Over the course of the next few weeks I will be posting simple, practical, hands-on learning projects for classrooms of various ages.

Why should we care about practical skills and hands-on learning? Here’s why.

• One way that people learn is by doing. [Side note: There is some debate about which, if any, learning styles models are valid, visual/auditory/kinesthetic being one of them; however, many educators put their faith in them (Willingham, 2013). Some philosophies, including that of Maria Montessori and her followers, advocate for hands-on learning not as a style for some, but a necessity for all (Montessori, 1936).]

• When students can see the point of doing something, they tend to be more highly motivated. (Pintrich, 1999.)

• By allowing different kinds of knowing into the classroom we welcome students’ various funds of knowledge, making the classroom a more diverse and potentially nourishing learning environment.

• Motivation in classroom settings is tied to self-efficacy (Ames, 1990). When we create more diverse opportunities to show competence, students who may not excel in other areas are given a chance to shine.

• Varying instruction and activities helps keep the classroom interesting and exciting.

• Life after and outside of school will demand practical skills and understanding of tasks.

• Practical (life) skills can integrate into the curriculum and help to bridge cross-curricularly.

• Creating work that can be displayed in the classroom can help make the classroom a meaningful and welcoming place for students.

• Some skills projects, such as growing vegetables, can help to promote healthy lifestyles in the short and long term.

• Practical, hands-on learning is an important skill that schools should help develop in students if they hope their students will go on to be life-long learners.

Works Cited:

Ames, C. A. (1990). Motivation: What Teachers Need to Know. Teachers College Record.  91:3, 409-421.

Montessori, M. (1936). The secret of childhood. B. B. Carter (Ed.). Calcutta: Orient Longmans.

Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of
Educational Research, 31, 459-470.

Willingham, D. (2013). Learning styles. In H. Pashler (Ed.), Encyclopedia of the mind. (Vol. 12, pp. 467-469). Thousand Oaks, CA: SAGE Publications, Inc. doi: http://dx.doi.org.ezproxy.library.ubc.ca/10.4135/9781452257044.n174