ACTIVITY-BASED

TEACHING
STRATEGIES
ma. ronilea h. waje, rn,
man, lpt
COOPERATIVE
LEARNING
COOPERATIVE LEARNING
➜ Cooperative learning is not new. It is based on
the premise that learners work together and
are responsible for not only their own learning
but also for the learning of the other group
members (Lindauer and Petrie, 1997).
COOPERATIVE LEARNING
➜ A working definition of cooperative learning
is that involves structuring small groups of
learners who work together toward achieving
shared learning goals.
Types of Cooperative Learning Groups

➜ Formal groups ➜ Informal ➜ Based groups

groups
 Formal groups Informal Based groups
groups

Purpose To complete a To enhance To provide

specific learning understanding of encouragement
task consisting a specific unit of and to monitor
of concepts or information; to progress
skills. make throughout the
connections to learning
prior to learning
Purpose experience

Length of One class to No more than Usually long-

existence many weeks one class and term
perhaps for only
a few minutes
during a class
 ➜ Group learning can
➜ You may set up a formal
be measured by
cooperative learning
group in a nursing
evaluating the
research course, for finished project and
example, if you assign assigning a group
groups of students to
grade.
develop a proposal for a
clinical research study.
 ➜ Informal cooperative
➜ Formal cooperative learning groups can be
learning is probably used in any setting. An
application in patient
most useful in
education would be a
academic settings
situation where you are
rather than in service teaching about the
or patient education childbirth experience to
situations. a group of parent-to-be.
 “
➜ Base cooperative learning
groups could be applied easily
to new staff orientation or
preceptor ship programs.
Advantages of Cooperative Learning
➜ Group members learn to function as part of a team.
➜ Working in a group for any length of time can teach or
enhance social skills.
➜ Cooperative learning groups can help to address
individual learning needs and learning styles.
➜ Cooperative learning is the fact that critical thinking is
promoted.
 “
➜ There are really no
disadvantages to
cooperative learning,
except the belief that if
you use class time in
cooperative learning, you
won’t be able to “cover
all the content.”
Research on Cooperative
Learning
• It produces higher achievement levels than do individualistic or
competitive learning approaches.
• Outcome measures of achievement are knowledge gain,
retention of knowledge, problem solving, reading, mathematic,
and procedural tasks, all of which show increases with
cooperative learning.
• Other outcomes found are increased self-esteem, improved
attitude toward learning, social competence, and decreased
anxiety in learning.
Research on Cooperative
Learning
• Cooperative learning has been found to be cost-effective
strategy.
• Effectiveness of cooperative learning has been found in all age
groups and levels of education, both sexes, all nationalities
studies, and all economic groups.
• Effects have been equally good for all learners at all ability
levels.
SIMULATIONS
SIMULATIONS
➜ Simulations are controlled representations of reality.
➜ They are exercises that learners engage in order to learn
about the real world without the risk of real world
thereby it adds fun.
➜ Simulation exercise is a controlled representation of a
piece of reality that learners can manipulate to better
understand the corresponding real situation.
SIMULATIONS
➜ It primarily focuses on process learning. Participants
learn how to make decisions, solve problems or
application of theory.
➜ Many organizations apply this process like for instance
Wildman and Reeves (1997) used a simulation exercise
to teach nursing students how to apply management
theories to organize the work of a hospital clinical unit.
➜ It is designed to help learners apply and master
psychomotor and clinical skills.
PURPOSE OF SIMULATIONS
➜ The purpose and uses of simulations is to help
learners practice decision-making and
problem-solving skills, to develop human
interaction abilities, and to learn psychomotor
skills in safe and controlled settings.
PURPOSE OF SIMULATIONS
➜ Learners have a chance to apply principles
and theories they have heard or read about and
to see how and when these principles and
theories worded.
PURPOSE OF SIMULATIONS
➜ In one venue, a nursing student may have
learned about the nursing process from a
series of lectures in audiovisuals, but the
process make a lot more sense after the
student applies it in a simulation case study
drawn from the real world.
Advantages OF SIMULATIONS

➜ Since teamwork is
➜ An advantage of the essence of
the simulation nursing practice
method is that this correlation to
simulation is the work world is
usually worked out valuable.
in by group of
learners.
Advantages OF SIMULATIONS

➜ Finally, simulation
➜ Simulation is also can be used to
an avenue for evaluate learning
attitude change. and competencies.
➜ Constructive
attitudes can lead to
more productive
and acceptable
behavior.
4 types of simulations
➜ Simulation exercises
➜ Simulation games
➜ Role-playing
➜ Case studies
Simulation games
➜ focus on either content or process learning
- Content games - focus on teaching or
reinforcing factual information.
Crossword puzzles and Bingo games are
examples that aim to teach terminology
and help previously learned facts.
- Process learning - emphasizes problem- solving or
application of information. An example of
simulation game is Sim City described by Bareford
(2001) as the use of computer program to help
nursing students apply critical thinking skills to
community assessment and planning.
Advantages:
• An advantage of using simulation games to teach
facts and application of information is that
gaming is, for most people means fun.
• One of the best advantages of the gaming
approach is that it increases interaction among
learners and allows even quiet and reserved class
members to participate in a relatively low-risked
situation.
• Games are also appropriate in adult learning
because they are the best when they see
relevance of information, when they are actively
involved in the learning process and when they
can apply problem-solving methods, games
which meet all of these goals.
ROLE PLAYING
ROLE PLAYING
➜ a form of drama in which learners spontaneously act
out roles in an interaction involving the play, the
participants do not have script to follow and no
rehearse because they are given only a written or verbal
explanation of the simulated situation and are expected
to have enough general knowledge about the situation.
➜ This teaching method is effective in helping people
gain skill in interpersonal conflicts.
ROLE PLAYING
➜ It is a means of helping people develop the
quality of empathy and to understand social
problems of groups of people.
➜ Role-playing scenarios last only about three to
five minutes.
➜ It has long been used to teach therapeutic
communication skills.
Case Studies
 Case Studies
➜ Case studies can be used
successfully to apply
➜ It is an analysis of an principles discussed in
incident or situation in class, to encourage
which characters and independent study and
relationships are critical thinking and to
described, factual or safely expose learners to
hypothetical evens real world situations
transpire, and problems they will encounter in
need to be resolved or the future.
solved.
 Case Studies

➜ When you would like to ➜ Case study can

provide learners with range from the
certain decision-making
simples and short to
clinical experiences but
cannot do so for various
complex and
practical reasons, a case lengthy.
study can be used to
provide at least part of
that experience
vicariously.
The educator’s role in simulation has
three facets:

➜ Planning
➜ Facilitating
➜ Debriefing
➜ Planning begins with choosing or developing
an appropriate simulation that will meet
learning objectives
➜ In the facilitating function, the learners act as
facilitator during the actual progress of
simulation.
➜ The most important part of the role is the final
discussion or debriefing session. Debriefing
should occur immediately following the
simulation when the information is fresh.
First, briefly summarize what had taken place,
it can be valuable to have the learners explain
what they did and why.
➜ Lastly, you should point out how principles
and concepts have been applied and how the
experience ties in to the learning objectives.
PROBLEM-BASED
LEARNING
 PROBLEM-BASED
LEARNING
➜ It is an approach to learning that involves
confronting students with real-life problems.
➜ - It is based on the premise that students:
- Working together in small groups
- Analyze a case
- Identify their own needs for information
PBL and Case Studies has differences which are the ff:

PBL CASE STUDIES

Conducted with a small group. May be individualized or with

May be individualized or a group
with a group

Students have little Students have the most

background background knowledge
knowledge of the subject they need to apply.
matter in the case
 SELF-LEARNING
MODULES
 SELF-LEARNING MODULES
➜ a.k.a. self-directed learning modules, self-
paced learning modules, self learning packets,
and individualized learning activity packages.
➜ a self contained unit or package of study
materials for use by an individual
Self-directed learning is based on some of the
principles of adult learning such as:

➜ Adults are self-motivated to learn material for

which they see relevance.
➜ Adult’s prior experience is a resource for
further learning.
➜ Adult’s are problem focused and readily learn
material they can use to solve problems.
 COMPONENTS OF SELF- LEARNING
MODULES
Behavioral objectives Learning activities Post test

JUL

Introduction and Pre test Self-evaluation

instructions
INTRODUCTION AND BEHAVIORAL
INSTRUCTIONS
➜ tells the learner how to
OBJECTIVES
work through the module, ➜ express in clear
how to use the pre test and language, what the
self- evaluation guides,
where to locate resources, learner will be able
what procedures to use for to do on completion
handing in assignments or
scheduling skills test and of the module.
what are the roles of the
educator and learner are.
 ➜ LEARNING
ACTIVITIES
PRETEST Include ➜ make up the most
creative portion of the
questions about the
self-learning module
main topic ➜ designed that will help
➜ Also include some the learner achieve the
questions that assess objective
knowledge of the ➜ activity should also
content of the module appeal to people with
itself. differing learning styles.
 POST TEST
SELF-EVALUATION
➜ Used to determine
➜ usually included at
the end of every whether learners
lesson or sub concept have mastered
➜ generally some form module objectives
of quiz, either
multiple choice
questions or short
answer questions.
 DEVELOPING A MODULE

“
➜ Plans should be
undertaken weeks or
months before it will be
needed
ADVANTAGES ability to learn
independently in one’s own time

• promote active learning and

provide immediate feedback
on performance
 DISADVANTAGES
➜ Some learners may miss learning with other people and
may miss the interactions that take place in a
classroom.
➜ in settings where the module post test is taken without
supervision, learners may be less than honest about
their result and thus forgo needed learning.
➜ modules take many hours to design and test
RESEARCH ON EFFECTIVENESS
NIKOLAJSKI(1992)
➜ compared module used in classes with
lecture/slide presentation and found that both
groups had significant learning gains, but the
gains were greater for lecture group.
LAMB AND HENDERSON (1993)
➜ found that in comparing groups given lectures
versus those using modules, the module group
had significantly higher post test score.
GRANT(1993)
➜ found that nurses preferred to use module
rather than attend lecture classes.
LIPE and COLLEAGUES (1944)
➜ reported 95 to 100 percent favorable
evaluations among nurses who learned from
modules.
Thank You!
Any questions?