Teaching Strategies: Activity-Based Teaching Strategies Created by: Dominique Lim Yaez Activity-based Teaching Points toward the learners active learning role. nvolves strategies as: Cooperative learning Simulations and Games Case studies Problem-based learning Self-learning Modules (elements) Makes the learner do more than just listening and studying. Learners implicate creating and storing knowledge. Greater knowledge retention and high level performance. Cooperative Learning (CL) (Lindauer & Petrie, 1997) based on the principle that learners work with each other and are responsible for not only their own knowledge but as well as their group members. Types of Cooperative learning Formal Cooperative learning group Are more useful in academic setting rather than inservice or patient education situation (e.g., assigning groups of students to develop a proposal for a clinical research study). nformal Cooperative learning group Can be used in any setting (e.g., teaching about the childbirth experience to a group of parents-to-be). Types of Cooperative learning Base Cooperative learning group Could be applied easily to new staff orientation or teacher-ship programs (e.g., new registered nurses being oriented to a new HC facility). Summary of types of CL groups. 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 (Huff, 1997). Critical thinking is promoted (Zafuto, 1997). * There is really no disadvantage to CL. #esearch on CL Cooperative learning produces higher achievement levels than do individualistic or

competitive learning approaches. Outcome measures of achievement are knowledge gain, retention of knowledge, problemsolving, reading, mathematics and procedural tasks, all of which show increases with CL. Other outcomes found are increased self-esteem, improved attitude toward learning, social competence, and decreased anxiety in learning. #esearch on CL Cooperative learning has been found to be a costeffective strategy. Effectiveness of cooperative learning has been found in all age groups and levels of education, both sexes, all nationalities studied, and all economic groups. Effects have been equally good for learners at all ability levels. CL has a level of validity and generalizability beyond that seen in most educational research. Why is CL so effective? Natasi and Clements (1991) suggests 3 reasons: To learn something is to try to teach it to someone else. As learners listen to each other, they work to make sense of what each is saying and then they build on these ideas, thus adding to their cognitive schemata. As learners within a group disagree with each other, they seek to reduce cognitive dissonance and, therefore, end up synthesizing divergent ideas. Simulations Are controlled representations of reality. Are exercises that learners engage in to learn about the real world without the risks of the real world. Simulations 4 types of simulations: Simulation exercises A controlled representation of a piece of reality that learners manipulate to better understand the corresponding real situation. Simulation game A game that represents real-life situations in which learners compete according to a set of rules in order to win or achieve an objective. Simulations #ole playing A form of drama in which learners spontaneously act out roles on an interaction involving problems or challenges in human relations. Case studies An analysis of an incident or situation in which characters and relationships are described, factual or hypothetical events transpire, and problems need to be resolved or solved.

Simulation types continued.... Facts about Simulations Simulations have been a teaching strategy for centuries. War games were used in ancient China and ndia and more recently in eighteenthcentury Germany. Chess, a simulation game, is thought to have been developed around 800 B.C. Simulations more recent use in education began in the 1960s, when business, law, educational administration and medicine all began to use various simulation formats. Purpose and Uses of Simulations Simulation techniques can be used to achieve learning objectives. Simulation is also an avenue for attitude change. Decision-making can be fostered by simulation. Simulation strategies can be applied to the teaching of psychomotor skills. Simulations can be used to evaluate learning and competence. #ole of the Educator 3 facets: Planning Choosing or developing an appropriate simulation that will meet learning objectives. #ole of the Educator Facilitating Debriefing Should occur immediately following the simulation when everything's still fresh. Steps to debriefing: Briefly summarize what has taken place.

Have the learners explain what they did and why. Point out how principles and concepts have been applied and how the experience ties into the learning objectives. Four Types of Simulation Simulation Exercise Simulation Games #ole-playing Case studies Four Types of Simulation Simulation Exercise (SE) Focuses on process learning. Partakers of the simulation exercise learns how to make decisions or solve problem or apply theory. Examples of SE: Babic and Crangle (1987) Undergraduate students simulated the aging process in themselves by choosing a decrement associated with aging and simulating the resulting lifestyle for 24 hrs. Helmuth (1994) developed "mock convention, a simulation which is very involved and lengthy one in which students simulate a portion of a professional nursing organization convention, to aid NS to apply leadership skills. Four Types of Simulation Simulation Exercise (SE) Examples of SE: Lev (1998) Conducted an exercise in which nursing students, acting as if they were from a variety of community agencies, competed for community grant monies designed to assist chronically ill people across their lifespan (learned resource allocation). Wildman and #eeves (1997) Used a simulation technique to teach nursing students how to apply management theory to organizing the work of a hospital clinical unit. Four Types of Simulation Simulation Exercise (SE) Examples of SE designed to help learners apply and master psychomotor and clinical skills: Aronson and colleagues (1997) Arranged a lab simulation in dressing, V lines, and the like that simulated emergencies, complications and urgent scenarios that the students had to assess and to which they had to respond. Johnson and colleagues (1999) Described the use of live simulated patients as an adjunct to clinical teaching. Four Types of Simulation Simulation Exercise (SE) Examples of SE designed to help learners apply and master psychomotor and clinical skills: Eaves and Flagg (2001) U.S. Air Force members who developed an entire

simulated hospital unit in which new graduates spent 4 hours providing care to 9 mannequins and 2 live actor patients (learning about delegation, decision making, and 15 psychomotor skills). Four Types of Simulation Simulation Games (SG) Focuses on either content or process learning. Content games focus on teaching or reinforcing factual information (e.g., crossword puzzles that aim to teach terminology or bingo games that reinforce previously learned facts). Process games are those that emphasize problem solving or application of information (e.g., SimCity). Four Types of Simulation Simulation Games (SG) Frame games Games that follow the format of established board games, television games, and word games (Bloom and Trice, 1994) because they provide a frame on which you can build new game applications. List of games Advantages of SG t is fun! Disadvantages of SG Games considered by others not to be simulations are things like word games; thus, some educators feel those games are a waste of time. Games are unprofessional Disliking competition that games promote Time consuming to play Very labour intensive to develop Factors to Consider in making a SG Validity of the games (Peter and colleagues, 1998) Careful planning (Greunding, Fenty & Hogan, 1991) Four Types of Simulation #ole-Playing (#P) A form of drama in which learners spontaneously act out roles in an interaction involving problems or challenges in human relations. Helpful to gain skill in interpersonal therapeutic relationships. Develop the quality of empathy. Four Types of Simulation #ole-Playing (#P) Examples of #P: "Land of Suria By Dahl (1984) simulation designed to give learners experience in communicating with people from culture

previously unknown to them. Halloran and Dean (1994) Developed a role-playing simulation combined with a game format. Johnson (1997) Used role-playing to teach home care nurses to assess patients, communicate with families and professionals, and to fill out paperwork accurately. Four Types of Simulation Case Studies (CS) An analysis of an incident or situation in which characters and relationships are described, factual or hypothetical events, transpire, and problems need to be resolved or solved. Harvard Law School in the 1870's (Wade, 1999). 100 years before enjoyment. Four Types of Simulation Case Studies (CS) Steps to make a Case Study for a group of learners: Develop objectives. Select a situation. Develop the characters. Develop the discussion questions. Lead the group discussion. Problem-Based Learning (PBL) An approach to learning that involves confronting students with real-life problems that provide a stimulus for critical thinking and self-taught content. Based on a principle that students, working together in small groups, will analyze a case, identify their own needs for information, and then solve problems like those that occur in everyday life. Differences between PBL and Case Method: PBL, conducted with small groups /case studies may be used by individuals or groups. Students using PBL have little background of what they're going to do/ students doing CM have every detail they need. PBL cases are usually brief and the presenting problems are ill structures/CM cases are often long and detailed, and their problems are fairly well defined. Problem-Based Learning (PBL) Began over 30 yrs ago at McMaster University School of Medicine in CA spread to medical schools in US-the world. Medical schools other disciplines, 1 st nursing application started in AU (Heliker, 1994). Cause for a new approach to medical education: Emphasis on memorization of more & more content. Lack of correlation between the basic sciences and clinical content. dentification of the need to prepare professionals with skills for lifelong learning (Bloud & Feletti, 1997).

Why use PBL in Nursing? Glen & Wilkie (2000, p.13) suggests 2 rationale: t helps students to see the relevance of subjects they learn. t "sets the learning in a context in which it will be used Heliker (1994) claims that learning in context enables learners to structure their long-term memory for easy retrieval of the information. Advantages of PBL Help students to think critically. Sharing of new information. Disadvantages of PBL Takes a lot of time (Mathews-smith, Oberski, GrayCrater & Smith, 2001). Students may feel unhappy and that of the teacher. Teachers have difficulty adjusting to their role. Students feel frustrated as they learn to direct their own learning (Lunky-Child et al., 2001). Problem-Based Learning s PBL worth using? Does it have very large effects on student learning? Does the students enjoy learning using PBL? Self-Learning Modules (SLM) Also called self-directed learning elements, selfpaced modules, self learning packets, and individualized learning activity packages. Defined as a self-contained unit or package of study materials for use by an individual. 1960s in academic setting moved to staff development surpassed used in school of nursing. Self-Learning Modules Are based on some principle of adult learning such as: Adults are self-motivated to learn material for which they see relevance Adults' prior experience is a resource for further learning. Adults are problem focused and readily learn material they can use to solve problems (Herrick, Jenkins, & Calrson, 1998; Mast & VanAtta, 1986). Self-Learning Modules There are few topics or settings in which selflearning modules would not be appropriate: Used to teach entire courses or sections of courses in academic settings at both undergraduate and graduate levels (Fullerton & Graveley, 1998; Holtzman, 1999; Spickerman, Lee & Eason, 1988). Used for bridging courses for LPNs or #Ns returning to school for a higher degree. Applied to staff development for purposes of orientation, mandatory in-service topics and just about every specialty area imaginable and for every level of nursing staff. Components of Self-Learning Modules

ntroduction and instructions Topic for a module is single concept Behavioural objectives Are no different from those you have already learned about and written. Expresses what the learner will be able to do on completion of the module. Pre-test Usually not included in a module. nclude a pre-test for staff development and academic setting. Components of Self-Learning Modules Learning activities Make the most creative portion of the self-learning module. Will help the learner achieve the objectives. Activities might include: #eading textbook chapters, articles or pamphlets #eviewing handouts, charts, pictures or diagrams Attending short lectures, speeches or demonstrations Answering study questions and getting feedback Watching a video or slide presentation Using a computer program Practicing a psychomotor skill in a lab Participating in a discussion group Components of Self-Learning Modules Self-evaluations To see whether they are achieving the objectives that were listed at the beginning of the unit. Some form of quiz, either multiple choice questions or short-answer questions. Post-test Used to determine whether learners have mastered module objectives. Maybe an objective-item test, a case study, a written assignment such as care plan, or a demonstration of a psychomotor skill. Developing a Module Do plan in making a module months or weeks ahead since making a module is a timeconsuming process. (O'very, 1999)10-15 hrs of development for every hour spent by learners in completing the selflearning module. Behavioural Objectives 1 st step in the development process is writing the objective for the module. Example (basing on self-learning module on intestinal elimination) Perform an assessment of intestinal elimination on alive simulated patient (video-taped or performed during a scheduled appointment with the instructor) correctly, including all critical elements. Explain the effect of infection and inflammation on the G tract. Differentiate between any 4 infectious or inflammatory G disorder min terms of pathology, patient problems and

nursing intervention. Behavioural Objectives View a computer simulation of a patient with inflammatory bowel disease and list the patient's problems, your proposed interventions, and the rationale for those interventions. Analyze why a given list of nursing intervention would be used for a patient with an obstructed small bowel. Write and implement (on video-tap or during a schedules appointment with the instructor) a teaching plan for a patient (a friend or colleague with a selected inflammatory disorder. Pre-test Decide what knowledge the learner would to have bring to the learning experience in order to progress through the module. (basing on the example "intestinal elimination) part of the pre-test should include questions about normal anatomy and physiology of intestinal elimination. Learning Activities Plan content and learning activities Choose some learning activities that are visual, some auditory and some tactile. Choose activities that stress abstractions and some that focus on concrete information. Keep in mind about time. (basing on the example "intestinal elimination) Unit #ead pages 216 to 222 in the accompanying textbook in light of the study questions on Handout . Learning Activities Select one of the following activities: View the videotape, ssessment of Intestinal Function Listen to the audiotape, Step-by-step History Taking and Physical ssessment, Part 5. Practice doing an assessment of intestinal elimination. Self-Evaluation Guides should be developed to accompany each unit in a form of short quizzes, based on the objectives, that enable learners to check their progress. Post-test s usually, at least in part, a written examination. Consists of multiple-choice and matching items, essay questions, or case studies with questions. ntroduction and nstruction Tells the learner how to work through the module, how to use the pre-test and self-evaluation guides, where to locate resources, what procedures to use for handing in assignments or scheduling skill tests, and what the roles of the educator and learner. Pilot Testing Have 1 or 2 people work through the module. Experience will tell if there are flaws in the module. Advantages of Self-Learning Modules The ability to learn independently and at one's

own pace and in one's own time. Faculty who are frustrated by not having the time to help students who are struggling with course material in a traditional learning system have that opportunity in the individualized approach. Can reduce travel time for conferences and reduce the amount of time that staff nurses have to be away from their units. #educe the cost of in-service education. Disadvantages of Self-Learning Modules Some learners may miss learning with other people and miss the interactions that take place in a classroom. ndividualized learning may lead to further procrastination due to lack of structure and deadlines. Learners may be less than honest about their results and thus forgo needed learning (Suggs et al., 1998). #esearch on Effectiveness of SLM: Comparison on the amount of knowledge gained by nurses using SLM to those taught by lecture and found no significant differences (Coleman et al., 1991; Scholmer, Anderson & Shaw, 1997; Suggs et al., 1998). Nikolajski (1992) compared module use to classes with lecture/slide presentations and found that both groups had significant learning gains, but the gains were greater for the lecture group. #esearch on Effectiveness of SLM: Lamb and Henderson (1993) found that in comparing groups given lectures versus those using modules, the module group had significantly higher post-test scores. Grant (1993) found that nurses preferred to use module rather than attend lecture classes Lipe and colleagues (1994) reported 95 to 100 percent favorable evalutaions among nurses who learned from modules. Wong and Wong (1985) measured patient satisfaction, compliance behaviour and postoperative complications in two groups of patients undergoing hip surgery. CONCLUSION "UESTIONS?

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