ACTIVITY-BASED

TEACHING
STRATEGY

 GROUP 3
 Gomez, Paul Arvin
 Laxa, Kate Charossel
 Mungcal,Lilibeth
 Obah,Aiko Marie
 Salinas, March Tracy
 Sibal,Sheena Marie
 OBJECTIVES
At 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
 PURPOSE
o 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
 ADVANTAGES
o 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.
 DISADVANTAGES
o 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
Traditional Activity-based

 Lecture method  Task-oriented

 Teacher-centered  Learner-oriented

 Students-passive  Students- active

listeners participants

 Emphasis on  Emphasis on
assessment promoting learning
SIMULA
TIONS
• Form of experiential
learning
•Promote the use of critical
and evaluative thinking.

•Take a number of forms.

 Promote concept attainment through
experiential practice

 Make the students more involved in a

different and more unique approach
Why Simulation and why not?
• ADVANTAGES • DISADVANTAGES
• Enjoyable, motivating • Preparation time
activity

• Element of reality is • Cost can be an issue

compatible with principles
of constructivism

• Enhances appreciation of • Assessment is more

the more subtle aspects of complex than some
a concept/principle traditional teaching
methods

• Promotes critical thinking • Time consuming

• Easier learning experience • May be counter- productive

 Set a definite and enough time
o Students should be made aware of the
to prepare the activity specific outcomes expected of them.
 Ensure that students understand
o Not all students appreciate the
subtleties of a concept as well as
the procedures before beginning. others. Rubrics can be developed to
 Try to anticipate questions help the teacher determine the level of
before they are asked. success.
 Know what you wish to
accomplish.
•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