Focus on Instruction
Instructional Playbook
Hands-On Learning
The Run-Down
Kinesthetic learning isn’t limited to math manipulatives and science labs, nor is it limited to specialty materials. While the learning styles theory has been debunked (though these considerations are likely to still have a positive impact), we still recognize that hands-on activities help students make connections with the material. The ability to work physically with concepts can enhance any classroom and help students see the “why” in the learning. These methods also work well to activate connections to prior knowledge.
What it Looks Like
Students will review the learning objective outlined by the teacher, then follow procedures to complete the activity. Creativity and collaboration skills should be challenged. After the activity, students will be expected to reflect on the experience to adjust and cement learning done during the activity.
Teachers will review their TEKS and understand the depth of students’ prior knowledge, determine what type of activities align well with the TEKS skills requirements, then use their content knowledge and/or understanding of real-world applications to craft appropriate learning experiences. In the classroom, teachers will share learning expectations with students before and during the activity, monitor student activity for the accomplishment of specific content and skills, and ask guiding questions both during and after the activity.
Checklist
Click any of the links in the checklist for more information about that process. Not all of these are directly related to hands-on learning, but are applicable skills.
☐ Plan to build on students’ prior knowledge to make the most meaningful connections.
☐ Look for opportunities for real-world applications whenever possible.
☐ Craft clear student expectations and objectives to ensure students understand what is required of them and what they will be learning. Check for understanding before the activity.
☐ Decide if this is a single-lesson activity or something students will be able and expected to do as an ongoing strategy.
☐ Prepare a checklist of content and skills you’ll be looking for while monitoring students during the lesson. This will help you assess student understanding and adjust the lesson and future instruction.
☐ Do a “practice run” in your head to anticipate any potential problems.
☐ Build in time for student exploration and creativity.
☐ Plan guiding questions for students during the lesson as well as part of a reflection after the lesson.
Coaching Notes
This doesn’t have to be fancy or complicated. The big idea here is to help students solidify connections with the material you were already going to teach by letting them do something with it. Use what you’ve already got in the classroom. Also, be prepared for student discomfort - these activities are better for their learning, but also removes their ability to hide from your instruction.
Additional Reading & Watching
- A teacher using a value line to teach the concept of the history of the earth. This activity did a great job focusing in on the "big picture" and making the topic relatable to kids. Something like this gives students a frame of reference to add to their schema for later use.
- A teacher using a simulation of an economic system and classroom competition to help students grasp concepts.
Differentiation and the Brain
Purdue University
Visible Learning
The visible learning research shows that manipulative materials on math helps students better understand content ideas and abstract concepts, with a potential to accelerate learning, and science lab programs enhance understanding.
Ready to try it?
Haley Avery
Email: hbavery@westwoodisd.net
Website: https://hs.westwoodisd.net/apps/pages/index.jsp?uREC_ID=1514100&type=u&pREC_ID=1968910
Location: Front Office
Phone: 2207
Twitter: @haleybavery