TIME LIMIT:

1st session 10 minutes

Proposal Topic:
Disadvantages & Advantages of
Hands on activities implementation

Name: Nouf Rashed

ID: H00247132
 Hands on
activities
implementation

A teaching strategy known as hands-on

learning actively encourages students to
perform an activity in order to learn about
it. It is, in essence, "learning by doing".
But is it a useful method of learning, or is
it just a fad?
Important Benefits Of Fine Motor Skills:

1. Independence
2. Hand-Eye Coordination
3. Boosts Self Esteem
4. Self-Care
5. Speech And Language
6. Brain Development
7. Explore Creativity
8. Construction
Disadvantages Of Fine Motor Skills:

1. Poor handwriting

Teacher Role:
2st session

Implementation hands on
activities

Name: Nouf Rashed

ID: H00247132
 :
Vygotsky theory
 :
Hands on
activity

:
Engage

:
Learning
 Implement
Hands on Activities
 1. Model
2. Guide
3. Observe

Show teachers hands on

activities
 Implement your activity

You can use the materials

inside the box to help you
impalement your activity.
Evidence and data
collected

Nouf Rashed
H00247132
Interview
In this project I worked with:

Ms.N Ms.A

Grade 1 Grade 1
 Interview Questions
1. What skills do teachers need to be able to engage learners?
2. What do you know about hands-on activities?
3. Do you think there is a need to use specific activities in classrooms to support students learning? If so,
what are they?
4. Do you know how to engage student’s in your classroom?
5. What types of activities promote engagement?
6. Do you see students engaged during activities?
7. Do you believe students’ engagement in activities supports later learning? If so, how?
 Interview Questions
Answer q1: Teachers need to each student needs because
they learn by different ways.
Ms.Natalie Answer q2: For grade 1 teacher some days they do hands on
activities such as curing and writing on the whiteboard.
Teacher put them in the group and then she explain all the
activities. Also, for math they use counting blocks.

Answer q3: Absolutely, on math lesson they need to use

some materials for example adding two numbers they need
to use blocks. However, when they have place values
students need to use cubes and chart as activities. Also, for
English they use letters for example if teacher ask student
to find letter L or sort letter with pictures. She think it’s
very useful to learn cvc words.

Answer q4: Yes, she have a routine for example she put a
song for counting and she ask students to sing and do some
actions.

Answer q5: Students engage when they used hands on

activities such as mix the letters and then ask students to
say the sound of this letters then put it on order.
 Interview Questions
Answer q6: Absolutely, when the students understand what
they need to do. Weaker students need to show them again
explanation and teacher need to show them how to use thIs
Ms.N activities then ask them to try it.

Answer q7: Definitely yes, sometimes she refer back to use

the activities for example when students forget some name
or topic, she try to remind them such as make action and
explain the activities. Also, they need to work independently
instead give them the answer that will help them to
complete another example of this topic.
 Interview Questions

Ms.A
Survey Analysis

After I saw the result of this survey, I noticed that the teachers
have background knowledge about hands on activities and
they sometimes use it during their lessons. However, in Ahmed
Bin Zayed school every week teachers need to show the
manager what they already finish in each week.
PD’s
1st session Disadvantages & Advantages of
Hands on activities implementation.
 PD’s
2st session
Implementation hands on activities.
PD’s
The rustle for teachers:

Ms.N
Implement the activity
Explain the activity:
Use activity in the class
PD’s
The rustle for teachers:

Ms.A
Implement the activity
Explain the activity:
Use activity in the class
 Developing Students Hands on Activities
6
5
4
3
2
1
0
I used hands-on The activities It is easy to find I used various I found some Drawing, There is a I will keep on I felt confusion Hands-on
activities to promoted hands-on activities difficulties coloring and relationship using other while thinking related
engage students activities according to while using painting between activities that of activities to activities
learners. engagement. related to the students levels. activities to support fine activities and work well to develop proved its
lesson. promote motor skills and students enhance students importance for
students hence student abilities to students engagement students
learning. engagement. learn. learning. for learning. learning.

interviwe 1 interviwe 2

As what is seen in the chart regarding the results of the survey, It is seen that is using hands on activities to
engage learning , the first respondent showed that with around 2.5 out of 6 while the second one agreed totally
with four points . Then concerning the second question the activities promoted students engagement, here the
second respondent showed her agreement on that with over four points while the first showed her agreement
with 2 points. Then moving to another point that is it is easy to find hands on activities related to the lesson. It is
clear that both of them agreed on that while the second one was higher with four points compared with the first
that was exactly 3 points. I was attracted with the fourth question regarding I use various activities according to
students levels. Here the second one agreed totally on that with around 6 points while the first agreed but with
2.5 points. In common, the second respondents uses activities in the lesson and that is clear in the chart where
the second respondent agreed on all the questions compared with the first one that she uses activities but not to
be compared with the second respondent.
REFERENCES:
- Chiu et al . (2008). Improving teacher awareness of fine motor problems and occupational therapy: Education workshops for preservice teachers, general education teachers and
special education teachers in canada. Retrieved from
https://www.researchgate.net/publication/286737492_Improving_teacher_awareness_of_fine_motor_problems_and_occupational_therapy_Education_workshops_for_preservice_teac
hers_general_education_teachers_and_special_education_teachers_in_canada
- Clark et al . (2010). The Potential of Experiential Learning Models and Practices In Career and Technical Education & Career and Technical Teacher Education . Retrieved from
file:///C:/Users/user/Downloads/Defintion%20of%20hands-on%20learning_Nouf%20(1).pdf
- Da'i, M. (2021). THE EFFECT OF PLAYING PUZZLE THERAPY ON THE FINE MOTORIC DEVELOPMENT OF PRE-SCHOOL CHILDREN IN TK TUNAS HARAPAN BATOKAN KASIMAN.
Retrieved from https://www.researchgate.net/publication/353708619_THE_EFFECT_OF_PLAYING_PUZZLE_THERAPY_ON_THE_FINE_MOTORIC_DEVELOPMENT_OF_PRE-
SCHOOL_CHILDREN_IN_TK_TUNAS_HARAPAN_BATOKAN_KASIMAN
- Daniels, N. (2006). The Effectiveness of Hands-On Activities Compar eness of Hands-On Activities Compared to Paper and aper and Pencil Activities When Teaching Reading to First
through Fifth Grade Students . Retrieved from file:///C:/Users/user/Downloads/The%20Effectiveness%20of%20Hands-
On%20Activities%20Compared%20to%20Paper%20and%20Pe.pdf
- Davis, J. (2015). BENEFITS OF COLOURING IN ACTIVITIES. Retrieved from https://www.learning4kids.net/2015/06/22/benefits-of-colouring-in-activities/
- Harahap, L. W. (2017). ANALYSIS OF FINE MOTOR SKILLS B. Retrieved from file:///C:/Users/user/Downloads/9453-20229-1-SM%20(2).pdf
- Darling-Hammond et al ,( 2017) . Effective Teacher Professional Development
, file:///C:/Users/user/Downloads/EffectiveTeacherProfessionalDevelopment.PDF
- Mcilroy, T. (2022). The Importance of Hands-On Learning in Early Childhood. Retrieved from https://empoweredparents.co/hands-on-learning/
- Oktavia, D. (2019). Exploration of Fine Motor Skills through the Application of Paint. Retrieved from
https://www.researchgate.net/publication/334062770_Exploration_of_Fine_Motor_Skills_through_the_Application_of_Paint
- Schnitzler1 et al . (2020). All better than being disengaged: Student engagement patterns and their relations to academic self-concept and achievement. Retrieved from
file:///C:/Users/user/Downloads/Engagement%20and%20Achievement_Article%20(1).pdf