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PSTM221 > ACTIVITY-BASED TEACHING STRATEGIES (WEEK 10) > Flashcards

ACTIVITY-BASED TEACHING STRATEGIES (WEEK 10) Flashcards

1
Q

4 TYPES OF ACTIVITY-BASED STRATEGIES

A

A. Cooperative Learning
B. Simulations
C. Problem-based Learning
D. Self-Learning Modules

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2
Q

It involves structuring small group of learners who work together toward achieving shared learning goals.

A

COOPERATIVE LEARNING

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3
Q

Learners work together and are responsible not only for their own learning but also for the learning of other group members

A

COOPERATIVE LEARNING

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4
Q

3 TYPES OF COOPERATIVE LEARNING

A
  • FORMAL GROUPS
  • INFORMAL GROUPS
  • BASE GROUPS
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5
Q

Most useful in academic settings

A

Formal Groups

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6
Q

Purpose:
To complete a specific learning task consisting of concepts or skills

A

FORMAL GROUPS

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7
Q

One class to weeks

A

LENGTH OF EXISTENCE: FORMAL GROUPS

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8
Q

Can be used in any setting

A

INFORMAL GROUPS

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9
Q

Purpose:
To enhance understanding of a specific unit of information; To make connections to prior learning

A

INFROMAL GROUPS

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10
Q

No more than one class and perhaps for only a few
minutes during a class.

A

LENGTH OF EXISTENCE: INFORMAL GROUPS

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11
Q

Purpose:
To provide encouragement and to monitor progress throughout the learning experience

A

BASE GROUP

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12
Q

The length of experience usually long term.

A

LENGTH OF EXISTENCE: BASE GROUPS

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13
Q

Group members learn to function as part of a team.

  • Working in a group for any length of time can teach or enhance social skills.
  • Help address individual learning needs and learning styles.
  • Critical thinking is promoted.
A

Advantages of Cooperative Learning

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14
Q
  • Controlled representations of reality
  • Exercises that learners engage in to learn about the real world without the risks of the real world.
A

SIMULATIONS

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15
Q

FOUR TYPES OF SIMULATIONS

A
  1. Simulation exercises
  2. Simulation games
  3. Role-playing
  4. Case studies
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16
Q
  • A controlled representation of a piece of reality that learners can manipulate to better understand
    the corresponding real situation.

➢ Participants learn how to make decisions or solve problems or apply theory.
➢ Help learners apply and master psychomotor and clinical skills

A

Simulation Exercise

16
Q
  • A form of drama in which learners spontaneously act out roles in an interaction involving problems or challenges in human relations.

➢ Help people in gain skill in interpersonal and therapeutic relationships.
➢ Help learners handle interpersonal conflicts.
➢ Develop quality of empathy.
➢ Designed to help participants assess their awareness of and sensitivity to problems and issues.

A

Role-playing

17
Q
  • A game that represents real life situations in which learners compete to a set of rules in order to win or achieve an objective.

➢ Focus on teaching or reinforcing factual information.
➢ It increases interaction among learners and allows even quiet and reserved class members to participate in a low-risk situation
➢ Allow learners to actively apply problem-solving methods.

➢ Frame Games: games that follow the format of established board games, television games, and word games.

A

Simulation Game

18
Q
  • Final discussion
  • Briefly summarize what has taken place
  • Let learners explain what they did and why
  • Point out how principle and concepts have been applied how the experience ties in the learning objectives.
A

DEBRIEFING

18
Q
  • Help learners practice decision-making and problem-solving skills.
  • Develop human interaction abilities
  • Learn psychomotor skills in a safe and controlled setting.
  • A chance to apply principles and theories and see how and when these principles and theories work.
  • An avenue for attitude change.
  • Evaluate learning competence
A

Purpose of Simulations

18
Q

Three facets

A

PLANNING, FACILITATING, DEBRIEFING

19
Q
  • An analysis of an incident or situation in which characters and relationships are described, factual or hypothetical events transpire and problems need to be solved.

➢ Apply principle discussed during the class.
➢ Encourage independent study and critical thinking.
➢ Safely expose learners to real-world situations they will encounter in the future.

A

Case Study

19
Q

Done at the actual progress of simulation

A

FACILITATING

20
Q
  • Involves confronting students with real life problems that provide stimulus for critical thinking and self-taught content.
  • Students work together in small groups, analyze a case, identify their own needs for information and solve problems like those that occur in everyday life.
  • Prepare students to become good problem solvers in the future and condition them to be lifelong learners.
A

PROBLEM-BASED LEARNING

20
Q

Pilot the simulation before using it in the classroom. To anticipate any unanticipated problems

A

PLANNING

21
Q
  • Conducted with small
    groups
  • Students have little background knowledge of the subject matter in the case
  • The case are usually brief and the presenting problems are ill-structured
A

PROBLEM-BASED LEARNING

21
Q
  • Used by individuals or groups
  • Students have most of the background knowledge they need to apply to the case.
  • Cases are often long and detailed, and their problems are fairly well defined.
A

CASE STUDY

22
Q
  • Self-directed Learning modules, Self-paced learning modules, Self-learning packets, and Individualized learning activity packages.
  • A self-contained unit or package of study materials for use by an individual.
  • Ability to learn independently at one’s own pace and at one’s own time.
  • It provides active learning and provide immediate feedback on performance.
  • Modules can hold the curriculum constant in spite of changes in staffing and resources.
A

SELF LEARNING MODULES

23
Q

COMPONENTS OF SELF-LEARNING MODULES

A
  • INTRODUCTION AND INSTRUCTION
  • BEHAVIORAL OBJECTIVES
  • PRE-TEST
  • LEARNING ACTIVITIES
  • SELF-EVALUATIONS
  • POST-TEST
24
Q

➢ Significance of the module
➢ How to work through the module

A

Introduction and Instructions

25
Q

➢ Express what the learner will be able to do on completion of the module.

A

Behavioral Objectives

26
Q

➢ Learners must know what level of performance constitutes mastery of the content.

A

Pre-test

27
Q

➢ Designed to help learners achieve the objectives.

A

Learning Activities

28
Q

➢ Checking whether the objectives were achieved.
➢ A self-test at the end of every lesson or sub-concept.

A

Self-Evaluations

29
Q

➢ To determine if learners have mastered module objectives.

A

Post-test

PSTM221 (10 decks)

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