LESSON 8: Activity-Based Teaching

• Activity-Based Teaching Strategies

  1. cooperative learning
  2. simulations
  3. problem-based learning
  4. self-learning modules
• activity-based teaching - implies active learning

  • learners create and store up knowledge for themselves
• cooperative learning - learning in groups

  • structuring small groups of learners who work together
• cooperative learning - responsible not only for their own learning but for that of others in the group
• Types of Cooperative Learning Groups

  1. Formal
  2. Informal
  3. Base
• formal groups - purpose is to complete a specific learning task consisting of concepts or skills

  • can be done in a traditional class or online class
• formal groups - existence is from one class to many weeks
• formal groups - most useful in academic settings
• informal groups - purpose is to enhance understanding of a specific unit of information; to make connections to prior learning

  • can be used in any setting
• informal groups - existence is no more than one class and perhaps for only a few minutes during class
• base groups - purpose is to provide encouragement and to monitor progress throughout the learning experience
• base groups - existence is the length of the learning experience; usually long term
• base groups - applied to new staff orientation of preceptorship program
• Advantages of Cooperative Learning

  1. group members learn to function as part of a team
  2. enhance social skills
  3. help address individual learning needs and styles
  4. critical thinking is promoted
• Research on Cooperative Learning

  1. produces higher learning achievement levels
  2. outcome measures of achievement are knowledge, problem solving, reading, mathematics, and procedural tasks
  3. increased self-esteem, improved attitude toward learning, social competence, and decreased anxiety in learning
  4. cost-effective strategy
  5. effectiveness has been found in all age groups and levels of education, sexes, nationalities, and economic groups
  6. effects have been equally good for learners at all ability levels
• Johnson et. al - research on cooperative learning shows high level of validity and generalizability
• Nastasi and Clements, Stockdale and WIlliams - research on cooperative learning shows:

  1. effective way to learn something is to teach it into someone else
  2. add cognitive schemata
  3. reduce cognitive dissonance
  4. group reinforcement is present when rewards are available
• simulations - controlled representation of reality
• simulations - exercises that learners engage in to learn about the real world without the risks of the real world
• Types of Simulation

  1. simulation exercise
  2. simulation game
  3. role-playing
  4. case study
• simulation exercise - a controlled representation of a piece of reality that learners can manipulate to better understand the corresponding real situation
• simulation game - game that represents real-life situations in which the learners compete according to a set of riles in order to win or achieve an objective
• role-playing - form of drama in which learners spontaneously act out roles in an interaction involving problems or challenges in human relations
• case study - 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
• Purposes and Uses of Simulations

  1. practice decision-making and problem-solving skills to develop human interaction abilities, and to learn psychomotor skills
  2. apply principles and theories, and see how and when they work
  3. teamwork
  4. achieve many learning objectives
  5. acquisition of communication skills
  6. learn people's feelings and how to interact
  7. avenue for attitude change
  8. foster decision-making skills
  9. applied to the teaching of psychomotor skills
• Roles of the Educator

  1. planning
  2. facilitating
  3. debriefing
• planning - choosing or developing an appropriate simulation that will meet objectives

  • trial or preplannning
  • assign some reading for learners
• facilitating - function during the actual progress of simulation

  • may coach learners
  • encourage critical thinking
  • act as an information resource
• debriefing - final discussion session

  • most important part
  • should occur immediately following simulation
• simulation exercises - focus on process learning

  • participants learn how to make decisions or solve problems or apply theory
  • help learners apply and master psychomotor and clinical skills
• simulation exercises - categorized by their degree of fidelity or means of delivery
• fidelity - degree to which the simulation accurately mimics the real world situation that is supposed to represent
• 3 Categories of Fidelity

  1. low
  2. medium (intermediate)
  3. high
• Types of Simulation Exercises Based on Means of Delivery

  1. computer simulations - web-based with video clips
  2. skill trainer - manikins
  3. full-scale simulation - using live standardized patients or full-scale situation enactments
• simulation games - focus on either content or process of learning
• Types of Simulation Games

  1. content games
  2. process games
  3. frame games
• content games - focus on teaching or reinforcing factual information (crossword puzzles)
• process games - emphasize problem solving or application of information (SimCity)
• frame games - games that follow the format of establishing board games, television and word games
• Advantages of Simulation Games

  1. fun
  2. turn routine and repetitive information stimulating and enjoyable
  3. use to evaluate learning
  4. increases interaction