(M) L4: Activity Based Flashcards
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Enumerate (if you can) the Activity-Based Teaching Methods
- Cooperative learning
- Simulations
- Problem-Based Learning
is the process of breaking a classroom of students into small groups so they can discover a new concept together and help each other learn
Cooperative Learning AKA small group learning
T or F. In cooperative learning, learners must understand that they are also
responsible for the learning of their group members.
T
T or F. In base cooperative learning, one must accomplish certain
learning tasks that focus on
ideas or skills
F (Formal)
T or F. In informal cooperative learning, they make connections prior to learning which occurs only for a few minutes during class.
T (also reinforces understanding of a certain topic)
The purpose of this type of cooperative learning is to assist and monitor the progress throughout the learning experience for longterm existence
Base
Which does not belong in the principles of cooperative learning.
➢ Interaction
➢ Positive Interdependence
➢ Intrapersonal skills
➢ Group processing
➢ Individual responsibility
➢ Skills (Human and technical)
Intrapersonal skills (must be inter!)
T or F. Through cooperative learning, it can cover all the content of the subject.
F (time-consuming)
act of stimulating something generally entails representing certain key characteristics or behaviors of a selected physical or abstract syste
simulation
A technique or an educational tool with
guided experiences that place the learner or practitioner in a situation replica of the real one in a fully interactive manner
simulation
T or F. Simulations also learn about the real world with the risks involved
F (without risks)
T or F. The role of learners in simulations is to plan, facilitate and debrief.
F (facilitators/educators)
This type of simulation focus on process learning and has a situation based on reality that learners can manipulate to better understand the corresponding real situation
Simulation exercise
a practice activity that places participants in a simulated situation requiring them to function in the capacity expected of them in a real event
exercise
These are normally run as field exercises and include a scenario that is as close to reality as possible.
Simulation exercises
A game that is based on real-life
situations wherein learners compete to achieve an objective, with a set of rules that must be followed
Simulation games
Researchers have found that _____ improve skills in communication and
(McFarlane, Sparrowhawk, & Heald, 2002)
games
Involves an activity which a
student or a group of students dramatizes his or their real reactions to certain problematic situations
Roleplay
T or F. The roleplay method develops a greater understanding of the complexity of professional practice and enables students to develop skills
to engage in multi- stakeholder negotiations within the controlled environment of the classroom
T
Learners analyze a situation describing characters and relationship; They must come up with solutions to problems
Case study
Which of the following does not belong in developing the ff in roleplays:
A. Interpersonal skills
B. Communication skills
C. Conflict resolution
D. Developing insights
E. Group decision making
F. None of the Above
None of the Above
T or F. The strengths of Role play involves comparing and
contrasting positions
taken on an issue
T
Challenges the students with real-life issues that stimulate their critical thinking.
Problem-Based Learning
➢ Students are given the information they need to know
➢ Students are asked to memorize the information
➢ Students are assigned a problem to apply the
information
traditional learning
T or F. In PBL, students has most of the background knowledge that can be used in the study compared to a case study that only requires minimal bg knowledge.
F (reverse)
T or F. PBL uses a guided
inquiry method and provides more structure during small-group sessions.
F (Case-based learning)
CBL or PBL
✓ Active
✓ Uses
guiding
questions
✓ Moderate
loud
learners;
✓ Provide
feedback
CBL
CBL or PBL
The method is open inquiry and the pre-reading material is not provided
PBL
CBL or PBL
The interaction with faculty is less and the skills learned is clinical
CBL
Identify the problem:
✓ Assess attendance and contribution
✓ Explain the value of attendance
✓ Distribute additional materials in session
Non-Attendance
Identify the problem:
✓ Mention the name when asking questions
✓ Allow them to rotate roles
✓ Use of round or buzz groups
✓ Ask why the student is quiet and try to support
Quiet Student
Identify the problem:
✓ Note or praise where appropriate and encourage others to contribute
✓ Mention the name when asking questions
✓ Allow them to rotate roles
✓ Use rounds
Dominant Student
Identify the problem:
✓ Confront and refer to ground rules
✓ Break up group using “cross-overs”
✓ Focus back on task
Group Messing Around
Identify the problem:
✓ Refer to ground rules and agreed procedures for problems
✓ Grade contribution/process
Freeloading
From one group, they will transfer to another group
Cross-overs
Each student is asked to respond to the
question posed by the teacher
ROUNDS
is a cooperative learning technique consisting in the formation of
small discussion groups with the objective of developing a very specific task (for example, idea generation, problem solving and so on) or facilitating that a group of people reach a consensus on their ideas or a common understanding, a common idea of all, about a topic in a specific period of time.
Buzz session
This strategy is a cooperative learning technique that encourages individual participation and is applicable across all grade levels and class sizes.
Think, Pair and Share
The group splits into an “inner group” which conducts the work and is observed from the outside by an outer group.
Fishbowls
T or F. Think-Pair-Share (TPS) is a very good technique but time consuming
T
T or F. The teacher CANNOT stop the inner group anytime to ask the outer group questions about what they have observed or to highlight key learning points.
F
are useful for ventilating ‘hot topics’ or sharing ideas or information from a variety of perspectives
Fishbowl
Students consider alone a topic /problem posed by a teacher, then discuss in pairs, then in fours and so on
PYRAMIDING/SNOWBALLING
T or F. The Fishbowl emphasizes the “why” of learning and “how” to teach rather than simply “what” to teach, allowing each learner’s program to
be individually tailored to meet their learning goals
Pyramiding/Snowballing
ILANG PERCENT
Passive Teaching Methods
❖ Lecture (%)
❖ Reading (%)
❖ Audio/Visual (%)
❖ Demonstration (%)
❖ Lecture (5%)
❖ Reading (10%)
❖ Audio/Visual (20%) ❖ Demonstration (30%)
ILANG PERCENT
Participatory T eaching Methods
❖ Discussion Group (%)
❖ Practice by doing (%)
❖ Teach others (%)
❖ Discussion Group (50%)
❖ Practice by doing (75%)
❖ Teach others (90%)
It is a way for students to teach each other important concepts and information.
Snowball Technique
Enumerate the use of snowball in teaching
Planning, Action, Observation, Reflection
A formal method of presenting arguments
in support and against a given issue in which students present reasons and evidence to persuade an audience or a group of judges
Debate
Teams take turns in presenting arguments
Debate/Forum
Experts present briefly then discuss an issue while participants observe; Participants ask questions after each panel member has spoken
PANEL FORUM/ROUND TABLE CONFERENCE
➢ the process using smaller details to arrive
at a certain generalization
➢ starts from the known to the unknown,
specific to general, particular to universal,
simple to complex, concrete to abstract
Inductive
➢ begins with a general concept to arrive at specific details
➢ it is just the reverse of inductive
Deductive
Students spend one-minute writing the
answers and then put the anonymous
papers in a box as they leave the class
One minute paper
➢ self-contained unit or packets of study
materials for the learners to use
➢ very popular and very much used in
elementary and maybe in high school
Self-learning module
T or F. For every hour it takes for a learner to complete a
module, it takes the teacher 10 -15 hours to
develop a good module
T
“It involves the development of graphical representations of the conceptual structure of the content to be learnt. It can help synthesize and identify the major ideas, themes and interrelationships, particularly for the learners who do not have these organizing and synthesizing skills” (Hattie, 2009).
Concept Mapping
