HANOI NATIONAL UNIVERSITY OF EDUCATION

FACULTY OF PRIMARY EDUCATION

MID – TERM EXERCISE

MODULE:
ORGANIZATION OF EXPERIENTIAL ACTIVITIES
IN PRIMARY SCHOOL

Supervisor: Phó Đức Hòa

Student ID: 725904021
Full name: Nguyễn Linh Giang
Class: A1
Faculty: Giáo dục tiểu học

Ha Noi, 2023
 TABLE OF CONTENT
Question 1: ................................................................................................ 2
I. Problematization: ................................................................................ 2
II. Content: ............................................................................................. 2
1. Content circuits of experiential activities: ....................................... 2
2. Relationships between the content strands: ..................................... 3
3. The core role of the Self-Development content strand: ................... 5
4. Examples: ....................................................................................... 7
III. Conclusion: ...................................................................................... 9
Question 2: .............................................................................................. 10
I. Problematization: .............................................................................. 10
II. Content: ........................................................................................... 10
1. Discovery methods: ...................................................................... 10
2. Experiential and interactive approach: .......................................... 17
III. Conclusion: .................................................................................... 23
REFERENCE ......................................................................................... 25

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 FINAL TERM LESSON
Question 1: Analyze the relationship between the circuits of the content of
the experiential activity. From there, it proves that the content of self-development
activities plays a core role. Give illustrative examples in the Experiential
Activities textbook (Bộ sách “Chân trời sáng tạo”).
Question 2: Choose and implement 1-2 methods in organizing thematic
experiential activities in elementary school.

ANSWER

Question 1:

I. Problematization:
Experiential activities and career guidance activities are compulsory
educational activities that are implemented from grade 1 to grade 12. In primary
school, this activity is called “Experiential Activities”. Experiential activities are
those that are guided and instructed by educators to help students access real-
world conditions, experience emotions, and apply specific personal experiences
to situations, tasks, and problems that need to be solved. The educational content
in the program is presented according to four main activity content strands, each
of which includes different activity branches and each activity branch includes
specific activity contents. The activity contents are closely related to each other,
interacting with each other, creating a coherent structure for the Experiential
Activities content. This emphasizes the action-oriented and experiential nature of
the content that needs to be implemented. Among these content strands, the self-
development activity content strand is considered to play a core role in the primary
level, accounting for 60% of the curriculum, creating conditions for students to
explore and develop themselves based on their own abilities and interests.

II. Content:
1. Content circuits of experiential activities:

The educational content in the Primary School program is presented in 4

main activity streams, each of which includes different activity branches and
within each activity branch are specific activity contents:

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- Self-focused activities (60%)

+ Self-discovery activities.

+ Self-improvement activities.

- Socially oriented activities (20%)

+ Family care activities.

+ Community building activities.

+ School construction activities.

- Nature-oriented activities (10%)

+ Activities to learn and preserve natural landscapes.

+ Activities to learn and protect the environment.

- Labor and career guidance activities (10%).

+ Career exploration activities.

+ Activities to train qualities and abilities in accordance with career orientation.

+ Career selection activities and career-oriented study planning activities

2. Relationships between the content strands:

- Self-development activities: Help students develop self-awareness,

including values, strengths, weaknesses, interests, and personal goals. Develop
essential life skills such as communication, cooperation, problem-solving,
decision-making, and self-management. Form good habits and a healthy lifestyle.

- Community-oriented activities: Help students develop communication,

cooperation, and integration skills with the community. Raise awareness of
responsibility and the spirit of participation in social activities. Form ethical and
humanistic values such as compassion, sharing, and responsibility.

- Nature-oriented activities: Help students explore and understand the

surrounding natural world. Raise awareness of environmental protection and

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sustainable development. Form a love for nature and a sense of responsibility for
protecting the environment.

- Career guidance activities: Help students explore different career paths

and make future career choices. Develop skills necessary for career selection and
job search. Form a sense of independence and responsibility in work.

* Relationships between the content strands:

- The content strands in Experiential Activities are closely related and

mutually supportive, all contributing to the comprehensive development of
students. Self-development activities are the foundation for other activities.
Students need to have a clear understanding of themselves and the necessary life
skills to effectively participate in social, natural, and career-oriented activities.

Example: Self-development activities help students develop health and life

skills, which enables them to participate better in social, natural, and career-
oriented activities.

- Experiential activities in each content strand can complement and support

those in other strands, creating a comprehensive picture of student development.
Each content strand provides students with unique knowledge, skills, and
experiences, but all help students develop holistically in terms of physical,
intellectual, and emotional aspects.

Example: Nature-oriented activities help students understand the

surrounding environment, which in turn helps them develop environmental
awareness and contribute to sustainable development.

- The content strands are intertwined and integrated. Experiential activities

can be organized around various themes, combining multiple content strands
simultaneously. The combination of content strands must be appropriate for the
objectives, content, and student audience of each experiential activity.

Example: An experiential activity on the theme of "Environmental

Protection" can combine content on life skills development, exploring
environmental issues, and participating in environmental protection activities.

- Additionally, the content strands in Experiential Activities are interactive

and can be integrated and organized into comprehensive experiential activities.
These activities help students experience real-world situations and apply
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knowledge and skills to specific contexts. It is necessary to ensure the educational,
experiential, and practical aspects of experiential activities.

Example: Students can participate in environmental protection volunteer

activities combined with career guidance activities to explore environmental-
related careers.

- Moreover, the content strands distributed in the primary school

curriculum are developmental and organized in increasing difficulty, helping
students develop gradually and achieve the set objectives.

Example: An experiential activity on the theme of “Pride in My

Hometown's Tradition” can combine the following content strands:

+ Self-development: Developing research, information gathering, data

analysis, presentation, and teamwork skills.

+ Community-oriented: Strengthening love for the hometown, country,

national pride, and gratitude for previous generations. Expressing pride in one's
hometown.

+ Nature-oriented: Exploring the natural beauty, landscapes, relics, tourist

attractions of the hometown.

+ Career guidance: Learning about traditional industries and cultural

figures of the hometown.

 Conclusion:

The content strands in Experiential Activities are closely related and

mutually supportive, creating a unified educational system that helps students
develop fully in terms of character and abilities. Effectively organizing
experiential activities will help students develop the necessary skills to become
good citizens and contribute to society.

3. The core role of the Self-Development content strand:

The activities of the “Self-Development” content strand in the Primary

Experiential Activities program include Self-Exploration Activities and Self-
Improvement Activities.

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 The Self-Development content strand is considered crucial in each student's
development. It helps them explore and improve themselves, leading to holistic
development. Therefore, this content strand plays a core role in the Experiential
Activities content for the following reasons:

- Self-development activities include self-exploration and self-

improvement activities. Self-exploration activities involve learning about one's
external characteristics, physical development, emotions, attitudes, interests,
passions, personality, and abilities. It also involves experiencing situations to
discover oneself. Self-improvement activities include developing good habits,
discipline, and a sense of responsibility. They also involve developing skills that
ensure mental, physical, and financial security.

- To achieve holistic self-development, students must first have a correct

understanding of themselves. They need to be aware of their personal values,
strengths, weaknesses, interests, and aspirations. They also need to discover
themselves through experiencing appropriate situations. This helps students
confidently participate in social and natural activities based on their strengths and
interests. This, in turn, helps them choose a career accurately and effectively.

- By engaging in self-development activities, students have the opportunity

to develop communication, cooperation, problem-solving, decision-making, and
self-management skills. These are all essential skills for all experiential activities
and lay the foundation for students to integrate and succeed in all areas of their
future lives.

- Moreover, self-development activities help students develop and improve

physically, intellectually, and emotionally. Physically, students have the
opportunity to exercise, develop motor skills, and become more active and agile
in all their actions. Intellectually, the activities help enhance thinking skills,
creativity, and problem-solving abilities. Emotionally, they help develop ethical
and humanistic values, compassion, and sharing. In terms of social skills, they
help develop communication, cooperation, and community integration abilities.
Additionally, students improve in areas such as emotions, attitudes, habits, and a
sense of responsibility.

Examples: + Experiential Activity: “Exploring Myself” (Grade 1): Helps

students identify body parts, introduce themselves, and express emotions. This is
the first step for students to develop self-awareness.

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 + Experiential Activity: “Doing Housework” (Grade 2): Develops self-
service skills and cooperation with family. Self-service skills are an important
factor in helping students become more independent in life.

+ Experiential Activity: “Self-Introduction” (Grade 3): Helps students

develop communication skills and confidently express themselves.
Communication skills are the key for students to integrate and succeed in society.

+ Experiential Activity: “Conflict Resolution” (Grade 4): Equips students

with problem-solving, cooperation, and respect for others skills. Problem-solving
skills help students handle life situations effectively.

+ Experiential Activity: “Designing and Implementing a Small Project”

(Grade 5): Develops creativity, planning, organization, and evaluation skills.
These are essential skills for students in their future studies and work.

- The self-development content strand is also closely linked and integrated

with other strands in the Experiential Activities program.

+ Community-oriented activities: Develop cooperation and communication

skills, active listening, and sharing. They also help students develop compassion,
a sense of responsibility for the community, and apply their personal skills to
participate in social activities effectively and responsibly.

+ Nature-oriented activities: Help students explore themselves, develop

observation skills, logical thinking, and creativity, while raising awareness of
environmental protection. They help students raise awareness of environmental
protection and develop themselves in connection with nature.

+ Career guidance activities: Help students explore themselves, develop

skills necessary for work, and choose a future career that suits their interests and
abilities.

4. Examples:

Theme: Me and My Beloved Elementary School

1. Experiential Activity 1: Exploring the Elementary School

Objectives: + Help students explore the functional areas of the school.

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 + Recognize and name the functional areas.

+ Know how to move around the school safely.

+ Develop the habit of maintaining common hygiene.

 Self-Development Content Strand:

+ Self-awareness: Students become aware of their abilities to explore new

environments, remember information, and work in groups.

+ Life skills: Develop observation, note-taking, communication,

cooperation, and rule-following skills.

+ Good habits: Form the habits of observing carefully, taking notes

carefully, maintaining common hygiene, and following school rules.

2. Experiential Activity 2: Self-Introduction

Objectives:

+ Help students introduce themselves confidently.

+ Listen to and introduce friends.

+ Respect and cherish friends.

 Self-Development Content Strand:

+ Self-awareness: Students become aware of their strengths, weaknesses,

interests, and values.

+ Life skills: Develop communication, listening, presentation, and

cooperation skills.

+ Good habits: Form the habits of being confident, open-minded, and

respecting others.

3. Experiential Activity 3: Flag Raising Ceremony

Objectives: + Help students understand the meaning of the Flag Raising

Ceremony.

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 + Demonstrate patriotism and national pride.

+ Practice flag saluting and singing the National Anthem.

 Self-Development Content Strand:

+ Self-awareness: Students become aware of the meaning of the Flag

Raising Ceremony and the importance of patriotism.

+ Life skills: Develop the skills of concentration, listening, and performing

the flag-raising ceremony seriously.

+ Good habits: Form the habit of respecting the national flag, national
anthem, and national symbols.

The theme “Me and My Beloved Elementary School” clearly demonstrates

the core role of the self-development activity content strand. Through experiential
activities, students are trained in essential life skills, develop good habits, and
develop self-awareness. This is an important foundation for students to learn and
develop holistically in the following years.

III. Conclusion:
Experiential Activities play a crucial role in helping students develop
holistically in terms of physical, intellectual, and emotional aspects. The content
strands in Experiential Activities are closely related and mutually supportive,
creating a unified educational system that helps students develop fully in terms of
character and abilities. Effectively organizing experiential activities will help
students develop the necessary skills to become good citizens and contribute to
society.

In primary school, the content of the Experiential Activities program

focuses more on self-development activities, life skills, relationships with friends,
teachers, and family members. In addition, labor activities, social activities, and
getting acquainted with some familiar occupations are also organized.

The self-development activity content strand plays a core role in

Experiential Activities because it provides the foundation of knowledge, skills,
and habits necessary for students to effectively participate in other activities. It
also contributes to the comprehensive development of physical, intellectual,
emotional, and social skills.
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 Question 2:

I. Problematization:
In the context of global integration and the boom of the 4th industrial
revolution, the rapid development creates pressure on people to continuously learn
to adapt. Recognizing the importance of experiential activities, the Experiential
Activities subject has been integrated into the educational program and has
become a compulsory subject.

As a tool to help educators create excitement, initiative and creativity for

students when participating in experiential activities, there are four different
groups of methods that include many forms and methods of organizing
experiential activities. Among them are the discovery method and the
experiential, interactive method, with specific forms and methods that create
conditions and enhance students' interest in each different experiential activity.

To meet the requirements of in-depth educational research on this method,

the following content will focus on presenting and analyzing the discovery
method and the experiential, interactive method in organizing experiential
activities in Primary school.

II. Content:
1. Discovery methods:

Discovery methods are ways of organizing activities that create

opportunities for students to experience real-life living and working. They help
students explore new things, learn, and discover problems from the surrounding
environment, while fostering positive emotions and love for their hometown and
country.

This group of organizational methods includes forms and methods such as:
fairs, clubs, field trips, picnics, camps, and participatory/dramatized theater.

a. School Fair:

- Content:

A periodic event organized at a suitable location and time for students and
educators to exchange and sell their prepared products.
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 This form attracts not only all students in the school but also the
participation of parents, educators, artisans, and state organizations.

- Purpose:

Students are exposed to the atmosphere of a festival with traditional stalls

selling products prepared by themselves, parents, and teachers.

Helps students develop life skills such as communication, presentation, and

financial management.

- Meaning:

The fair is an activity that helps students learn, explore, and participate
actively.

Depending on the time and place of organization, different contents and

themes can be flexibly organized for the educational fair.

When organizing, it can be combined with other forms such as: performing
arts, folk games, drawing, making handicrafts,... to make the fair more diverse,
attract more students to participate, and give them more opportunities to
experience and explore.

Example: In January - February, the school can organize a Spring Fair or

My Hometown's Tet Fair to help students enjoy and experience the activities and
atmosphere of the traditional Tet holiday.

b. School Club:

- Content:

Clubs are extracurricular activities for groups of students with shared

interests or needs, guided by educators to create an environment for interaction
between students, between students and teachers, and between students and the
surrounding environment.

- Purpose:

Club activities are an opportunity for students to share knowledge and

understanding, express themselves, and gain additional knowledge, skills,

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attitudes, and abilities such as: communication skills; listening and expressing
ideas; presenting thoughts and ideas; writing skills; photography skills.

Clubs should be established based on the principles of: voluntarism,

equality; non-discrimination; encouraging creativity; respecting students'
opinions and making the students of all club issues.

- Meaning: The number of clubs and their activities will vary depending on
the needs and conditions of each school year. Teachers can organize clubs at the
class level for easier management and should do so in the upper elementary
grades, when students have a certain level of self-management ability.

Examples: Clubs can be organized based on students' talents or on topics

such as: Music and Singing Club; Creative Hands Club; I Love Science Club; My
Environment Protection Club.

c. Field Trips and Outings:

- Content:

Field trips and outings are an engaging form of practical learning for students,
especially primary school students. They offer a holistic education, covering topics
such as love for nature, homeland, country, revolutionary traditions, historical
traditions, and traditions of the Party, the Youth Union, and the Ho Chi Minh Pioneers'
Team.

Field trips and outings can be organized in primary schools to: Visit scenic
spots, historical and cultural sites; Explore career options: visit public works, factories,
businesses, production facilities, and craft villages; Visit museums; Participate in
traditional tourism; Organize outings based on learning themes; Organize outings for
humanitarian activities.

- Purpose:

Students are able to visit, explore, and learn new knowledge, experience scenic
spots, historical and cultural sites, buildings, factories, or famous landmarks in the
country where they live and study.

Field trips and outings help students learn from real-world experiences, models,
and effective practices in a specific field, which they can then apply to their own lives.

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 Additionally, these activities provide opportunities for students to socialize,
share, and showcase their abilities. They also help students appreciate the beauty of
their homeland, understand traditional and modern values.

- Significance: Field trips and outings are popular with students because of their
fun and exciting nature. They provide an environment for students to assert
themselves, demonstrate self-management and creativity, and assess their own efforts
and maturity. They also support the motto of “learning by doing” and “combining
theory with practice”. Field trips and outings contribute to the “socialization” of
education.

Example: For the theme “Community Activities”, teachers can organize a field
trip for students to visit the traditional craft village “Hung Lo Rice Noodle Village”
and the historical site Hung Lo Communal House in Viet Tri City, Phu Tho Province.

Students will have the opportunity to observe the noodle-making process,

participate in making “bánh chưng” (glutinous rice cake) in the communal house yard,
and learn to sing Xoan singing.

Through this experience, students will gain a deeper understanding of the rice
noodle making craft in particular and the traditional craft villages of Phu Tho Province
in general.

d. Campfire:

- Content:

Camps can be organized in various forms such as weekend camps, skill camps,
training camps, etc. They are often combined with cultural activities, games, camp
decoration competitions, and fairs.

Camps are a necessary form of activity in the education of children and students.

- Purpose:

Camps and camping help children satisfy their sense of adventure and
exploration, train their discipline and order, and improve their health and endurance.

Activities at the camp are often highly collaborative and collective, so students
will be trained in discipline and responsibility for the collective; develop and practice
life skills and qualities necessary for them.
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 Example: On the occasion of the anniversary of the founding of the Ho Chi
Minh Communist Youth Union, the school can organize a camp - food fair, cultural
exchange with the theme “Thiếu nhi vui khỏe – Tiến bước lên Đoàn”.

e. Participatory Theater/Interactive Stage:

- Content:

Participatory theater or interactive stage is an interactive art form based on

theatrical activities. In this form, the play only has an opening that introduces the
situation, and the rest is created by the participants. The main performance is a sharing
and discussion between the performers and the audience, emphasizing interaction and
audience participation.

The content of the interactive stage is issues, situations, and news that directly
affect students' lives. Students have the right to choose the issue, build the script, and
finally choose the actors for the play to perform without any outside help.

The interactive stage can take place in a small area (classroom podium) or a
larger area (school-wide).

- Purpose:

To raise awareness and encourage students to express their personal opinions,

thoughts, and ways of dealing with real-life situations in any aspect of life.

Students are able to listen, empathize, and understand participants from

different opinion groups.

Through this form, students will develop and practice skills such as problem
identification, problem analysis, decision-making, and so on.

Example: In the topic “Con làm gì khi gặp người lạ?”, the teacher creates a
situation and asks the students to role-play and handle the situation as follows: After
school, you are waiting for your parents to pick you up when suddenly a stranger on
a motorbike approaches you and says: “I'm Uncle Nam, I work with your mother Lan,
your mother has something to do so she asked me to pick you up. Get on my motorbike
and I'll take you home”. What would you do then?

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* Illustrative Example:

TOPIC 8: MY HOMETOWN

(Sách Hoạt động trải nghiệm 1 – Chân trời sáng tạo)

FORM OF VISIT

Primary school students in Phu Tho town, Phu Tho province visit a traditional
rice noodle making village and learn to sing Xoan at Hung Lo village communal house
in Hung Lo commune, Viet Tri city, Phu Tho province.

1. Objectives: After the experience, students will be able to:

a. Knowledge:

- Accumulate more understanding about the traditional craft village - rice noodle
making.

- Learn about Xoan singing of the hometown - recognized by UNESCO as an

intangible cultural heritage in need of urgent protection.

- Know the most basic way to make rice noodles.

b. Skills:

- Practice confident communication and presentation skills.

- Practice situation handling and teamwork skills.

c. Attitude:

- Nurture love for the country and homeland, pride in the good traditions of the nation.

- Be aware of preserving and protecting the cultural values of traditional craft villages.

2. Time and Location:

- Time: 1 day.

- Location: Hung Lo village communal house, Hung Lo commune, Viet Tri city, Phu
Tho province.

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3. Subjects:

- Students of grade 1, Ha Loc Primary School.

- Class teachers, representatives of the school management board.

- Parents.

4. Preparation:

- Cost.

- Detailed tour plan.

5. Implementation:

Activity 1: Organizing:

- The teacher organizes the class and guides the students to move.

- Students visit a traditional craft village, listen to the artisan present the basic steps
and materials used for the craft.

Activity 2: I am a villager:

- Students watch the basic rice noodle making process.

- Students participate in a specific process: cutting noodles from the machine,

packaging…

Activity 3: I love Xoan singing:

- Students move to the village communal house, visit the communal house, and listen
to the instructions from the head of the ceremony.

- Students sit down and watch the artisans perform Xoan singing through the song
“Đố huê”.

- Students listen to the instructions from the artisans, each class sends representatives
to practice performing with the artisans.

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Activity 4: My product:

- Students perform a complete Xoan song.

- Students return to the craft village, see the finished rice noodles after being packaged.

Activity 5: Conclusion and comments:

- The teacher summarizes and comments on the experience.

- Students summarize experiences and share their personal feelings about the
experience.

2. Experiential and interactive approach:

According to the 2018 General Education Program, the experiential and

interactive approach is a way to organize activities that create opportunities for
students to exchange, experiment, and experience ideas through forums, role-playing,
competitions, games, and other similar methods.

This approach is organized to promote mutual interaction, helping learners have

a multi-dimensional and comprehensive view through practice to determine the
correctness of something based on individual knowledge and practical experience.

Therefore, the experiential and interactive approach needs to be organized in

many different forms to ensure maximum opportunity for interaction between
individuals, such as: Forums, Role-playing, Exchange, Competitions, Games,
Dramatization…

a. Games:

Games are a form of organizing fun activities with educational content from
various fields. They have the educational effect of "learning through playing and
playing while learning." Games are also an attractive educational tool that meets the
practical needs of students and affects all aspects of their personality: physical,
psychological, moral, and social.

- Purpose:

Create a friendly atmosphere.

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 Develop students' quickness and life skills such as communication, decision-
making and problem-solving, collaboration, critical thinking, and creative thinking.

Promote the development of good personal qualities in students such as

collectivism, cooperation, discipline, creativity, autonomy, positiveness,
determination, courage, flexibility, confidence, friendliness, tolerance, healthy moral
and aesthetic feelings.

- Significance:

Stimulate creativity, interest, and excitement in students. Help students absorb

new knowledge easily.Convey knowledge from various fields.

Enhance students' physical strength, train their agility, flexibility, and

endurance of muscles, nerves, and develop the functions of their senses (sight, touch,
smell, hearing, etc.), motor functions, and develop good qualities and abilities for
creative and flexible thinking.

Help students improve their understanding of nature, society, science and

technology, culture and arts, and develop their thinking, memory, language, and
imagination skills (especially intellectual and creative games).

- Notes:

Games are limited by space and time, and have organizational rules (playing
rules determined by the game content). This characteristic will determine the scale,
number of players, conditions, materials, as well as the nature, methods of action,
organization, and control of behavior, as well as the relationships between players.

Require students to think and apply knowledge to action to solve the tasks of
the game, thereby developing practical skills and connecting family members.

b. Forum:

- A forum is a form of activity organization used to promote student

participation by allowing them to express their thoughts and opinions directly. It is
also one of the forms of organizing Experiential Activities that brings practical effects.

- Purpose: To create opportunities and an environment that promote the role and
voice of individuals on issues they care about. To improve self-confidence and

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promote the formation of necessary skills: listening, speaking in public, identifying
problems, etc.

- Significance:

Students are given the opportunity to directly and proactively express their
personal opinions, suggestions, and proposals on an issue related to their needs,
interests, and concerns.

It is a good environment for individuals to learn how to listen, express their

opinions, and stimulate critical thinking. Educational forces and parents can grasp the
issues that students are concerned about and the difficulties they are facing. From
there, they can come up with timely and effective solutions.

- Note:

Students need to be guided and equipped with the basic principles when
participating in the forum.

The participation and management of the school and parents are necessary to
support and timely resolve any issues that may arise.

The way the forum is organized should be visually appealing and flexible to
suit the psychology of elementary school students.

c. Contests/Competitions

- Contests and competitions are one of the most attractive and effective forms
of organizing activities for students. They help to gather, educate, train, and orient
values for young people. Thanks to the "competitive nature" and the effort to win,
contests stimulate the activeness, proactiveness, and creativity of each student and
group of students. At the same time, it is an opportunity for each individual or
collective to demonstrate their abilities and to affirm the achievements and results of
the process of self-cultivation and training in learning and in collective activities.

- Purpose:

To attract students to participate actively and proactively in the educational

activities of the school; to meet the entertainment needs of students. To attract the
talents and creativity of students.

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 To promote the development of active and interactive abilities of students,
contributing to fostering positive learning motivation and stimulating interest in the
learning process.

- Significance: To improve the spiritual life, contributing to the cultivation and

development of students. To promote solidarity among students.

- Note:

It is necessary to choose the content, form, and rules of the competition that are
suitable for the age characteristics of elementary school students and the
organizational conditions of the school.

The way to organize the competition to make it both attractive and engaging for
all students to participate, promote the talents, interests, and creativity of students.

The prizes for the winning students/groups of students.

d. Dramatization

- Dramatization is a mass activity (political, cultural, educational...) carried out

according to the characteristics of stage art. The content of the activity (with a theme)
is continuously and closely conveyed through stage design and performance.
Dramatizing a literary work means using the form of stage art to recreate the
characters, events, or content of an excerpt or an entire literary work.

- Purpose:

Students are able to experience reality, to transform into specific characters, to

have emotions and self-perceptions of the characters, thereby understanding and
loving the country and homeland more through each lesson. Through the characters
and dialogues of the characters that the students transform into to convey the content
and knowledge of the subject.

At the same time, it changes the way of teaching and learning; creates an
atmosphere for students to approach, get acquainted with, and express their abilities,
including the ability to perceive the work.

- Significance: To create a beneficial environment for students to experience

reality, from which to transform into hypothetical situations to solve them. Promote
the development of creativity and self-study in students.
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 - Note: Proactively regulate the lesson, orient the content. Build a reasonable
organization method, avoid rambling. The judges commented on the results of the
students' research and study. Supplement knowledge and correct missing parts in the
dramatization process.

e. Role-playing

- Role-playing is an interactive art form based on theatrical activities, in which

the play only has an opening that introduces the situation, and the rest is created by
the participants. The main performance is a sharing and discussion between the
performers and the audience, emphasizing interaction and audience participation.

- Purpose:

To raise awareness and encourage students to express their opinions, thoughts,

and ways of dealing with real-life situations in any aspect of life.

Through interactive theater, student participation is increased and encouraged,

providing opportunities for students to practice skills such as problem identification,
problem analysis, decision-making and problem solving, creativity in problem
solving, and coping with change.

- Significance:

Helps to increase creativity, teamwork ability as well as responsiveness to the

collective.

To create different games and exercises to increase self-awareness and self-

control in students. This can start with an individual's experience but must end with a
collective experience.

- Therefore, it is important to note that when organizing this form in this

environment, personal experience is very important for the individual himself, and at
the same time, personal experience plays a role as a tool to strengthen the group
experience.

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* Illustrative Example:

TOPIC 9: PEOPLE LIVE NEAR ME

(Sách Hoạt động trải nghiệm 1 – Chân trời sáng tạo)
EXPERIENTIAL AND INTERACTIVE ACTIVITIES
Students in elementary school are able to participate directly in activities
related to their careers and interests at KizCiti.
1. Objectives: After the experience, students will be able to:
a. Knowledge:
- Explore and find suitable careers based on personal interests.
- Participate in realistic activities, helping students learn additional important soft
skills.
- Identify suitable careers for themselves, and from there have the actions and
determination to achieve their goals.
- Use money wisely.
b. Skills:
- Practice confident communication and presentation skills.
- Practice situation handling and teamwork skills.
c. Attitude:
- Form an awareness of suitable careers, from there have the determination to
strive.
- Be aware of studying and practicing to achieve career goals.
2. Time and location:
- Time: 1 day.
- Location: KizCiti - Royal City amusement park.
3. Subjects:
- Grade 4 students.
- Class teachers, representatives of the school management board.
- Parents.
4. Preparation:
- Cost.
- Detailed tour plan.
5. Implementation:
Activity 1: Organizing:
- The teacher organizes the class and guides the students to move.
- Students are able to visit the amusement park, know the jobs they can experience,
the jobs that cost money and the jobs that are paid.
Activity 2: My dream job:
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- Students are surveyed about their interests.
- Students are given career guidance according to their personal interests.
Activity 3: I go to work:
- Students are able to experience different careers based on their own interests and
desires.
- Students try their hand at new professions, beyond their interests and
orientations.
Activity 4: My product:
- Students present the suitable career they want to choose and give reasons why.
- Students decide whether to continue pursuing their desired career or switch to a
new career.
Activity 5: Conclusion and comments:
- The teacher summarizes and comments on the experience.
- Students summarize their experiences and share their personal feelings about the
experience.

III. Conclusion:
When organizing experiential activities, teachers need to pay attention to
the following:

- Choosing the right types, forms, and methods of organizing experiential

activities: Suitable for the actual conditions of the locality, the students, and the
teachers.

- Creating opportunities for students to be proactive, creative, and active:

Encourage students to participate in experiential learning, exploration, and
creativity through in-class and at-home activities.

- Coordinating with parents, school forces, and the community: To create

conditions for students to apply their knowledge, experience, and understanding
to their real lives.

- Planning in detail: Finding suitable content that is linked to reality.

- Promoting student proactiveness, creativity, and readiness to participate:

Through experimental and interactive methods.

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 - Creating conditions for students to experience and be creative: Through
activities that involve exploring and applying existing knowledge and experience
to life. Developing problem-solving and decision-making skills based on new
knowledge and ideas gained from the experience.

- Helping students to think, analyze, and generalize their experiences: To

build new knowledge, skills, and experience.

- Applying educational methods and forms of organization flexibly and

creatively: Suitable for the objectives, educational content, students, and specific
conditions of the school.

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 REFERENCE
1. Phó Đức Hòa, Hướng dẫn tổ chức hoạt động trải nghiệm ở tiểu học, NXB
Đại học Sư phạm Hà Nội, 2021.
2. Vũ Quang Tuyên (2020), Sách giáo khoa Hoạt động trải nghiệm 1, bộ
sách Chân trời sáng tạo, NXB Giáo dục Việt Nam.
3. Phó Đức Hòa – Vũ Quang Tuyên (2021), Sách giáo viên Hoạt động trải
nghiệm 3, Bộ sách Chân trời sáng tạo, NXB Giáo dục Việt Nam.
4. Phó Đức Hòa – Vũ Quang Tuyên (2022), Sách giáo viên Hoạt động trải
nghiệm 4, bộ sách Chân trời sáng tạo, NXB Giáo dục Việt Nam.
5. Bộ GD&ĐT (2018), Chương trình giáo dục phổ thông- Chương trình tổng
thể, (Ban hành kèm theo Thông tư số 32/2018/TT-BGDĐT ngày 26/12/2018 của
Bộ trưởng Bộ GD-ĐT), Hà Nội.
6. Bộ GD&ĐT (2018), Chương trình giáo dục phổ thông- Hoạt động trải
nghiệm và Hoạt động trải nghiệm hướng nghiệp, (Ban hành kèm theo Thông tư
số 32/2018/TT-BGDĐT ngày 26/12/2018 của Bộ trưởng Bộ GD-ĐT), Hà Nội.

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