaining from the names list
she chose two students; the first
student was asking the question
about the how the water
generate the energy and the
second student need to answer
the question. The purpose of
this activity was to help the
students to demonstrate how the
water energy works and the
parts that the water moves in to
generate the energy.
(Random questioning)
The teacher had a revision
lesson about the UAE traditions
in clothes, food, and some
general information. The
teacher divided the class into
four groups and she presented
the instructions that said raise
your hand if you know the
answer and calling the answer
out will lose point from the
group. The purpose of the
activity was to examine
students knowledge and
prepare them to the next lesson
which will be more detailed
about the health, education, and
other laws in the UAE.
(The researchers)
The students had a lesson in the
government unit and it was
about the UAE and the teacher
hide four coloured cards that
are the colours of the UAE flag.
These cards had the parts of the
lesson such as; general
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What was the prior learning
to this lesson?
This lesson was the second
lesson in the energy
transformation.
The lesson was the first lesson
in the government unit and in
the previous unit the studied
about the energy types and how
it works.
The previous unit that the
students learned before was
energy transformation. In this
unit and especially in the UAE
lesson they knew some general
ideas such as; the UAE has
seven emirates and it was
created in December 2nd, 1971
Anfal Mohammed AlDahmani
Practicum 3b.
What was the impact of the
activity i.e.no of ss engaged?
Most of the students in the class
were engaged. As well, some of
them were able to identify the
answer smoothly because the
student who was asking the
question was pointing in the
part and the rest of the class
remembered the name of the
part she was pointing in which
was the generator.
Some of the students were
interesting in participating in
the activity. However, other
students were having some
misconceptions in in
understanding the question, so
the teacher helped them by
clarifying what does the
question means. For example,
Ghamen didnt understand what
does the ship of the desert
means ,and the teacher said
which animals live in the
desert, then he recognize that
the answer is camel.
Most of the students were
engaged in the lesson and they
were excited to find the cards
faster because they were
challenging each other to get
the card first.
EPC 3903 Practicum 3b.

information (overview), because they learned about the

education, health, and other union of the UAE in the social
laws. Also, while the students studies subject.
were searching the teacher give
them a hints to find the card
easily. For example, she said
its red and its under a chair.
The purpose of this activity was
to active the lesson and involve
the students to identify the parts
instead of presenting them such
as a simple idea.

Which activity engaged most students? Why do you think this happened?
Throughout my observations in different lessons, I saw that my students were engaged the most
in the researcher activity because almost all the students in the class were involve to find out the
cards to complete the lesson. I think they were engaged because the teacher says to them that in
that lesson they are responsible of finding the main ideas by searching in the classroom. Also,
that was an example of active learning because it shows students involvement in the class with
the teacher to understand the lesson. According to (Kyriacou, 2007) active learning can
sometimes offer a much more powerful experience or insight into what is to be learned than
expository teaching. That means students involvement in what they are going to learn in the
classroom can help them to be more energetic.

Record and reflect on the safety components of at least 3 Science lessons

taught whilst on TP:
What safety issues were taken into
consideration?
Were the ss 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?
The environment.
Separating the sharp staff in an area.
Wearing gloves.
Wearing a conflict.
Explain to them variably.
No there were none. I planned very well.
I believe my MST and I should have a
signage in the classroom, so the students will
be aware and they will be able to follow.

H00296953 Anfal Mohammed AlDahmani

EPC 3903 Practicum 3b.

Reference:
Kyriacou, C. (2007). Essential teaching skills. (3rd Ed.). Cheltenham: Stanley Thornes

H00296953 Anfal Mohammed AlDahmani