ACTIVITY-BASED TEACHING STRATEGIES (WEEK 10) Flashcards
4 TYPES OF ACTIVITY-BASED STRATEGIES
A. Cooperative Learning
B. Simulations
C. Problem-based Learning
D. Self-Learning Modules
It involves structuring small group of learners who work together toward achieving shared learning goals.
COOPERATIVE LEARNING
Learners work together and are responsible not only for their own learning but also for the learning of other group members
COOPERATIVE LEARNING
3 TYPES OF COOPERATIVE LEARNING
- FORMAL GROUPS
- INFORMAL GROUPS
- BASE GROUPS
Most useful in academic settings
Formal Groups
Purpose:
To complete a specific learning task consisting of concepts or skills
FORMAL GROUPS
One class to weeks
LENGTH OF EXISTENCE: FORMAL GROUPS
Can be used in any setting
INFORMAL GROUPS
Purpose:
To enhance understanding of a specific unit of information; To make connections to prior learning
INFROMAL GROUPS
No more than one class and perhaps for only a few
minutes during a class.
LENGTH OF EXISTENCE: INFORMAL GROUPS
Purpose:
To provide encouragement and to monitor progress throughout the learning experience
BASE GROUP
The length of experience usually long term.
LENGTH OF EXISTENCE: BASE GROUPS
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.
Advantages of Cooperative Learning
- Controlled representations of reality
- Exercises that learners engage in to learn about the real world without the risks of the real world.
SIMULATIONS
FOUR TYPES OF SIMULATIONS
- Simulation exercises
- Simulation games
- Role-playing
- Case studies
- 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
Simulation Exercise
- 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.
Role-playing
- 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.
Simulation Game
- 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.
DEBRIEFING
- 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
Purpose of Simulations
Three facets
PLANNING, FACILITATING, DEBRIEFING
- 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.
Case Study
Done at the actual progress of simulation
FACILITATING
- 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.
PROBLEM-BASED LEARNING
Pilot the simulation before using it in the classroom. To anticipate any unanticipated problems
PLANNING
- 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
PROBLEM-BASED LEARNING
- 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.
CASE STUDY
- 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.
SELF LEARNING MODULES
COMPONENTS OF SELF-LEARNING MODULES
- INTRODUCTION AND INSTRUCTION
- BEHAVIORAL OBJECTIVES
- PRE-TEST
- LEARNING ACTIVITIES
- SELF-EVALUATIONS
- POST-TEST
➢ Significance of the module
➢ How to work through the module
Introduction and Instructions
➢ Express what the learner will be able to do on completion of the module.
Behavioral Objectives
➢ Learners must know what level of performance constitutes mastery of the content.
Pre-test
➢ Designed to help learners achieve the objectives.
Learning Activities
➢ Checking whether the objectives were achieved.
➢ A self-test at the end of every lesson or sub-concept.
Self-Evaluations
➢ To determine if learners have mastered module objectives.
Post-test
