What are the types of exercise for Module 2 in the Experiential Activity curriculum in Vietnam? In Vietnam, what is the educational level whose program covers experiential activities?

What are the types of exercise for Module 2 in the Experiential Activity curriculum in Vietnam?

Teachers and students may refer to the following types of exercise for Module 2 in the Experiential Activity curriculum in Vietnam:

Types of exercise for Module 2 in the Experiential Activity curriculum

List 3 benefits for students when learning through exploration

Answer

Encouraging critical thinking and creativity: When students learn through exploration, they independently research, question, and solve problems. This helps them develop critical thinking, seek unique and creative solutions, rather than passively receiving knowledge. As a result, they form independent thinking and confidence in decision-making.

Enhancing self-study and self-research capabilities: Learning by exploration encourages students to be more proactive in acquiring knowledge. They learn not just from books, but also from real-life experiences, through research, experiments, and trials. This not only deepens their understanding but also cultivates the habit of self-learning and discovering new knowledge without excessive guidance from teachers.

Developing cooperation and communication skills: Exploratory learning often involves group work, exchanging ideas, and discussions. This helps students improve communication and cooperation skills, learning how to listen and share ideas effectively. They will learn teamwork, enhancing leadership and management skills, which are very important for the future.

Interactive Experimentation Method Exercise

1. Answer the question

Express your thoughts if you, as a teacher, were to use the interactive experimentation method with your students?

Answer: If the interactive experimentation method is used, it will create opportunities for students to interact, co-operate, and experiment with their ideas through platforms like forums, drama, workshops, contests, games...

Contribution Method Exercise

1. Answer the question

Express your thoughts about organizing through role-playing activities

Answer: Organizing through role-playing helps students practice expressing attitudes and behaviors in hypothetical situations or based on their imagination and creativity. Role-playing enables students to reflect profoundly on issues by focusing on specific behaviors they observe.

Role-playing is significant in developing communication skills for students. It allows students to practice and hone their expressive and attitudinal skills in a safe environment before applying them in real life, fostering their creativity and encouraging behavioral and attitude changes towards positivity in addressing particular issues or subjects.

Research Method Exercise

1. Answer the question

Connect it with your teaching practice. Think about how you can use the research method to enhance students' competencies and justify this approach.

Answer: To enhance the problem-solving skills of students in a creative manner, teachers present a scenario. Students must think critically and brainstorm to solve it through their experiences and experiments. This will lead to more scientific problem-solving proposals.

Methods and Organization Formats

Exercise

1. Choose the corresponding pairs by clicking the left box and then the corresponding right box

Select the given phrases below and fill in the blanks to get the "General Orientation on Methods & Organizational Formats in Experiential Activities."

It’s easy, just pick one at random.

Selection and use of methods, organizational formats

Exercise

1. Choose the most accurate answer

When selecting methods and organizational formats for experiential activities in primary school, what factors should be considered?

Objectives and content of activities

Students' needs, interests, habits; teachers' capabilities, strengths, experience

Conditions for organizing activities

All of the above

2. Choose the corresponding pairs by clicking the left box and then the corresponding right box

Match experiential activities by school scale, grade, class in column A with types of activities, methods, and specific organizational formats commonly chosen in column B:

Experiential activities by school scale: Weekly flag ceremonies, outdoor excursions, exchange activities, forums, thematic activities, camping, competitions, organizing festivals,…

Experiential activities by grade scale: Outdoor excursions, exchanges, forums, competitions, performing arts, activities themed with drawing, games, quizzes, debates, contests to explore knowledge,...

Experiential activities by class scale: Class activities, regular thematic experiential activities with formats like forums, games, quizzes,…

What are the types of exercise for Module 2 in the Experiential Activity curriculum in Vietnam? In Vietnam, what is the educational level whose program covers experiential activities? (Image from the Internet)

In Vietnam, what is the educational level whose program covers experiential activities?

Under Section 1 of the General Education Program for experiential activities and experiential and career orientation activities issued in conjunction with Circular 32/2018/TT-BGDDT:

CHARACTERISTICS OF EXPERIENTIAL ACTIVITIES AND EXPERIENTIAL AND CAREER ORIENTED ACTIVITIES

Experiential activities (primary level) and experiential and career oriented activities (lower and upper secondary levels) are mandatory educational activities conducted from grade 1 to grade 12.

These activities are designed, guided, and directed by educators, creating opportunities for students to engage directly, experience positive emotions, leverage existing experiences, and apply integrated knowledge and skills from different subjects to undertake assigned tasks or solve real-world problems related to school, family, and society suitable to their age; thereby transforming past experiences into new knowledge, understanding, and skills, enhancing creative potentials and adaptability to life, environment, and future careers.

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Thus, according to the above regulations, primary education program covers experiential activities.

What are the perspectives on developing experiential activity curricula at the primary level in Vietnam?

Under Section 2 of the General Education Program for experiential activities and experiential and career orientation activities issued in conjunction with Circular 32/2018/TT-BGDDT:

The experiential activity curriculum and experiential and career-oriented curriculum emphasize the perspectives, objectives, target achievements, educational plans, educational content, teaching methods, education outcome assessments, conditions for implementation, and development of the general education program as stated in the Comprehensive program while highlighting the following perspectives:

[1] The curriculum is developed on activity theory, personality theory, experiential learning theory, and general education theories; the advantages of current extracurricular educational programs, career orientation education activities; international experiences in developing the experiential activity curriculum and experiential and career-oriented curriculum; cultural identities of regions, Vietnam's traditional culture, and the common cultural values of the era.

[2] The curriculum ensures overall consistency and continuous development across grades and educational levels. It is designed in both centrifugal and linear fashion, running through from grade 1 to grade 12 with unified content streams: Self-directed activities, Social-directed activities, Nature-directed activities, and Career-directed activities.

[3] The curriculum assures openness and flexibility. Educational institutions and teachers independently select content, methods, spaces, and timing of activities suitable to their situations and conditions based on ensuring educational goals and required competencies for each grade and educational level.