![]() Or your child might want you to join in the fun! By being actively involved, you can develop your child’s skills and understanding. Sometimes your child might need some extra help or encouragement. The key is for your child to explore their own creative interests and express themselves, so see what your child wants to do before you suggest something. Preschoolers like to be spontaneous, so it’s good to follow your child’s lead with creative activities. practise decision-making, problem-solving and critical thinking.Įncouraging preschoolers to enjoy creative activities.practise and improve fine motor skills, gross motor skills and hand-eye coordination.communicate thoughts, experiences or ideas.learn about the world and their place in it.Creative activities like drama, music, dance, art and craft are great for learning and development in these years. The preschool years can be a very creative time. Note however, that they are all student-centered activities in which the instructor may have a very minimal role.Creative activities: why they’re important for preschooler learning and development Providing some structure or guidance toward solving the problem.While they each have their own unique characteristics, they fundamentally involve: There are many instructional strategies that involve students working together to solve a problem, including inquiry-based learning, authentic learning, and discovery learning. Find more information on this strategy at the Team-Based Learning Collaborative.Give groups a challenging assignment, such as solving a problem or applying a theory to a real-world situation.Deliver a lecture that specially targets any misconceptions or gaps in knowledge the assessments reveal.Record both the individual student assessment scores and the final group assessment score (both of which are used toward each student's course grade).Have each group submit one answered quiz. Assign students to groups and have them review their answers with group members to reach consensus.Check students' comprehension of the material with a quick multiple-choice quiz.Consider assigning these to be completed before class. Start a course unit by giving students some tasks to complete, such as reading or lab assignments. ![]() Continue until each case study has been addressed. Call on groups randomly and ask that students share their analysis.Provide 10-15 minutes (or adequate time) to work through the cases.Have students work in groups of four or five to work through and analyze their case study.Create four to five case studies of similar difficulty.Debrief by calling on a few groups to summarize their discussions.For example, the person on left takes one position on a topic for debate, the person on right takes the opposite position, and the person in the middle takes notes and decides which side is the most convincing and provides an argument for his or her choice. Ask students to sit in groups of three.After a few minutes, open the floor to a few questions.Have students turn to a partner or work in small groups to compare notes and ask clarifying questions.Stop at a transition point in your lecture.Student responses are shared within larger teams or with the entire class during a follow-up discussion.Take this a step further by asking students to find someone who arrived at an answer different from their own and convince their partner to change their mind. Students turn to a partner (or small groups) and share their responses.Students take a few minutes to think through an appropriate response.The instructor poses a question that demands analysis, evaluation, or synthesis.They can also be reviewed to gauge student understanding. These questions can be used to create tests or exams. To take this activity a step further, ask students to write down their questions and hand them in.Students pose the question to the person sitting next to them.Students take a minute to create a challenging question based on the lecture content up to that point.
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