Activity-based Strategies : b.

Group work: Investigating

A. Cooperative learning - to investigate a question and
B. Simulation report their findings back to the
C. Problem based learning class.
D. Writing to Learn c. Group work: Critiquing:
E. Concept - Mapping - students apply their knowledge
F. Debate and problem-solving skills.
G. Self-learning, modules Students not only identify what's
wrong, but also potential causes
A. Cooperative learning and how to fix them.
● Learners help each other work and think - Example: Peer evaluations or
together and are responsible for not only peer/group editing/ nursing audit
their own learning but also for the d. Group work: Games and more
learning of other group members - multiplayer games which require
(Bradshaw & Lowenstein, 2007) the players to collaborate.
● Involves structuring small groups of - example: have students play
learners who work together toward charades ( act out then others
shared learning goals. guess it?)
● Maybe done through brainstorming
activities, demonstrations and return Cooperative learning Other examples :
demonstrations, and group projects ● Jigsaw
(Emerson, 2007) ○ student-centered strategy that
● Other examples: jigsaw, increases students'
think-pain-share, numbered-heads participation, which creates a
together, talking chips supportive and motivating
environment.
Cooperative learning Examples: ○ asks a group of students to
1. brainstorming activities : become "experts" on a specific
● a group problem-solving text or body of knowledge and
technique that involves the then share that material with
spontaneous contribution of another group of students.
ideas from all members of the ○ The class is divided into
group = group discussion to different groups and each group
produce ideas or solve becomes the expert on
problems something and then they share
2. Demonstrations and return their learning with the whole
demonstrations: group.
● effective means of acquiring ● Listen-think-pair-share:
knowledge and psychomotor ○ Pupils listen as the teacher
skills to become an excellent poses a question → pupils given
nurse practitioner. time to think for their individual
3. Group Projects : response → Pupils asked to pair
a. Group work: Creating: up to discuss response → elicit
- collaborating with their peers to responses from few pupils to
create something new. a written share in class or to other pair of
piece, a song, a computer pupils = increases participation
program, a piece of code, a within the group then become
pamphlet, an infographic, or team participation.
even sample test questions.
 ○ THINK : about the problem in ● Three stay, One stray :
your head. ○ Allow students to group up in
○ PAIR : Get together with your groups of 4. They will discuss a
partner(s). question or concept. Number
○ SHARE : Listen to your students I-4. After students are
partner's ideas and share yours. done, call a number and that
○ RECORD : Write down the student will leave their group
solution you both agreed on. Be and tell the new group what they
ready to share and explain. discussed. Then pose a new
○ Give students time to think, then question and repeat the
allow them to pair up and process.
discuss with a partner/group,
then allow them to share the Advantages
whole group. ● Group members learn to function as part
● Numbered-heads together : of a team
○ the teacher has students ● Teaches or enhances social skills
number off (e.g. 1-4), asks a ● Inculcates the spirit of team-building
question, and then tells the
students to — "put their heads Disadvantages
together" to develop a complete ● Students who are fast learners may lag
answer to the question. When behind
the teacher calls out a number, ● learning gap may exist b/n the fast and
the students with that number slow learners
raise their hands to respond.
○ Students work in groups of 3-5. STEPS: Cooperative learning
Each group member is assigned 1. Assign Groups
a number, then they answer or 2. Provide Guidelines
discuss a concept. The teacher 3. Assign Tasks with parameters
will call on a number to share 4. Assessment
out. 5. Share Results
● Talking chips :
○ have students participate in a Types of Cooperative Learning Groups
group discussion, surrendering ● Formal Groups
a token each time they speak. ○ Purpose : to complete a specific
The purpose of this activity is to learning task consisting of
ensure equitable participation concept or skills
within groups by regulating how ○ Length of existence: one class
often each group member is to many weeks
allowed to speak. ● Informal Groups
● Four corners : ○ Purpose : To enhance
○ Give students 4 choices. Allow understanding of a specific unit
students to choose their own of information; To make
answers and then go to the connection to prior learning.
corresponding corners where ○ Length of existence : No more
those answers are assigned. than one class and perhaps for
Then students will discuss their only a few minutes during class
thinking. ● Base groups
○ Purpose : To provide
encouragement and to monitor
 progress throughout the rules in order to win or achieve
learning experience. an objective.
○ Length of existence : usually ● Role-playing
long terms. ○ A form of drama in which
learners spontaneously act out
B. Simulation roles through interaction
● A practical exercise for the students involving problems or
representing controlled manipulation of challenges in human relations.
reality. ○ It is effective in helping people
● learners engage in learning about the gain skill in interpersonal and
real world without the risks of the real therapeutic relationships and in
world. teaching them how to handle
interpersonal conflicts.
● Case Study
○ An analysis of an incident or
situation in which characters
and relationships are described,
factual or hypothetical, events
transpired and problems that
need to be resolved or solved.

C. Problem based learning

● An approach to learning that involves
confronting students with real life
Purpose : problems which they are meant to solve
● Intended to help learners practice on their own.
decision-making and problem solving ● Provides stimulus for critical thinking
skills to develop human interaction and self-taught content.
abilities. ● It is based on the premise that students
● To learn psychomotor skills in a safe working together in small groups will
and controlled setting. analyze a case, identify their own needs
● Learners have a chance to apply for information and solve problems.
principles and theories they have heard
or read about and to see how and when
these principles and theories work.
● It can be used to achieve many learning
objectives.
● It is an avenue for attitude change.

Types of Simulation Techniques

● Simulation exercises
○ Controlled representation of a
piece of reality that learners can
manipulate to better understand
the real situation.
● Simulation game
○ A game that represents real-life
situations in which learners
complete according to a set of
Differences Between Problem-based
Learning and Simulation
● Problem-based Learning
○ Conducted in small groups
○ Students using PBL have little
background knowledge of
subject matter
○ Cases are usually brief and
problems are ill structured.
● Simulation
○ May be used by individuals or
groups.
○ Students using simulation have
most of the background
knowledge they need to apply to
the case.
○ Cases are often long and
detailed and problems are fairly
well defined