Out-of-school Learning
Environments
• Stages of Out-of-school Learning
• Activity Designing
– Definition of activity
– Features of effective activities
• Evaluation
• Rubrics
• Checklists
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Stages of Out-of-school Learning
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1-Before Out-of-School Learning
Environment
• The teacher first determines the subject and
purpose.
• The teacher determines in which environment
the lesson will be held
• Informs the relevant institution about the date
and time and makes an appointment.
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1-Before Out-of-School Learning
Environment
• Completes the required official permit process.
• Informs the class about the activity.
• Prepares the necessary course materials by
visiting the out-of-school learning environment.
• Designs the activity(s) according to the students’
needs and the objectives of the lesson.
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2-While in the Out-of-School Learning
Environment
• It is not necessary to see or use the whole
environment, all objects in the activities in the
out-of-school learning environment.
• The activity process can be planned by focusing
on a single area or even a single object.
• Methods such as creative drama and
brainstorming or even workshops can be
implemented that support in-class learning
outcomes.
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3-After Out-of-School Learning
Environment
• Activies are evaluated.
• Products (posters, pictures, masks, etc.) created
through workshops can be exhibited.
• The results of the activities can be evaluated
with compositions, discussions, etc.
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Activity Designing
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What is Activity
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Activity
• Planned Practices
• Learning Environment
• Interests and needs of students
• Active role
• Structuring the knowledge
• Evaluation
Features of an Effective
Activity
Every activity has a purpose:
• The activity should aim at one or more of the
learning outcomes in the curriculum.
Every activity has a target audience:
• The activities should be in accordance with the
interests, needs, expectations and developmental
characteristics of the target audience.
Every activity has a duration:
• The duration of the event should be determined
realistically, taking into account the
characteristics of the target audience.
Prior knowledge is required in each
activity:
• When designing activities, students' prior
knowledge should be taken into account.
Otherwise, it will be difficult for the activity to
reach its goal.
Every activity has a method:
• While determining the method of the activity, the
characteristics of the target audience, content and
learning environment should be taken into
account.
Each activity has a tool (material):
• Which tool or material will be used in the activity
is closely related to the method. For example, a
smartphone and video editing software can be
used as tools at a video blog activity.
Every activity requires good
preparation/planning:
• Audience analysis, content analysis, method
selection, tools & material and evaluation methods
should be well defined.
Every activity includes a process:
• It should be clearly stated how to start the activity,
which tool or material will be used where and
when, and how the evaluation will be made.
Each activity requires an evaluation:
• Evaluation criteria for the knowledge, skills,
values and attitudes that should be taught in the
activities should be determined.
Every activity must result in an outcome
(product):
• At the end of the activity, one or more of the
outcomes such as knowledge, skills and attitudes
in theactivity
Every curriculum
hasshould
an be gained.
approach/teaching
philosophy on which it is based:
• The activity should have an approach that puts the
student in the center, appeals to different
intelligence types and is sensitive to individual
characteristics.
Every activity must have an
understandable language:
• Before the activities are implemented, a written
draft should be prepared and a few people should
read it for feedback to ensure the clarity of this
draft..
Every activity must be applicable:
• Tasks and outcomes should be realistic when
planning activities.
Activities should be economical:
• If the activities will impose a financial burden on
the student, this should be at a reasonable level.
Activities must be innovative:
• The activities should be in a way that activates the
interest and motivation of the students.
SAMPLE ACTIVITIES
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Evaluation
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What is Evaluation?
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The systematic assessment of the design,
implementation or results of an initiative for
the purposes of learning or decision-making.
Tools
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Rubric
An assessment tool that clearly indicates
achievement criteria across all the
components of any kind of student work,
from written to oral to visual.
Features of Rubrics
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Features of Rubrics
• The measurement process is • It enables students to see
made more objective and their strengths and
consistent. weaknesses in their work
• Student sees how their work (performance).
(performance) will be • Increases students'
evaluated and what is performance.
expected of them.
• It allows students to
evaluate their own
performance and provide
feedback on their own
performance.
WHY DO WE NEED TO USE RUBRICS?
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Checklist
A collection/list of items that have
been defined to complete a certain
process or activity.
Features of Checklists
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Features of Checklists
• One of the simplest. • There is a hierarchy of
• It tells us whether certain behaviors. That is, the
behaviors are done, that is, checklist shows the order in
they exist or do not exist. which the behaviors are to
be made.
• It does not give the level of
behavior. Is he doing well? Is • Responds to the knowledge
he doing bad? We don't know of how many of the
if he's doing it at medium behaviors an individual has.
level.
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