Lesson 4: Activity Based Teaching Strategy

• Activity based teaching strategy


  A method adopted by a teacher to emphasize his/her technique of teaching through action in which the learners take interest comprehensively and realize effective learning practices
• Activity based teaching strategy


  • Learners engage in this strategies are involved in creating and restoring acknowledge for themselves
  • It clarifies abstract concepts, develops concrete thinking and brings reality and real settings
  • It aims to enhance the student participation, deepen understanding, foster creativity, develop teamwork and social skills
  • It also improve knowledge retention
• Learning in activity based teaching strategy


  Happens through activities, becomes fun, an enjoyable process, is contextual easy to grasp and meaningful
• Activity based teaching strategy includes


  • Cooperative Learning
  • Simulation
  • Problem-based Learning
  • Self-learning Modules
  • Collaborative Learning
• Cooperative Learning


  A small groups of learners work together toward achieving shared learning goal
• Types of Cooperative Learning


  • Formal Cooperative Learning
  • Informal Cooperative Learning Group
  • Base Cooperative Learning Group
• Formal Cooperative Learning


  • Done in traditional class/distance learning group, To complete a specific learning task consisting of concepts or skills, Structured for academic assignments or course requirements
• Informal Cooperative Learning Group


  • Enhance understanding of a specific unit of information, Make connections prior to learning and can be used in any setting, Helps members to understand and clarify misconceptions as well as to share experiences
• Base Cooperative Learning Group


  • Surveys/ focus group, Provide encouragement and to monitor progress throughout the learning experience
• Advantages of Cooperative Learning


  • Group members learn to function as part of a team
  • Enhance social skills
  • Can help to address individual learning needs and learning styles
  • Critical thinking is promoted
• Disadvantages of Cooperative Learning


  • Group member roles, where each member must have a defined role and be accountable
  • Group grades
  • Dependency
  • Lack of social skills
• Collaborative Learning


  Unstructured, Students find their own source of materials needed to carry out the role and complete activity, the teacher takes a hands-off approach and the group self-manage unless they ask for assistance, each student has different part to play and constructing knowledge, and students assess their own individual performance as well as their groups performance
• Simulation


  Controlled representation of reality, Exercises that learners engage in to learn in to the real world
• Types of Simulation


  • Simulation exercise
  • Simulation Games
  • Role playing
  • Case Studies
• Simulation exercise


  • A controlled representation of a piece of reality that learners can manipulate to better understand the corresponding real situation
• Simulation exercise examples


  • earthquake drills, fire drills
• Simulation Games


  • A game that represents real life situations in which learners compete according to a set of rules in order to win or achieve an objective, Allow learners to apply problem-solving methods
• Types of Simulation Games


  • Content Learning –focuses on teaching/reinforcing factual information
  • Process Learning – emphasize problem solving and appreciation of information
• Content Learning Simulation Games examples


  • crossword, word games, soduko
• Role playing


  A form of drama in which learners spontaneously act out roles in an interaction involving the play, participants do not have script to follow and no rehearse because they are given only a written or verbal explanation of the simulated situation and are expected to have enough general knowledge about the situation
• Case Studies


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


  • To help learners practice decision making and problem solving skills to develop human interaction abilities and to learn psychomotor skills in safe and controlled settings
  • They have chance to apply principles and theories they have heard or read about and to see how and when these principles and theories worded
• Educator's Role in Simulation


  • Planning – pilot the simulation before using it in the classroom
  • Facilitating – introduce activity; moderator ( the learners act as the facilitator during the actual progress of simulations)
  • Debriefing – Final discussion, point out how principle and concepts have been applied, how the experience ties the learning objectives
• Problem Based Learning


  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 what occur and everyday life
• Self-learning Modules


  A systematic set of instructions that facilitate learners mastery of a body of knowledge or a complex process, A self contained unit or package of study materials for used by an individual
• Components of Self-learning Modules


  • Introduction and Instructions
  • Behavioral Objectives
  • Pre-test
  • Learning Activities
  • Self Evaluations
  • Post-test
• Advantages of Self-learning Modules


  • Ability to learn independently in your own time
  • Promote active learning and provide immediate feedback on performance
• Disadvantages of Self-learning Modules


  • Some learners may miss learning with other people and may miss the interactions that take place in classroom
  • Learners may be less than honest about the result and does forgo needed learning (taken without supervision)
  • Modules take many hours to design and test