Mid-Term Assignment Module Organizing Experience Activities In Primary School.pdf

INTRODUCTIONExperiential activity is a compulsory educational activity organized by the school inside and outside the classroom and school, in which each student is directly involved in,

MINISTRY OF EDUCATION AND TRAINING

HANOI NATIONAL UNIVERSITY OF EDUCATION

FACULTY OF PRIMARY EDUCATION

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MID-TERM ASSIGNMENT MODULE: ORGANIZING EXPERIENCE ACTIVITIES IN PRIMARY

SCHOOL

Topic 2: Safety in life (Creative horizon Grade 3 Vietnam Education Publishing House) – ,

Lecturer : Pho Duc Hoa

S dtu ent Nguyen Thi Khanh Linh : Class : A1- K72

Student ID 725904057 :

Ha Noi 2024 -

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CONTENTS

A INTRODUCTION 3

B CONTENT 3

I Analyze the stages 3

II Designing and organizing educational activities by topic 5

Phase 1: Identify - Discover 6

Phase 2: Leard - Expand 7

Phase 3: Practice - Apply 8

Phase 4: Evaluate – Develop 8

III Sub-conclusion 9

C CONCLUSION 9

REFERENCES LIST 11

A INTRODUCTION

Experiential activity is a compulsory educational activity organized by the school inside and outside the classroom and school, in which each student is directly involved in, organized, and implemented activities in the family, school practice, and society, thereby accumulating experience in developing core qualities and competencies and promoting individual creative potential to be able

to adapt to future life, environment, and career

Based on David Kolb's and The 5Es experiential learning model, we have four stages to organize educational activities by topic:

- Identify - Discover

- Learn - Expand

- Practice - Apply

- Evaluate - Develop

In today's society, the slogan "Safety is your friend, accidents are your enemy" has become familiar to us Throughout history, human safety and life have always been crucial factors directly impacting the existence and progress of society Ensuring safety at work and in everyday life requires both adults and children to possess knowledge and self-protection skills to safeguard themselves and those around them To address this need, the experiential activities program for grade 3, part of the (Creative Horizons book series), focuses on Topic 2: Safety in Life This theme provides students with a deep understanding of safety measures and ways to ensure safety in various aspects of their lives It is designed

to closely reflect real-life situations and enables children to develop the necessary skills and qualities outlined in the curriculum

B CONTENT

I A lyze the stages na

1 Identify - Discover

The first phase of thematic educational activities aims to help students orient their awareness of the topic to be covered through the teacher's activities This is achieved by using active teaching methods and organizing experiences such as games, asking questions, and creating situations for students to share their experiences, raising problems for students to think and connect with themselves body to create attention and direct it to the right central task of the topic

This phase prepares students to be ready to participate in activities, helps students contact and identify activities related to their own practical experience,

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makes connections between prior experience and operational tasks, and stimulates student participation in follow-up activities To carry out this stage, teachers need to use active teaching methods and experience organization forms

to elicit experiences such as games, questions, situations, etc

Teacher's role: Guide, Orientation Design organizational scenarios Ask ; ; students to prepare necessary tools and equipment for activities Encourage ; students to participate in activities Measure students' understanding of the topic ; Students' tasks: Identify the central task; Perform the tasks assigned by the teacher; Seek answers from past experiences; Explore new, broader answers to the teacher's problem or situation

2 Learn - Expand

This phase helps students construct and generalize knowledge and familiarize themselves with a skill broader than what they already know and do

It also increases participation in group work, exchange, and communication between students and students, students with teachers, and other subjects To carry out this stage, teachers need to use methods and forms of organizing experiential activities so that students can gradually acquire new knowledge and familiarize themselves with skills

Teacher's role: Guide, and determine; Design the scenario to organize activities Encourage students to participate in activities that involve occupying, ; creating, generalizing knowledge, and familiarizing themselves with skills; Organize for students to share and discuss; Adjust, standardize information, andmanipulate

Students' tasks: Performthe tasks assigned by the teacher; Find answers through past experiences and discover them through activities designed by teachers; Interact with you and the object to find out the problem; Generalizing knowledge and shaping the operation process

3 Practice - Apply

Students can use the knowledge and skills they have learned in practice (in

a simulated and real environment) To carry out this stage, teachers need to create

an environment in a fake situation intended for practice in real life (with the teacher's control) and put students in some real-world environments for them to handle

Teacher's role: Guide, Orientation; Scenario design or activity plan; Encourage students to participate in solving hypothetical or practical problems

with the knowledge and skills they have learned; Organize for students to share and discuss Adjusting and standardizing behavior and handling ;

Students' tasks: Performthe tasks assigned by the teacher; Actively participate in problem or case handling in teacher-designed activities Interact ; with you and the situation to solve the problem posed; Draw lessons from experience (about skillful application of knowledge and mastery of operations and skills) after each operation and handling of situations

4 Evaluate - Develop

Students engage in self-assessment and evaluation to assess their own learning and progress through the activities They then continue to practice in order to improve further

Teachers organize activities that enable students to utilize the outcomes of their individual tasks, facilitating their participation in collaboration and cooperative activities with their peers This allows students to deepen their knowledge and develop new skills They also experience team activities and engage in self-assessment to continuously refine and develop themselves Through these processes, students can form and enhance the capacities and qualities that align with each topic

Teacher's role: Observe operating situations; Survey; Analysis of student products; Exchange of ideas fromteachers

Students' tasks: Personal self-assessment; Participate in peer review; Continue to develop competencies and qualities that have been trained on the topic

II Designing and organizing educational activities by topic

Topic 2: Safety in life Requirements to be met

After completing this topic, students will be able to:

- Identify the risks associated with the lack of implementation of food hygiene and safety

- Perform tasks to ensure safety in eating and drinking

- Participate in school and class activities focused on traffic safety

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- Understanding how to maintain safety in the workplace

This topic contributes to the formation and development of various qualities and abilities in students, including:

- Responsible qualities: Students learn to take responsibility for practicing food hygiene and safety for themselves and become aware of their responsibility towards the community when participating in traffic safety

- Communication and cooperation skills: Students engage in discussions regarding the risks of not practicing food hygiene and safety They also discuss safe participation in traffic and learn how to stay safe at work

- Problem solving ability: Students develop the ability to handle situations related

to food hygiene and safety

- Adaptability: Students become aware of the risks associated with the lack of food hygiene and safety and learn to take appropriate actions to ensure safety in eating and drinking

- Ability to design and organize activities: Students gain the skills to propagate and handle food safety situations

Phase 1: Identify - Discover

This first phase takes place two

activities:

Activity 1: Play the game "Who's fast

- Who's right"

This activity helps students relate

and identify activities related to their

own practical experience in food safety

Activity 2: Learn about the risks of not practicing food hygiene and safety

This activity links students' previous experiences with food safety to operational tasks From there, encourage students to participate in activities

Through the above two activities, students have an initial understanding of food safety through their practical experience In addition, through the teacher's guidance and conclusions, students will discover unknown things create new cognitive needs

Phase 2: Leard - Expand

Activity 3: Learn what to do to practice food

hygiene and safety

Students learn about choosing food,

tools, and water sources to ensure food

requirements outlined in the textbook

Subsequently, based on the knowledge they

acquire through the research component,

students engage in further discussions about

real-life applications of their knowledge

Activity 4: Identify actions to ensure safety in eating and drinking

Students identify and explore the problem

by drawing upon their previous experiences and interacting with their peers Through this process, they aim to understand the issue at hand From there, we can generalize the truth and accurately define what needs to be done to ensure safety in eating and drinking

These activities help students generalize, build and synthesize knowledge, and become familiar with a more comprehensive skill set than what they already know and practice about food safety and hygiene These activities also encourage student participation in group activities, exchange and communication between students, between students and teachers and other subjects

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Phase 3: Practice - Apply

Activity 5: Practice handling food hygiene and safety situations

Students can use the knowledge and

skills they have learned about food hygiene

and safety in a simulated environment The

teacher will create a food safety scenario

that simulates real- fe situations (with li

teacher control) for students to practice

Activity 6: Exhibition of paintings or photos about food hygiene and safety

Besides, teachers can take students to an exhibition where they can discuss and share about food hygiene and safety Through what they have known, learned and learned through hypothetical situations in class Students apply it in practice, relying on pictures to discuss, exchange and draw lessons for themselves

Phase 4: Evaluate Develop–

Activity 7: Propaganda about food

hygiene and safety

Finally, in the evaluation -

development stage, teachers

encourage students to continue to

practice and develop themselves

through food safety communication

activities

To summarize the topic, the teacher will evaluate it with students Evaluation results are based on many different sources: comments from friends, comments from teachers, parents, student self-assessment, assessment from the community and based on certain criteria Teachers will use the results of this assessment to adjust educational activities for the next topics

After assessment, based on the results they have achieved, students self-adjust and expand on the knowledge they already know

III Sub-conclusion

These stages have a chain relationship, closely linked together to achieve the set educational goals

- Identify – Discov : This stage helps stimulate learners' curiosity through group er activities, thereby creating the foundation for the next stage

- Learn - Expand: This is the stage where teachers provide students with the most accurate knowledge

- Practice - Apply: The knowledge gained in the previous two stages will be applied in practice in the third stage, when students practice

- Evaluation - Develop: The final stage will help students synthesize and draw lessons from past experiences and lessons Besides, this stage also helps children develop more useful extension activities

C CONCLUSION

From the contents of the phases of the process of organizing thematic education activities in elementary schools, teachers should:

- Design linked activities: The stages have a chain relationship, meaning they are linked to each other and work together to achieve educational goals

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- Start by stimulating curiosity: The first stage should focus on stimulating learners' curiosity through attractive group activities This lays the foundation for deeper learning in later stages

- Provide accurate knowledge: After arousing students' interest, teachers should convey key information clearly and concisely This is the stage when students receive the most accurate knowledge

- Practice: Knowledge gained in the previous stages needs to be applied in practice in the third stage This allows students to consolidate their understanding and develop essential skills

- Encourage synthesis and extension: The final stage should help students synthesize and draw lessons from previous experiences and lessons Additionally, this stage should support students in developing more rewarding extension activities This encourages children to apply their knowledge creatively and explore the topic further

- Pedagogical conclusion: The 4-phase process of designing and organizing educational activities by topic is shown as follows:

+ Identify - D cover: students have initial awareness from their own experience is

to discover the unknown

+ Learn - Expand: search and explore content in the topic using your own experience and understanding to thereby expand the content related to the topic

in real life

+ Practice - Apply: Practice and form skill operations, perform in hypothetical situations Application is application in everyday practice and demonstrates the flexibility of learning, from which students form creative activities

+ Evaluation - Develop: Provide teachers with information about the level of meeting requirements compared to the Program through student products, comments from friends, parents and the community Teachers measure students' progress during and after the experience period, helping teachers orient students

to continue practicing to develop themselves