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What is hands on learning


What are the Benefits of Hands on Learning?

hands on training and learning

While educational approaches used to subscribe to a “one-size-fits-all” philosophy, observation, testing, and psychology have revealed, by degrees, a different picture over the last few decades. Different students learn different ways, and forcing all to adhere to a singular style of learning has the potential of limiting two-thirds – or more – of any given class.

At NewSchool, we incorporate hands-on learning and training techniques as an integral part of our teaching strategy in our academic programs. We know that not all students are the same, which is why we incorporate these progressive teaching methods in all of our classrooms. In this article, we’ll explore the benefits of hands-on learning for students, including a variety of learning styles and training techniques that are effective both in and out of the classroom – and how they can serve you in your future career.

What Is The Best Way For A Student to Learn?

‘Best’ is a subjective term, but certain learning styles offer clear advantages over others, depending on the subject(s) of study. Below are several core learning styles commonly practiced in the classroom from grade school to college:

  • Visual learning, often called “book” learning, has long been the prevailing method, compelling students to read, remember, and recite the information on a page in reports, tests, and quizzes. This method is most frequently used by teachers during early childhood for school-aged children, where information is traditionally taught using picture books, flashcards, and later, textbooks.
  • Auditory learning, most easily observed in the lecture formats of certain college courses, relies upon the student to take in an instructor’s information through listening to them live, or via a pre-recorded session, requiring students to take notes accordingly throughout the process. This form of learning may or may not encourage discussion, depending on the preferences of a given professor.
  • Kinesthetic learning is the third and most intriguing of the learning styles, mingling elements of both visual and auditory learning and compelling full participation from the student. Named after kinesiology, the study of human movement, it’s most commonly referred to as “hands-on” learning. This blended learning technique is one of the key drivers in trade school learning, as it allows students to become comfortable and familiar with the hands-on processes and skills of what will hopefully become their careers, rather than simply watching or reading about them.

Does Hands-On Learning Work For Everyone?

Barring severe shyness or anxiety, hands-on learning is uniquely positioned to support or elevate any type of learner. Everyone has their own specific needs when it comes to their personal learning style. Students that prefer to listen to their lesson can hear the instructor as they follow along, and those that do well with visuals can watch the instructor, duplicating his or her steps after they’re finished. Rather than a learning style alone, hands-on learning should be a functional part of every lesson plan, if only to familiarize students especially in the design degree and science studies with the models and materials they’ll use later in either professional, post-graduate employment or research positions.

Why Is Hands-On Learning So Powerful?

Hands-on learning (also known as experiential learning) is the biology lab that teaches a future scientist to be comfortable with dissection; the vehicle shop experience that helps a future mechanic understand the nuances of an engine with not just their eyes and ears but also with actual hands-on training. It gives students the opportunity to self-correct any educational missteps in the moment – with professional guidance at arm’s reach. While notes can be copied down incorrectly and the thread of learning can get buried under a teacher that talks too quickly or a poorly-written textbook, live examples of core concepts are registered in the brain as holistic experiences, giving the student’s mind more “anchors” to tie the memory to.

The sound two materials make when they’re joined together, the scent of a certain solvent, the vivid color of a particular plant leaf – these all become easy-access sensory “bookmarks” for bringing the memory to the surface when it needs to be reviewed. This works for every field of study as well, not just the sciences – that’s why so many condensed “how-to” courses use the format. People simply learn better when they’re allowed to roll up their sleeves and experience the subject matter in a simulation, rather than being distanced from it by a third-hand narrative experience or a dry passage of text.

How Does Hands-On Learning Help A Career?

While learning should ideally translate perfectly into practice, the reality is that it seldom does. Just as someone who may have only read a particular word in books might mispronounce it the first time they speak it aloud, self-focused learning methods may not reveal mistakes until the stakes are high. Particularly in fields where physical precision is important – manufacturing, architecture, medical studies, and so on – these innocent mistakes can become big problems if they aren’t identified and addressed beforehand. Hands-on learning helps instructors recognize and correct these mistakes while still in the learning process, dramatically reducing the chances of the same mistake cropping up after the training course is finished.

Hands-on learning also provides a student with the opportunity to safely make mistakes and learn organically through trial and error. Rather than experimenting when a job is on the line, they can experiment with new ideas and satisfy curiosity at their own natural pace without worrying about damaging an important project. This allows them to practice their critical thinking skills and utilize the knowledge they’ve accumulated during their training program. Humans naturally learn by making mistakes and determining how to either fix or avoid them, and the more times the cycle is repeated, the better a student becomes at meeting those challenges without hesitation. To put it another way, practice makes perfect!

Transferring Hands-On Learning From Classroom To Workplace

As most recent college graduates learn “the hard way,” life in the real world has very few things in common with life in the classroom. Real-world situations aren’t usually clear-cut or easily solved, a variety of different factors need to be considered and weighed, and sometimes real-world solutions – while they do work – aren’t very tidy. Hands-on learning can help lessen the imbalance between academia and employment by familiarizing students with the environments they’ll be confronted with.

An employer isn’t, for example, likely to hand a worker a document and give them a multiple-choice quiz on it a week later. Far more plausible is a sudden emergency situation that needs to be addressed, with little time to consider options and actions – therein lies the value of the hands-on experience. Such learning exercises can enable a virtual walk-through of actions and reactions, as hypothetical circumstances can be emulated and practiced by imposing time limits. Instructors may also wish to “surprise” students in the form of hands-on exercises, presenting them with unexpected problems and unique materials to work with.

Depending on the length of time spent in a hands-on environment and the complexities of the lessons, students may also be able to list certain experiences on their resume. For example, bullet points such as these could pique the interest of employers that might otherwise pass over a candidate without time “on the job”:

  • Worked with (X) program/machine/tool/material several times a week.
  • Built (X) in conjunction with a team of 5 students.
  • Developed (X) from raw materials in accordance with the (X) method.
  • Solved (X) problem using only (X) materials.

How Does Hands-On Learning Help Students?

Properly structured, hands-on learning encourages students to think outside of the proverbial box, coaxing them to experiment with and explore the problems, tools, and substances they’ll work with regularly in their chosen careers.

From an educator’s perspective, this learning style also offers a welcome respite from the rote repetition of “book learning” or lecturing. No teacher likes to think about it, lest their teaching confidence slip, but the fact of the matter is that adults do have a limited attention span, even when they’re earnestly trying to pay attention. The sound of an instructor’s voice may become a drone after an hour of class, or the words in a passage of text may blur together as eyes become tired or the thought of lunchtime intrudes. Legs and backs may get restless from sitting in place, and thoughts drift as students become a passive – rather than an active – participant in their classroom experience. Gossip and private conversations can become a distraction as students away from the front row seek alternate stimulation during class hours.

Hands-on learning uproots this tired, traditional classroom instruction, allowing students to move, discuss, interact with, and truly engage with in the lesson. Rather than bored teammates simply waiting for their proverbial turn at bat, they are instead immersed in the actual functional points of the task, figuratively getting their hands dirty with the materials, techniques, and concepts being taught. Rather than a chore – listen, take notes, remember – it becomes that magical organic experience and students retain it the same way they would visiting a museum, or trying a new type of food. It’s interesting, and thus the subject matter becomes easier to recall and more enticing to explore.

No restless legs, no wandering thoughts, no dozing off during class – instead, they get to tackle challenges alongside classmates, delving into a “gamification” structure that encourages – or even directly endorses, depending on the instructor’s techniques – competition as each student attempts to be the first to create a result, or otherwise answer a challenge using their materials.

How Should Students Prepare For Hands-On Learning?

To receive the most benefits out of this valuable teaching method, students should arrive to each lesson ready to explore the projects and components in front of them. That means:

  • Familiarizing themselves with any safety procedures beforehand
  • Ensuring they have any necessary personal protective equipment (PPE) ready to use
  • Arriving on time, so as not to miss preliminary show-and-tell steps
  • Using hands-free recording devices so they can focus on doing rather than note-taking
  • Never missing a class (barring emergencies) so that they always feel comfortable with the current expertise level being demonstrated
  • Getting enough sleep and eating/drinking before class to keep the mind sharp
  • Setting aside extra time before or after a class to work with an instructor on any problem areas

Hands-on learning is an incredibly powerful tool, but it won’t replace traditional learning entirely. While it’s beneficial to get excited about hands-on sessions in your field of study, don’t neglect reviewing your notes, or collaborating with peers to ensure you understand important concepts. If you feel like you understand your hands-on session well but struggle with test and quiz concepts, be sure to confer with your instructor to bring your learning experience back into balance. Just as all students learn in different core methods, their ideal mix of the three learning methods will vary as well.

How Does Hands-On Learning Work In Groups?

Just as employees are directed to work in teams on important job projects, hands-on learning typically incorporates group work as well. To ensure the best experience for all students involved, each participant should be aware of his or her contributions and time spent with materials, stepping back to give others ample experience as well. While it’s normal and understandable to get into a groove while problem-solving a hands-on challenge, if you’re placed in a group, remember that your teammates are counting on you to support them as well.

Hands-on learning is a decidedly personal experience, but it should also be a communal one whenever possible – you’ll need to work well with others in an employment position, after all. Instead of allowing impatience or a competitive streak to spoil the experience, consciously spend time watching how others interact with the same problems you may already know how to solve.

  • Did they use the materials in unexpected or unfamiliar ways while still solving the issue?
  • Did they use more or less of a material than you would have done yourself?
  • Did they tackle a certain step with more expertise than you’ve been able to? How?
  • What did they struggle with while trying to solve the project or scenario?

Remember: if you allow your eagerness to get to the hands-on portion of learning eclipse your desire to learn, you could be missing important additional lessons from your classmates’ experiences with hands-on materials. You could even learn a new skill from them. Treat your classmates as part of the hands-on lesson – though not literally, of course. Ask them about their experiences with your mutual materials and tools, and don’t be afraid to ask them to demonstrate techniques they’re particularly skilled with to learn from them.

Hands-on learning is a rewarding way for students to explore, retain, and experiment with all aspects of their chosen field of study, particularly at the collegiate/trade school level of career development and education. The potentials are essentially limitless, and the amount of preparation and confidence this method offers can’t be overstated. Even if a student struggles to pay attention to a spoken lecture or a lengthy text, they could find true academic breakthrough on the other side of a hands-on lesson. The most challenging career fields demand expertise, and one of the best ways to acquire it is to reach out and grab it – quite literally – with hands-on learning.

For more information on NewSchool’s hands-on learning philosophy, and opportunities for design scholarships contact our Enrollment Team!

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The Importance of Hands-On Learning in Child Education

Hands-on learning has long been touted by parents and educators as a key factor in raising children who develop a lifelong love of learning and who perform better academically. But what exactly do we mean when we say “hands-on learning,” and why is it so beneficial to students? Here, we explore both the concept and the benefits.

What is hands-on learning?

Hands-on learning is a form of education in which children learn by doing. Instead of listening to a teacher or instructor lecture about a given subject, the student engages with the subject matter to create something or solve a problem.

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Though certain subjects come to mind more readily than others when talking about hands-on learning (for example, shop class), the truth is, a hands-on educational philosophy can be incorporated into nearly any subject matter. This philosophy provides students with engaging hands-on experiences that will further develop the learning process. A few examples might include:

  • Solving problems as a part of math class
  • Completing a lab experiment as a part of a science class
  • Building circuits or working machines as a part of a tech class
  • Recreating a historical document or artifact as a part of history class
  • Writing a creative story, poem, or essay as a part of English class

The benefits of hands-on learning

Hands-on is by no means a “new” movement in the classroom. That being said, even today, many schools find it difficult to incorporate hands-on projects and principles into student work. This can be a particular challenge for public schools, which often have tight budgets and less freedom in developing curriculum.

And that’s a real shame, because hands-on learning brings so many benefits to students, including:

  • It is a more engaging way to learn
  • Leads to increased retention
  • Offers practice in problem solving and critical thinking
  • Often results in a physical creation

1.

Hands-on is another way to learn.

Hands-on learning allows for equal visibility of common learning styles in the classroom. Some children learn best by looking at visuals, some by listening to a parent or teacher speak, and some by reading and writing about a given topic. These are called visual, auditory, and reading/writing learning styles, respectively. But there is a fourth learning style that is easy to overlook: Kinesthetic learning, which is a fancy way of saying “learning by doing.”

There are a lot of theories about why hands-on learning is so effective. The reality is, there is no single reason why. But one hard-to-argue fact about hands-on learning is this: It is incredibly engaging.

When students are forced to do something, they are engaged in active learning. They’re practicing their critical thinking skills and they’re putting their knowledge to the test. Most importantly, this form of learning gives opportunities for students to actively create knowledge, instead of passively consuming it.

In order to create, in order to do, students must be engaged in their education. And engagement has for years been linked to greater academic success like increased test scores and greater academic achievements.

2. Hands-on gives students practice.

Beyond simply leading to better engagement, hands-on learning allows students to practice the skills that they've already learned. As anyone who has ever learned a skill or learned information can attest to, the more practice you get, the better you will be at that skill, and the better you will be able to retain the information.

We can see this in action in many science classes around the country, which pair traditional study (lecture, discussion, reading) with active learning concepts in lab sessions. While students may learn about a concept in the classroom, it is by walking through an experiment in the laboratory that they are able to put that concept into action and gain practice in actually applying it. This process has been shown to lead to higher retention and a better understanding in the subject.

3. Hands-on gives students something “real.”

When it comes to education, one of the most difficult things for young children to understand is how what they are learning is important. They want to know: When will I use this in my life? Why does it matter?

Incorporating hands-on learning into the classroom or into the home is an easy way for parents and teachers to show their children exactly how what they are learning can be used in the real world.

Through hands-on learning, students will often actively create something, whether an essay, story, piece of art, construction project, or something else. This is something real. It is something that a student can look at and think: I was able to create this because of what I've learned and because of the skills that I've practiced.

Project-based learning can make this realization incredibly empowering because it shows students that they can have an impact on the world around them. It shows them that they can use their education to achieve something. And it’s a physical embodiment of what they’ve learned.

4. Hands-on lets students be creative.

Creativity is a muscle. Just like other muscles, it needs to be regularly exercised or else it will become harder and harder to be creative. Hands-on learning gives your child one more opportunity to exercise their creative skills so that they don’t lose them. 

It’s important to note that when people hear the word “creativity,” their minds often go immediately to subjects like art and music. While these are of course important classes for children, and should play a role in your child’s education, they’re not the only way that your child can be creative. Given enough practice, it’s possible for your child to put their creativity to use in classes as diverse as history, science, and even math.

You might be wondering how that could be. To answer simply: Creativity encourages children to develop a new way of thinking about something. This new way of exploring a concept or idea can lead to insights that may otherwise have been hidden. For example, your child may have learned to complete a math problem in a certain way. But that doesn't mean it’s the only way that the problem can be solved. A creative student may look at a problem and find a brand new way of completing it.

What can parents do to encourage hands-on learning in their children?

When children are young and at home, parents have more control over how their children learn. At this stage of a child’s life, it’s important for parents to encourage hands-on activities that will challenge their child to learn through doing.

As a parent, there are various steps you can take to facilitate these yourself. You might, for example, encourage your child to create a diorama illustrating a critical scene from their summer reading assignments. If your child is an aspiring coder, there are many resources you can turn to online (or purchase from a store) to let them practice their skills. The possibilities really are endless.

But when a child moves beyond the home—entering a nursery program, preschool, kindergarten, or grade school—parents who prioritize hands-on education will need to find a school that shares this priority. In addition to evaluating the school’s curriculum and asking questions during the admissions process, parents should also keep an eye out for schools that embrace Maker Education, which encourages learning through doing and offers many other benefits similar to hands-on education.

Practical training

In accordance with the Federal State Educational Standard of Secondary Vocational Education (FSES SVE), practice is a mandatory section of the training program for mid-level specialists (PSSSZ). It is a type of training sessions that provide practice-oriented training for students.

In the college, all types of practical training are carried out in accordance with the Federal State Educational Standards of secondary vocational education, Order of the Ministry of Education of the Russian Federation (Ministry of Education of Russia) and the Ministry of Science and Higher Education of the Russian Federation (Ministry of Education and Science of Russia) dated August 05, 2020 No. 885/390, Moscow "On the practical training of students", registered with the Ministry of Justice of the Russian Federation, reg. No. 59778 dated September 11, 2020, Moscow.

Practice is aimed at the comprehensive development by students of all types of professional activities in the specialty (profession) of secondary vocational education, the formation of general and professional competencies, as well as the acquisition of the necessary skills and experience of practical work in the specialty (profession).

Planning and organization of practice at all its stages provides: consistent expansion of the range of skills, abilities, practical experience formed by students and their complication as they move from one stage of practice to another; the integrity of the training of specialists for the performance of basic labor functions; connection of practice with theoretical training.

The content of all stages of practice is determined by the requirements for skills and practical experience for each of the professional modules of the PPSZ in accordance with the Federal State Educational Standards of the secondary vocational education, practice programs and provides a reasonable sequence for the formation of a system of skills, holistic professional activity and practical experience in students in accordance with the requirements of the Federal State Educational Standards of the secondary vocational education.

The following types of practices are provided for when implementing the SSPP: educational and industrial .

Educational practice and industrial practice (according to the specialty profile) are carried out by an educational institution when students master professional competencies within the framework of professional modules and are implemented both in a professional theoretically concentrated manner in several periods, and dispersed within the framework of professional classes modules.

Educational practice in the specialty is aimed at developing students' skills, acquiring initial practical experience and is implemented within the professional modules of the OPOP SVE on the main types of professional activity for the subsequent development of general and professional competencies in the chosen specialty.

Industrial practice includes the following stages: practice in the specialty profile and undergraduate practice.

Practice in the profile of the specialty is aimed at developing the student's general and professional competencies, acquiring practical experience and is implemented within the framework of professional modules for each of the types of professional activities provided for by the Federal State Educational Standards of secondary vocational education in the specialty. Pre-diploma practice is aimed at deepening the initial practical experience of the student, developing general and professional competencies, testing his readiness for independent work, as well as preparing for the completion of final qualifying work in organizations of various organizational and legal forms.

Industrial practice is carried out in organizations whose activities correspond to the profile of training students.

Currently, contracts for internships by college students have been concluded with 50 institutions of culture and education in the Leningrad Region and 44 institutions in St. Petersburg. The practice is managed by the teachers of the college as well as employees of the institutions on the bases of practice.

Certification based on the results of work experience is carried out taking into account (or on the basis of) the results confirmed by the documents of the relevant organizations.

Practice is the final stage of mastering a professional module by type of professional activity.

The practice ends with a differentiated credit subject to a positive attestation sheet for the practice of practice leaders from the organization and the educational organization on the level of development of professional competencies; the presence of a positive characteristic of the organization for the student in the development of general competencies during the period of internship; completeness and timeliness of submission of practice diary and practice report in accordance with the assignment for practice.

The management of practical training in the college is carried out by the deputy director for practical training Shabanova Lyubov Viktorovna .

Phone: 8 (812) 407-51-97

Email address: [email protected]



Organization and content of practical training, characteristics of learning objectives

Practical teaching methods are leading in modern pedagogy. They help to assimilate the connection between theoretical knowledge and reality, teach to apply the learned material in practice.

Such methods are used in combination with verbal and visual methods. In this case, students will be able to understand new information and learn how to apply it.

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The purpose of practical training

The study of each discipline in the university has several goals. Conventionally, goals are divided into 2 large groups:

  1. Theoretical.
  2. Practical.

The first ones are related to the assimilation of the material provided by the program. The latter are aimed at acquiring practical skills, i.e. the student learns to apply the acquired knowledge in real life.

Therefore, the main goal of practical training is to gain initial experience in the field of the future profession. The main thing that students receive in such classes is professional skills and abilities.

They become the basis for the formation of a future specialist, provide a link between theoretical knowledge and reality.

Ancient scholars promoted practical methods. Take Quintilian, for example. The speaker believed that the task of the school is to immerse the student in a professional environment, and emphasized that "practice without theory is more valuable than theory without practice."

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Special equipment is often used in practical classes

The content of practical training

The organization of practical forms depends on the discipline. The following types are distinguished:

  1. Exercise.
  2. Laboratory and practical work.
  3. Didactic games.

The structure of practical training includes the use of all these forms. Exercises are the first step at which students consolidate the learned material.

On laboratory and practical theoretical knowledge is applied in practice:

  • experiments;
  • create programs;
  • work with documents or equipment.

Didactic games provide an opportunity to apply knowledge in a simulated situation related to future professional activities.

The first business game in the history of education was developed and held in 1932 in the USSR. Its author is M. M. Birshtein.

Such games immerse students in the atmosphere of future work, teach them to make decisions based on the information received.

Theory must be tempered by practice.

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