My Connect-type Activity

A connect-type activity can help learners bridge the gap between the learning process and the learners life.  These types of activities help the learner apply their knowledge they know with what they are currently learning in the classroom.  “They do not so much add new knowledge and skills as tie together previously learned skills and knowledge” (Horton, 2012, p. 163). 

            There are six different connect-type activities which include ponder activities, questioning activities, stories by learners, job aids, research activities, and original work.  “Ponder activities require learner to think deeply and broadly about what they are learning” (Horton, 2012, p. 165).  Questioning activities allow the learner to resolve any confusion while filling in the gaps through the process of asking questions.  During stories by learners, the learner is required to tell a story from their own life referencing the subject being taught in class.  “Job aids are tool that help the learners apply learning to the real-world tasks” (Horton, 2012, p. 163).

            Through research activities, the learner discovers and then uses sources to provide information regarding a subject.  During original work activities, the learner will perform genuine work regarding the subject being taught.  Once the learner has completed the work, they will submit the work for evaluation.  For my connect-type activity, the students will be completing an original work activity.  Once the work has been completed, the students will turn the work into the teacher for evaluation.

 

 

 

Directions for the Halloween Scavenger Hunt Multiplication: This scavenger hunt gives Halloween based multiplication problems for students to complete.

Step 1: Print the Halloween Scavenger Hunt cards on brightly-colored paper and cut them apart along the dotted lines.

Step 2: Make enough copies of the Halloween Scavenger Hunt questions worksheet for each student to receive a copy.

Step 3: Place the Halloween Scavenger Hunt cards around the classroom where students will still be able to find them, but not so obvious there is little challenge to finding the clues.  For example, the card could be put on chairs, on the computer keyboard, on the back of the classroom door, on the sides of student desks, on the chalkboard, or wherever you like.

Step 4: Have the students search the room to find all of the sentence cards to get the answers the questions. Allow the students the chance to work alone or with a classmate.

·       The students can rotate out during math time to complete the scavenger hunt.  If you have students needing extra support, they can be paired with a partner for this activity without losing any points.

 

 

Reference

Horton, W. (2012). E-Learning by design (2nd ed.). San Francisco, CA: Wiley.