ACTIVITY - BASED
STRATEGIES
BY: RICABLANCA, MARFIL, ESCARDA, ESTOPACE,
TRINIDAD, TORRES, CABUG & VILLANUEVA
Topic Outline
• Cooperative Learning
• Simulations
• Problem-Based Learning
• Self-Learning Modules
Activity-based
strategies
COOPERATIVE LEARNING
It can be used both in
pairs and groups and are
designed to fulfill all the
is an instructional method in which so-called PIES principles:
Positive interdependence,
students work in small groups to Individual accountability,
accomplish a common learning goal Equal participation and
Simultaneous interaction.
under the guidance of the teacher. It offer students the
possibility to learn by
applying knowledge in
an environment more
similar to the one they
will encounter in their
future work life.
Types of Cooperative Learning
1. FORMAL GROUPS
2. INFORMAL GROUPS
3. BASE GROUPS
1. Formal Cooperative Learning- is probably most useful in academic
setting rather than in in-service or patient education situations.
2. Informal Cooperative Learning – can be used in any setting.
3. Base Cooperative Learning – could be applied easily to new
staff orientation or preceptorship programs.
Formal Informal Base
groups groups groups
To complete a To enhance To provide
specific learning understanding of a encouragement and
PURPOSE task consisting of unit of information to monitor progress
concepts or skills ; to make connecti- throughout the
on to prior learning learning experience
LENGTH No more than one
One class class and perhaps The length of the
OF to many for only a few learning experience,
EXISTENCE weeks minutes during a usually long term
class
PIES PRINCIPLES
Positive
Simultaneous
interdependence
interaction
Individual Equal
accountability participation
Positive Interdependence
>It is when a gain for one is a benefit for the other. Pair and
group members experience themselves as a team and are on
the same side working toward the same goal.
> To ensure positive interdependence while working with
cooperative learning, two requisites must be met: students
should feel on the same side and the task should require
working together.
Individual accountability
> In the cooperative classroom, students work together as a
team to create and to learn, but ultimately every individual
student is responsible for his or her own performance.
> It is exactly to fulfill both positive interdependence and
individual accountability that in every cooperative learning
strategy students are given both time to think/work alone and
to interact with peers.
> In this way students’ autonomy and cooperation are
improved.
Equal participation
> Pair and group work is usually very well welcomed by
students, but the problem is that it is difficult to check whether
students are equally working.
> Cooperative learning strategies instead make sure every
student in each team or pair is equally contributing to the final
achievement. They are actually designed to make students
interact and to have everyone at every step of the activity
fulfil a specific task.
Simultaneous Interaction
> In sequential interaction, when only one student at a time is
engaged, the teacher talks (at least) twice for each time a
student talks. And when the teacher is the most active
participant in the classroom, students are obviously
disengaged (and most likely bored as well).
> Cooperative learning strategies on the contrary are
designed to produce simultaneous interaction, so to engage
as many students as possible simultaneously.
Simulations
> a controlled representation of a piece of reality that learners
can manipulate to better understand the corresponding real
situation.Exercises that learners engage in to learn about the
real worlds without the risks of the real world
> Are controlled representations of reality
> It encourages higher-order learning, which promotes critical
thinking abilities and self-directed learning .
4 types of Simulation
Three elements are necessary for effective simulations;
preparation, active student participation, and post-
simulation debrief.
1. Simulation Exercise – a-controlled representation of a piece of reality
that learners can manipulate to better understand the corresponding real
situation.
Simulation Game – a game that represents real-life situations in
2. which learners compete according to set of rules in order to win or achieve
an object.
3. Role-Playing – a form of drama in which learners spontaneously act out
roles in an interaction involving problems or challenges in human
relations
4. Case Study- An analysis of an incident or situation in which characters
and relationship are described, factual or hypothetical
events transpire, and problems needto be resolved or solved.
Problem-based learning
-Is an approach to learning that involves confronting students with
real-life problems that provide a stimulus for critical for critical thinking
and self-taught content.
- Students working together in small groups facilitated by an educator,
will analyse a case, identify their own needs form information and
then solve authentic problems like those that occur in everyday life.
-It is a teaching/learning strategy that is probably most applicable to
academic settings, although it can be used in staff development courses.
- Is thought by some people to be synonymous with the simulation case
method of learning and teaching.
Self-learning modules
Self-directed learning is based
• Also called self-directed on some of the principles of
modules, self- paced adult learning such as:
learning modules, self-
learning packets, and 1. Adults are self-motivated to
individualized learning- learn material
activity packages. for which they see relevance.
• Can be defined as a self- 2. Adults’ prior experience is a
contained unit or package resource for
of study materials for use further learning.
by an individual. 3. Adults are problem focused
• Can be produced in hard and readily
copy, online or CD-ROM. learn material they can use to
solve
problems.
