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 is comprehensive instructional systems that evolve from and are
consistent with constructivist philosophies and theories. In different words provide learning
activities that engage students in a continuous collaborative process of building and reshaping
understanding as a natural consequence of their experiences and interactions within learning
environments that authentically reflect the world around them. What are its benefits? It keeps
students engaged. In active learning, students are in more control of the learning and, as the very
name suggests, active and engaged with the material. It shifts the emphasis on learning from the
teacher to the student. Students are constantly interacting with the material and making a personal
connection to the content. In doing this, they quickly move from simple short-term retention to
utilizing higher-order thinking skills. This helps them develop a stronger understanding of the
material and apply it in real-world scenarios How does it link to the inquiry cycle? The process of
inquiry learning is ask, investigate, create, discuss, reflectoverlap, in active learning
environment students use activities to learn by them self. Active learning engage students also
inquiry cycle engage students in the whole learning process.
References R. Scott Grabinger & Joanna C. Dunlap (1995) Rich environments for active learning: a
definition, ALT-J, 3:2, 5-34, DOI: 10.1080/0968776950030202
http://study.com/academy/lesson/what-is-active-learning-definition-benefits.html
3 lessons to observe to answer the following questions:

What was the activity?
Limited recourse, students have
2 posters and 4 pen each group
need to write their name on the
poster and their learning style in
different colour. Colour cant
be repeat in each poster,
Human activities A3 paper
includes 3 cards each cards
asking about specific things that
students should write what it
ask about. Teacher discuss with
students about each question
(What did you feel when you
feel hot? & What is the pencil
made of? & How do you get to
the school?) .
What was the prior learning to
this lesson? What students to
know about the general idea?
They knew about sharing
things, they knew their leaning
style.
student engaged were 21
Students had knowledge about
the answer of questions such as,
wood and bus. Also they knew
that there are activities affect
the earth.
What was the impact of the
activity i.e.no of ss engaged?
Number of the students engage
Students was engaged to the
activity because teacher said I
will give ten dojo points if you
all did it well. The number of
students.
Most of students engaged and
they try to figure out answers
for the three question also
because teacher say the
cooperative group will get 2
points. The number of the
students who are engaged 15.
 Sugary drinks: Teacher give
each group 5 different drinks
and schedule include two
columns one. Students need to
write in schedule the name of
drinks and the amount of sugar
in each drink.
Students knew where nutrition
table is. Students knew to find
the amount of sugar in the
nutarian table. Students knew
there are unhealthy drinks and
healthy drinks.
Most of the students were
engaged because they want to
know which drinks are healthy
to them. Also they challenged
their peers that soft drink in an
unhealthy drink and other said
the opposite. The number of the
students who are engaged is 18.

Which activity engaged most students? Why do you think this happened?
Limited resources was the most activity that students were engages. In this activity student were
students had 2 posters and 4 pen each group need to write their name on the poster and their
learning style in different colour. Colour cant be repeat in each poster. So students stat to cut
the poster in the middle so it become enough for each group, the students were stating to write
their name and learning style. The student s were engaged because teacher sit 10 dojo point for
each students in the all class get it right. All of the students were working and writing their
names also they were looking at the time in the board. Even the students didnt win because one
group repeat the colour twice by mistake. They learnt a lot about how it is important to share
thing and not being jealous or selfish. I think the reward was cause that all students were
engaged. I believe this activity also improve cognitive thinking because students were solving
problem.

Record and reflect on the safety components of at least 3 Science lessons taught whilst on TP:

What safety issues were taken into Safety rules, gloves, Leave cups in an
consideration? undisturbed area.
Were the ss made aware of them? How? Showing picture, Showing them safety rules
poster, saying orally instructions.
Did any safety issues arise in the lesson that were No because I plan very well and think out the
not planned for? box.
Is there signage in the classroom regarding Yes, Doing check list, dont drink the liquid,
safety? dont touch the eggshell without using cloves.

These pictures shows

how I apply the safety in
my lesson as I said in the
pervious table.