Download - Activity- Based Report
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ACTIVITY-BASED TEACHING STRATEGY
GROUP 3 Gomez, Paul Arvin Laxa, Kate Charossel Mungcal,Lilibeth Obah,Aiko Marie Salinas, March Tracy Sibal,Sheena Marie
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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
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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.
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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.
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I hear, and I forget.I see, and I
remember.I do, and I
understand.
-- Confucius
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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
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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.
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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.
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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
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SIMULATIONS
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•Promote the use of critical and evaluative thinking.
•Take a number of forms.
• Form of experiential learning
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Promote concept attainment through experiential practice
Make the students more involved in a different and more unique approach
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• 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?
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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.
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•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?
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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
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Positive Interdependence Individual Accountability Face to Face Interaction Social Skills Processing
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Goal incentive resource role Sequence simulation outside force environmental identity
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