ACTIVITY-BASED TEACHING STRATEGIES

Question 1

Teaching techniques used by teachers where set of activities are being done by students
Where students can become physically and mentally active and involved
Focus: Learning by doing, students learn more and greater chance to retain more learning

Answer 1

Activity-Based Teaching Strategies
(Acts as an active problem solver for students it enhances creative aspect of experience for the learners
Gives reality for the learning, uses all available resources, provides varied experiences to the students in order to facilitate the acquisition of knowledge, experience, skills, and values)

Question 2

Learners becomes more confident and develops more understanding thru works and how everything literally and practically work out
Learners become more responsible and able to build social, strong, and meaningful relationship as students mix with each other

Answer 2

Activity-Based Teaching Strategies 
Cooperative Learning 
Simulations 
Problem-Based Learning 
Self-Learning Modules

Question 3

Types of Activity-Based Teaching Strategies :
Based on the premise that learners work together and are responsible not only in their own learning but also for the learning of other group members.
Helps develops the skills necessary to work on projects that are to too difficult for anyone person to do in reasonable amount of time

Answer 3

Cooperative Learning
It involves structuring small groups of learning goals
Learners are aware that they are responsible for the learning of all group members.
Students are group in a small group where they do learning by achieving a common task

Question 4

Types of Activity-Based Teaching Strategies :
Student benefit by getting higher student achievement, increase productivity, have a higher level of reasoning, transfer of knowledge, heightened self-confidence, increased independence and autonomy

Answer 4

Cooperative Learning

Question 5

3 Types of Cooperative Learning( Johnson Johnson and Holubec’s Theory, 1998)
FIB

Answer 5

Formal Groups/ Formal Cooperative Learning
Informal Groups/ Informal Cooperative Learning
Base Groups/Base Cooperative Learning

Question 6

3 Types of Cooperative Learning( Johnson Johnson and Holubec’s Theory, 1998):
Students have enough time to complete an academic assignment such as projects, experiments, case study  
Grouping last for several days or weeks; student work for one or several class session in order to achieve shared learning goals and to complete jointly specific tasks and assignments

Answer 6

Formal Groups
Most tasks are complex, that it needs more time for students to do
Group works together with each member have a task to complete and teach to the rest of the group
Purpose: To complete a specific learning task consisting of concepts or skills
Length of Existence: One class to many weeks

Question 7

Probably most useful in academic setting rather than in in-service or patient education situations
Ensure students are actively involved in the intellectual work of organizing material, explaining, summarizing, and integrating it to existing conceptual structures

Answer 7

Formal Cooperative Learning
Heart of using the cooperative learning
Structured and facilitated and monitored by the teacher over time
Used to achieve group goals in task works
Any course material or assignment can be adopted to this type of learning

Question 8

Vary from 2-6 members with discussions from minutes up to an entire class period 
Jigsaw technique, assignments involves group problem solving and decision making, laboratory assignments, peer review works

Answer 8

Formal Cooperative Learning

Question 9

3 Types of Cooperative Learning( Johnson Johnson and Holubec’s Theory, 1998):
Last for a few minutes or a lesson period
Teachers uses direct teaching (lectures or demonstrations) in order to make the student more focused and attentive on the material to be discussed
And in order for the teacher to set a mood for the students or learner for a conducive to learning

Answer 9

Informal Groups
Teacher will be confident that the students’ are cognitively processing the material being taught and the expectation about the material are being set to be achieved
Purpose: To enhance understanding of a unit of information; to make connection to prior learning
Length of Existence: No more than one class and perhaps for only a few minutes or a lesson period during a class

Question 10

Can be used in any setting
Group learning with passive teaching by drawing attention to a material through small groups, throughout the lesson or by discussion and the end of a lesson

Answer 10

Informal Cooperative Learning
Involves a group of 2 (pairs) employ the ‘Think/write, pair/share’
Temporary partners; change from lesson to lesson
Enables student to process, consolidate, and retain more information

Question 11

ODD MAN OUT (4 Discussion Components):
A question is asked by the teacher and formulate an answer
Sharing of response to the particular question
Listen to a partner’s response to that same question
Make a simulated reality for the class
Create a new well developed answer as partners

Answer 11

Make a simulated reality for the class

Question 12

3 Types of Cooperative Learning( Johnson Johnson and Holubec’s Theory, 1998):
Long term group over a semester: sections for each batch
Heterogeneous group with a stable membership, whose primary purpose is for members to give each other the support, help, encouragement, assistance that everyone needs to progress academically
Provide students long term and committed relationship

Answer 12

Base Groups
Convey formal cooperative learning or the base cooperative learning
Purpose: To provide encouragement and to monitor progress throughout the learning experience
Length of Existence: The length of the learning experience, usually long term

Question 13

Could be applied easily to new staff orientation or preceptorship programs.
Peer groups gather over the long term in order to develop and contribute to one’s knowledge and mastery by regularly discussing the material, encouraging one another, and supporting the academic and personal success of group members

Answer 13

Base Cooperative Learning
Makes the student accountable at educating their peer group in the event of an absent member
Effective for both individual learning and social support, able to increase self-esteem and worth

Question 14

A if only the first statement is correct
B if only the second statement is correct
C if both if the statements are correct
D if neither of the statements is correct
Advantages of Cooperative Learning

1. Group members never learn to function as part of a team.
2. Working in a group for any length of time can teach or enhance social and communication skills.

Answer 14

B

Question 15

A if only the first statement is correct
B if only the second statement is correct
C if both if the statements are correct
D if neither of the statements is correct
Advantages of Cooperative Learning

1. Can not help to address individual learning needs and learning styles
2. Students become critical learners; critical thinking is promoted

Answer 15

B

Question 16

5 Phases of Cooperative Learning:
teacher ‘sets the stage’ for the activity presented
A certain concept is introduced

Answer 16

Engagement phase

Question 17

5 Phases of Cooperative Learning:

students work on the ‘initial exploration of ideas and information’

Answer 17

Exploration phase

Question 18

5 Phases of Cooperative Learning:
where the students gather all of their thoughts about the information
Processed information are gathered and would have a mix and match on learning and would find out what would be the best learning to employ in a certain activity

Answer 18

Transformation phase

Question 19

5 Phases of Cooperative Learning:

students present their information to the other students

Answer 19

Presentation phase

Question 20

Types of Activity-Based Teaching Strategies :
Experiential or situational learning were it presents reality in which the students interact to it
Composed of instructional scenarios where learners are placed in a world or a place that is defined by the teachers
Are controlled representations of reality

Answer 20

Simulations
Exercises that learners engage in to learn about the real worlds without the risks of the real world
Parameter: being controlled by the teacher
According to the learning objective
What desired instructional results that want to achieve from the learners

Question 21

4 Types of Simulation:
controlled representation of a piece of reality that learners can manipulate to better understand the corresponding real situation.
Fully simulated and interactive exercise that test the capability of an entire group/ student to respond to a simulated scenario

Answer 21

Simulation Exercise
Run as field exercises, includes scenarios that are close to reality as possible
Scenarios takes place in a real time and requires a variety of resources in order to operate both the human and material
Ex: receiving of patients, do’s and don’ts of quality assurance

Question 22

4 Types of Simulation:
game that represents real-life situations in which learners compete according to sets of rules in order to win or achieve an object.

Answer 22

Simulation Game

Question 23

4 Types of Simulation:
form of drama in which learners spontaneously act out roles in an interaction involving problems or challenges in human relations.
Gives students the opportunity to assume the role of a person
Can be performed by individual students, pairs, or groups which can play out a more complex scenario

Answer 23

Role- Playing
Engage students in real life situations that can be stressful, complex, unfamiliar, or controversial, depends on the topic and objective
Short and spontaneous

Question 24

4 Types of Simulation:
analysis of an incident or situation in which characters and relationship are described, factual or hypothetical events transpire and problems need to be resolved or solved.
In-depth study of a person, group, or event

Answer 24

Case Study
Task to analyze every aspect of the topic or subject
Can be used in a variety of fields, gather an in-depth understanding of a certain case

Question 25

Types of Activity-Based Teaching Strategies :
student-centered approach, not traditional teaching method
Complex real world problem are used to promote student learning of concepts and principles
Problem is presented first then analyzed by case study analysis, use of hypothetical situation, inductive reasoning method
Incorporated in any learning situation, promote the development of critical learning skills, problem solving abilities, communication skills of learners

Answer 25

Problem-Based Learning
An approach to learning that involves confronting students with real-life problems that provide a stimulus for critical thinking and self-taught content.
Students working together in small groups facilitated by an educator, will analyze a case, identify their own needs form information and then solve authentic problems like those that occur in everyday life

Question 26

Types of Activity-Based Teaching Strategies :
A teaching/learning strategy that is probably most applicable to academic settings, although it can be used in staff development courses.
Thought by some people to be synonymous with the simulation case method of learning and teaching.
Provide opportunities for working in groups, finding and evaluating research materials and promote a lifelong learning

Answer 26

Problem-Based Learning
Students become active learners, learn to achieve learning objectives by working in groups and manage to solve open-ended problems
Assignments can be short or long, that will last for the entire semester
Be develop as independent workers, critical thinkers and analyze and explain concepts; geared towards self-directed learning
Learn how to apply course content to the real world examples

Question 27

Types of Activity-Based Teaching Strategies :
Students can become research and information literate = problem solvers across of disciplines
Well designed problem-based learning, provides the students the opportunity to develop skills related to working in a team, management skills, leadership roles, oral and written communication will be improved, as well as self-awareness and evaluation of group processes

Answer 27

Problem-Based Learning

Question 28

A if only the first statement is correct
B if only the second statement is correct
C if both if the statements are correct
D if neither of the statements is correct
Chief difference between Problem-based learning (PBL) and the case method

1. PBL is conducted only individually, while case studies may be used by individuals or groups.
2. Students using PBL have so much background knowledge of the subject matter in the case (problem is presented first)

Answer 28

D

Question 29

A if only the first statement is correct
B if only the second statement is correct
C if both if the statements are correct
D if neither of the statements is correct
Chief difference between Problem-based learning (PBL) and the case method

1. In PBL, the cases are usually long and the presenting problems are well structured,
2. In the case method, cases are often short and not detailed and their problems are ill defined.

Answer 29

D

Question 30

Types of Activity-Based Teaching Strategies :
Self-paced learning modules, self-learning packets, and individualized learning-activity packages.
Can be defined as a self-contained unit or package of study materials for use by an individual.
Can be produced in hard copy (print), online (digital) or CD-ROM.
Whichever is available in the context of the learner

Answer 30

Self-Learning Modules aka Self-directed Modules
Learner are free to choose what to learn, how, when and where to learn
Important characteristic in open learning process
Learning is in the form of individualized instruction allows learners to use self-directed learning materials
Under the principle of Andragogy; where the need and yearning for learning is directed towards on what type of learning is needed and relevant

Question 31

Types of Activity-Based Teaching Strategies :
Triggers self motivation on the end of the learner
Learner has the desire to update his existing knowledge, patch up existing knowledge to the present one
Experiential learning will contribute to the desire of the learner for further learning in order to address and solve problems

Answer 31

Self-Learning Modules aka Self-directed Modules

Process through which an individual takes a responsibility for their own learning

Question 32

ODD MAN OUT: (Self-directed Learning can be broken down into the following process)

1. Giving feedback to the learners
2. Assessing the need and readiness for learning
3. Identifying the learning goals
4. Engaging in the learning process
5. Self-evaluations

Answer 32

1. Giving feedback to the learners

Question 33

ODD MAN OUT: (Self-directed learning is based on some of the principles of adult learning such as)

1. Adults are self-motivated to learn material for which they see relevance
2. Adults prefer passive learning
3. Adults’ prior experience is a resource for further learning.
4. Adult’s are problem focused and readily learn material they can use to solve problems.

Answer 33

2. Adults prefer passive learning

Question 34

programmable electronic device that are design to accept data
Perform prescribed mathematical and logical operations at high speed, and to display the result of these operations instantly

Answer 34

Computers
Used in education for a variety of purpose and importance, students benefit from using this as practical tools for communicating large amount information all at once of same time, learners are able to save time, energy, and efforts
Makes it easy for teachers to gather data, disseminate information and assessment, and to collect student output and gather them at once
Able to maximize their effectiveness and efficiency

Question 35

Teachers and learners are able to develop overlearning in the sense of integration and practicability on how to do things in the smarter way
Teachers and learners become more productive, innovative, practically engage as they enhance their critical thinking, problem solving abilities
Used to communicate information to students in a time-saving way

Answer 35

Computers
To teach critical thinking and problem solving, provide simulations of reality, and educate from a distance
Provide interactivity, instructional consistency, reduction of teacher’s repetitive tasks, individualized instruction, time efficiency and cost effectiveness.

Question 36

achieved when learners practice beyond the point of mastery, response become automatic

Answer 36

Overlearning

Question 37

A if only the first statement is correct
B if only the second statement is correct
C if both if the statements are correct
D if neither of the statements is correct
Roles of Computers

1. Computers can maximize time on task.
2. Computer programs provide instant feedback that is so effective in learning.

Answer 37

C

Question 38

A if only the first statement is correct
B if only the second statement is correct
C if both if the statements are correct
D if neither of the statements is correct
Roles of Computers

1. Computers include interactivity, increased students motivation, increased access to feedback to information, instructional consistency, reduction of teachers’ repetitive tasks, individualized instruction, time efficiency and cost-effectiveness.
2. Computers can stimulate addiction

Answer 38

A

Question 39

First used and applied in education and training particularly in mathematics and reading
Primarily refers to the use of computer to present instructions to students
Can be used in classrooms and laboratories, clinical units, or homes, that uses technology as one of the learning tools.

Answer 39

Computer-Assisted Instruction (CAI)
Introduced by IBM (1950s)
It requires that the program be aimed toward instructional objectives and be of high quality
The learners have sufficient technological support
The computer is judged to be the best way to teach given content.

Question 40

Help students learn new materials through interacting with the computer, it can provide learner feedback, branching, and response tracking
Enhance learning process and monitors the learning that takes places with the aid of graphics, sounds, videos, with combinations of text; makes the learning more meaningful, comprehensive, and updated

Answer 40

Computer-Assisted Instruction (CAI)

Students can progress learning at their own speed

Question 41

Categories/ Levels of Computer-Assisted Instruction:
Students have already earned certain information, either through computer programs or teaching methods
This mode particularly lends itself to teaching mathematical calculations.
The computer program tells the student whether the answers are correct and may go too far as to diagnose the problems if the answers are incorrect.

Answer 41

Drill and Practice
Deals with lower-order thinking skills of the learner
Generally used the same way as worksheets, flash cards are used in classrooms
Provides repeated exposure to facts or information that is often in a question or game type format

Question 42

Categories/ Levels of Computer-Assisted Instruction:
Most prevalent type of computer application; it fit nicely into behavioral approach to teaching and learning and can measure students’ performance

Answer 42

Drill and Practice
Provides opportunities for students to repeatedly practice the skills that have been previously presented to them that is necessary for mastery
Does not include a teaching component, all about drill and practice for learners

Question 43

Categories/ Levels of Computer-Assisted Instruction:
Presents the concepts and skills then give the students the opportunity to practice them
Often very interactive

Answer 43

Tutorials
The program tutors or teaches the student a body of knowledge by presenting information and asking questions.
Tutorial activity includes: presentation of information and its extension in to different forms of work including the drill and practice, games, and simulation

Question 44

Categories/ Levels of Computer-Assisted Instruction:
Capitalize on individualize instruction and adjust the phase and feedback base on their students’ progress
Tutorials are most useful in teaching material at the rule and concept level

Answer 44

Tutorials
Can free faculty members from teaching some of the routine basic material.
Linear: students must go from page to page; old tutorials
Nonlinear: students can branch of in one of several direction base on their interest or need, any direction; present time tutorials v

Question 45

Categories/ Levels of Computer-Assisted Instruction:
Just as board games, card games and trivia games
Creates a contest to achieve highest score and either beat others or computer

Answer 45

Games

Question 46

Categories/ Levels of Computer-Assisted Instruction:
One of the most exciting forms of CAI.
Provide students with the opportunity to learn how to solve clinical problems and make sound decisions.

Answer 46

Simulations
Representation or model of real events where learners can see the results of their actions
Used in order to provide experiences to empower experiential learning without compromising the real world practice or experience

Question 47

Categories/ Levels of Computer-Assisted Instruction:
Students can take risks and make mistakes with no danger to the patient.
Deals with realistic situations; address higher order thinking skills
Different from problem-solving software

Answer 47

Simulations

Question 48

Categories/ Levels of Computer-Assisted Instruction:
Under and popular tool software
Prevalent computer application that is being used in education
Encompasses all software that can be used as tool for student learning
Software is not the focus but how students use it in order to express their thoughts and show understanding

Answer 48

Multimedia Presentations aka Hypermedia
Not tied to a specific grid or content area
Helps students and teachers to manage information
Use of tool software in the curriculum is only as effective as the activity that the teacher develops

Question 49

Categories/ Levels of Computer-Assisted Instruction:
Cross-effective it can be purchased for a wide range of grade levels and content area, many benefit from it
Programs may incorporate text, soundtracks, graphics, still photos, animation, video clips and material from the WWW

Answer 49

Multimedia Presentations aka Hypermedia

Question 50

Use of computers and software in order to manage instructional patterns
Management and administration system; designed to track the students performance over a period of time, provide information concerning the performance trends or record individual and group performance data, schedule a training and provide support to other training management functions

Answer 50

Computer-Managed Instruction (CMI)
Uses computers to collect and process information in order to meet an increasing demand or individualized instruction
Learning goals are expressed in terms of behavioral objectives for a given curriculum

Question 51

Students performance is monitored through computer input and feedback, allows an accurate and frequent check on a students’ progress
Teachers can use computers to manage, prepare, organize, and evaluate educational experiences.

Answer 51

Computer-Managed Instruction (CMI)
Any system of record keeping such as recording grades, keeping attendance records and recording student profiles can also be considered computer-managed instruction.

Question 52

pre-developed software packages that guide the educator through the process of development of CAI.

Answer 52

Authoring Systems

Question 53

Different Features Offered by the Computer Technology:
Mammoth complex of computer connections across continents, connecting many millions of computers.
Global wide area network, that connects computer system across the world

Answer 53

The Internet
Includes several high bandwidth data lines, that comprises the internet backbone/ speed
Actual network of networks where all information resides; Internet node/modem

Question 54

connected to major internet hubs to distribute data to other locations such as web servers and ISPs (internet service providers)
ISPs: offer broadband internet access via cable, DSL, fiber connections

Answer 54

Bandwidth

Question 55

Different online services:

collection of billions of web pages that you can view with a web browser

Answer 55

Web

Question 56

Different online services:

common method of sending the receiving messages online

Answer 56

E-mails

Question 57

Different online services:

websites and apps that allows people to share comments, photos and videos

Answer 57

Social Media

Question 58

Different online services:

games that allow people to play with and against each other over the internet

Answer 58

Online gaming

Question 59

Different online services:

operating system and application updates that can be typically downloaded from the internet

Answer 59

Software updates

Question 60

Can be used to provide greater collaboration between teachers and students.
Common method and widely used features of the internet along with the web
Allows you to send and receive messages to and from anyone with an e-mail address anywhere

Answer 60

E-Mail/ electronic mail

Question 61

Internet provides access to the Web; a collection of millions of “documents” found on the Web pages that interface with the Internet.
Subset of the internet, placed to find specialized knowledge and multimedia presentations

Answer 61

World-Wide Web (WWW)
Consist of pages that can be accessed using a web browser
It can be a place to find specialized knowledge and multimedia presentations.

Question 62

indexes Web pages for you and gives you the URL (Uniform Resources Locator) for each page.
Each search engine uses different databases and different techniques for its indexing and therefore you can use two search engines and obtain quite different results.

Answer 62

Use Search Engine

Question 63

Hypertext Transfer Protocol; transfer web pages to your computer
Fundamental protocol used for transferring files on the internet
Set of rules for transferring the files such as text, images, sound, video, and other multimedia files

Answer 63

http

Question 64

Hypertext Markup Language; all web pages are written in this, works in conjunction with http
Computer language that facilitates website creation; defines the meaning and structure of the web content
Has coded words and syntax; Basic building block of the web

Answer 64

html

Question 65

Criteria for Evaluating the Quality of WWW Sites:
The potential audience should be stated or clear (adults, children, lay people, professional), information should be geared to a specific audience
The purpose of the site should be stated and supported.
URL may be indicated

Answer 65

Purpose

Question 66

Criteria for Evaluating the Quality of WWW Sites:
The site should contain up-to date information
The pages should be updated frequently and the date of revision should be noted at the end of the page
When the site was created, updated, and if all the links are updated

Answer 66

Currency

Question 67

Criteria for Evaluating the Quality of WWW Sites:
The author’s credentials should be listed and should be appropriate to the content.
The author’s organizational affiliation should be listed if any
Anonymous sites should be handled with caution.

Answer 67

Credibility
Sites sponsored by these companies should be evaluated for their objectivity and possible conflict of interest.
Who developed the sight should be credible, the site is supported by and organization or commercial body in order to evaluate further the objectivity of the site and possibility of conflict of interest
Author should have the authority to present an information

Question 68

Criteria for Evaluating the Quality of WWW Sites:
The facts should be verifiable as being accurate and true
Links to other sites should be logical and scientific. There should be an evidence of an editor or fact checker who is responsible of making sure that the information on that website is correct

Answer 68

Content Accuracy
Content should be comprehensive and “tell the whole story”
References should be included in the site. Information should be comparable to other lengths or other sites as well as references stated or included in the site
Information should be free of spelling, grammar, punctuation mistakes
High quality website source contain accurate information that can be verified by other sources

Question 69

Criteria for Evaluating the Quality of WWW Sites:
Very important element when judging the overall quality
A good website should have a design that is visually appealing, readable, easy to navigate and reinforces the purpose of the website, while giving it a unified look and feel

Answer 69

Design
Pages should be simple, organized and well maintained, not too cluttered with graphics or boxes
An internal search engine or site map should be included for comprehensive sites
It should be easy to move around the site without getting lost.
Links to other sites should be useful and it should be indicated if you can or cannot return from the linked site.

Question 70

Criteria for Evaluating the Quality of WWW Sites:
Use of computer technology to create a simulated environment
Places the user inside an experience, able to interact with 3D worlds
A computer-based, simulated three-dimensional environment in which the participant interacts with a virtual world.

Answer 70

Virtual Reality
Ability to practice invasive procedures in a life-like scenario.
The control that is built in a virtual reality simulation makes it a unique opportunity to practice complex and dangerous skills in a safe environment.
Applied in a variety of industries: medicine, architecture, military
Explore experiential learning despite of distance and part of flexible learning