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In assignment 2, I took on the role of an actualizer, tasked with creating an activity that would bring a concept from our reading to life. Through this experience, I discovered the effectiveness of such hands-on activities in deepening students’ understanding and engagement with the material.
The reading we were assigned was challenging to digest, but planning an activity that would help students reinforce their learning proved to be a rewarding endeavour. It required me to extract key information from the text and devise an activity that would allow students to apply this knowledge in a meaningful way. Considering the varying levels of comprehension among students, I aimed to design an activity accessible to all while still offering opportunities for deeper exploration.
For my activity, I divided the class into four sections, each assigned a crucial topic from the reading. I provided a concise overview of each topic to ensure even those who struggled with the reading could participate and grasp the essential concepts. The task involved creating a piece of art to represent their assigned topic, a method that proved both engaging and effective.
The resulting artworks were impressive, showcasing the students’ understanding and creativity. Each group then had the opportunity to present their art to the class, fostering a collaborative learning environment where everyone had the chance to learn from each other’s perspectives.
Through this project, not only did I gain a deeper understanding of Eastern Philosophies of Education, but I also honed my skills in designing and implementing learning activities that resonate with students. It reinforced the importance of hands-on, experiential learning in facilitating meaningful engagement and comprehension of complex topics.