ACTIVITY-BASED TEACHING STRATEGY

GROUP 3 Gomez, Paul Arvin Laxa, Kate Charossel Mungcal,Lilibeth Obah,Aiko Marie Salinas, March Tracy Sibal,Sheena Marie

OBJECTIVESAt the end of the presentation, the students

shall be able to: List down methods of Activity-based teaching

strategy

Identify advantages and disadvantages of this method

Apply this method of learning according to its purpose

Differentiate Cooperative Learning from Simulation

Define Cooperative and Simulation

Formulate an approach that is beneficial to them related to this method of teaching and learning

ACTIVITY-BASED TEACHING STRATEGY

INTRODUCTION:

Most of the teaching is done in a traditional monologue session, where the teacher does the talking and the students are passive audience. Little is known to the teacher on the amount of knowledge consumed by the students. Unless the student seriously focuses on the key points delivered during the teaching, there is a definite reason for the knowledge to escape into thin air.

 

ACTIVITY-BASED TEACHING FOR EFFECTIVE LEARNING

A variety of interactive activities designed to

stimulate interest and involvement in the

learning process with the positive outcome of

seeing students actively participating in the

construction of their own knowledge rather

than being passive learners.

I hear, and I forget.I see, and I

remember.I do, and I

understand.

-- Confucius

PURPOSEo To improve the self-confidence of

students who are in the beginning developmental stages of learning

o To innovate students and improve their interpersonal skills.

o Increased the understanding of the topic

ADVANTAGESo The most important feature of activity based

instruction is learning by doing.

o Better understanding of a lesson among students as they learn the lesson by practicing the task themselves.

o It inspires the students to apply their creative ideas, knowledge and minds in solving problems as well as promoting competitive spirit among them.

o It also helps learner psychologically as they can express their emotions through active participation in something useful.

o The method also helps in developing their personalities, social traits and inter-personal management skills.

DISADVANTAGESo The teacher has to make sure that all students

have sufficient knowledge and skills regarding the task they are going to perform.

o Learners have varied levels of merit and understanding.

o The activity based method is more suitable for branches of experimental sciences and less useful for subjects of social sciences.

o Activity is just part of learning. Without reflecting on the activity, the active learning will have very little lasting value.

TRADITIONAL VS. ACTIVITY-BASED

Lecture method

Teacher-centered

Students-passive listeners

Emphasis on assessment

Task-oriented

Learner-oriented

Students- active participants

Emphasis on promoting learning

Traditional Activity-based

SIMULATIONS

•Promote the use of critical and evaluative thinking.

•Take a number of forms.

• Form of experiential learning

Promote concept attainment through experiential practice

Make the students more involved in a different and more unique approach

• ADVANTAGES • DISADVANTAGES• Enjoyable, motivating

activity• Preparation time

• Element of reality is compatible with principles of constructivism

• Cost can be an issue

• Enhances appreciation of the more subtle aspects of a concept/principle

• Assessment is more complex than some traditional teaching methods

• Promotes critical thinking • Time consuming

• Easier learning experience • May be counter- productive

Why Simulation and why not?

Set a definite and enough time to prepare the activity

Ensure that students understand the procedures

before beginning. Try to anticipate questions

before they are asked. Know what you wish to

accomplish.

o Students should be made aware of the specific outcomes expected of them.

o Not all students appreciate the subtleties of a concept as well as others. Rubrics can be developed to help the teacher determine the level of success.

•Does this simulation offer an appropriate measure of realism for my group of students?•Are the desired instructional outcomes well defined?•Is the level of ambiguity manageable for this group?•Does the student demonstrate an understanding of his/her role?•Are problem solving techniques in evidence?•Does the research being generated match the nature of the problem?•Is cooperation between participants in evidence?•Has the student been able to resolve the issue satisfactorily?•Does the student provide meaningful answers to probing questions?•Will follow-up activities be necessary?

an approach to organizing classroom activities into academic and social learning experiences

successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject.

Each member of a team is responsible not only for learning what is taught but also for helping teammates learn

Positive Interdependence Individual Accountability Face to Face Interaction Social Skills Processing

Goal incentive resource role Sequence simulation outside force environmental identity