recorder-reporter may not seem very STRATEGIES PROPONENTS ADVANTAGES | DISADVANTAGES EXAMPLE © An increase in > Buz groups also * Buz Groups | student take time - Divide class into small — : participation and > Members of group groups and assign each | * BUZZ GROUP J.D. Phillips Eogegoncrt may not stick to the group a specific topic or | METHOD (1948). > Provides a method topic and may just question to discuss. | or process for waste time. Within each group, checking on > Aggressive students take tums misunderstanding. students may buzzing in and sharing > Provides a method monopolize the their thoughts or ideas, | for generating group. related to topic. This ideas. encourages active | > Allows students to participation and leam from one collaboration among, another. group members. > Inthe small group, * Buzz cards however, the threat Prepare a set of index with is minimized, and different discussion prompts | people find it ‘or questions related tothe | easier to express lesson, Distribute the cards| themselves and to students and have them | share their take turns buzzing in and understanding of responding tthe prompt on | scriptural issues, their cards. This promotes | | » Do not forget the critical thinking and | | factor of leadership reflection development. \ Although the roles | of group leader and | | | . Seimportant ingredient in the process of training class members to be leaders themselves. Enhanced Student ‘© Over-dependency ‘© Peer Support Engagement on Group Work - Two students help each « COOPERATIVE Lev Vygotsky's Development of © Time-Consuming other with memorizing a list LEARNING ye Social and Nature of of vocabulary terms and METHOD (934) Communication Cooperative then take turns testing each Skills Learning other. * Promotion of Difficulties in © Group Work Higher Level Assessment and ~ Three middle-school Thinking Evaluation students construct a science © Encourages Potential for Poster on volcanoes that Diversity and Conflict and includes photos, graphics Inclusion Unequal and facts. © Enhanced Self: Participation © Role Play Task Esteem and © Need for © Think-Pair-Share/Write- Responsibility Significant Teacher Pair-Share Gaining Preparation and -Students tur to a partner Leadership and Training (or small groups) and share Decision-making * ALOT of Talking their responses. Take this a Skills ‘© Hogs and Logs step further by asking © Time Management | © Management students to find someone © Higher Challenges who arrived at an answer Achievement «Struggling To Go different from their own and‘© Ethnic or Race With the Flow ‘convince their partner to | Relations © Unwanted change their mind. * Learning Domination : Orientation « HANDS ON John Dewey ‘© Active Learning: © Time and Resource ‘© Science Experiments: ACTIVITY (late 1890s and Hands-on projects Intensive: Hands- Hands-on science arly 19008) promote active on projects can be experiments are a fantastic early 19 leaming, allowing time-consuming way to engage students and individuals to and require make complex scientific engage directly resources such as concepts more tangible. For with the subject materials, instance, a simple ‘matter. This active equipment, and experiment demonstrating involvement tools. This can pose the process of evaporation enhances challenges in terms and condensation can help understanding, of logistics, budget, students understand the retention, and and availability of water cycle. application of resources. Math Manipulatives: knowledge and © Lack of Guided -Using physical objects can skills, Structure: Hands- help students understand © Practical on projects often abstract mathematical Application: require self- concepts. For example, Hands-on projects direction and using blocks or beads to provide independent demonstrate addition and opportunities to learning. Some subtraction can make these apply theoretical individuals may i concepts in real- find it challenging. . world scenarios to navigate the This practical Project without application helps clear guidance or bridge the gap structure, leading to i between theory and confusion or related to a theme being practice, allowing feeling studied can help reinforce leamers to develop overwhelmed. learning. practical skills and | © Potential for + Historical Reenactments: - |pain valuable Mistakes: Hands ‘Acting out historical events experience. on projects involve can make history come alive Problem-Solving trial and error, and for students and can enhance Skills: Hands- leamers may make their understanding and projects often mistakes along the retcation of the matenal involve tackling | way. While Geography Models: real problems or | mistakes canbe | -Building physical models challenges. Thi valuable learning. of geographical features, nurtures critical experiences, they | such as mountains, valleys, thinking, problem- can also cause and rivers, can help students solving, and frustration or understand these concepts decision-making setbacks ifnot | better. | kills as learners managed Literature Dramatizations: - navigate through | effectively. Dramatizing scenes from obstacles and find Limited Coverage books or stories can enhance | innovative of Theory: students’ understanding and solutions. Depending on the appreciation of the literature, | Collaboration and nature of the hands- Music and Movement: | Teamwork: Many on project, there Incorporating music and hands-on project may be a risk of movement into lessons can are conducted in focusing solely on make learning more fun and collaborative practical aspects engaging. For example, setting, fostering and neglecting song about the parts of teamwork and theoretical plant, complete with actions, interpersonal skill foundations. Ir’ can help students remember Working with important to strike the information. others on projects a balance between Cooking Lessons: | encourages hands-on Cooking lessons can be | communication, ‘experience and a used to teach various ‘cooperation, and solid understanding subjects. For instance, | the ability to work of underlying baking a cake can be used to effectively in principles. teach fractions (in team environment. Assessment and ‘measuring ingredients), Creativity and Evaluation: chemistry (how ingredients _|Tnnovation: Hands- ‘Assessing and interact), and even history ‘on projects evaluating learning and culture encourage outcomes from from a spec creativity and hands-on projects or culture) innovation as can be challenging | © Gardening Projects: | leamers are given Traditional “Gardening projects.can be | the freedom to assessment ait teach science (how | explore and methods may not plants grow), math experiment. It fully capture the (measuring plant growth), provides an skills, knowledge, and even literature (writing opportunity to and creativity about the garden). think outside the demonstrated box, develop new through project- ideas, and find based leaning unique approaches to problem- _| solving. _ Real-world @ Patience and ~ Doing experiments in Experiences: Guidance Required: chemistry class. . i ; Students engage - Demands patience and | © Learning about food by Ne ING BY John Dewey's with data and concepts | guidance as students growing it in a garden. (1938b) through hands-on experiment with various «Learning to drive by taking tasks, fostering @ methods, requiring time for driving lessons. deeper understanding | results to manifest. © Leaming about animals by and retention of going ona safari. information. © Decentralized © Becoming an apprentice to © Creativity Process: Jeam carpentry. Unleashed: -Considered a ‘© Going gold panning to Encourages decentralized process, a8 experience the gold rush creative problem- | students access and submit excitement. solving, equipping online, students with iting faculty access | innovative through traditional modes: | solutions to real~‘world challenges. tmplenensiion of Jeaming points creates ‘Merges theory and practice, providing students with ‘opportunities to apply knowledge in real-world i Guides students | towards their futurecareers by aligning leaming activities with real-world experiences and activities. Communication Skills Enhancement: Fosters teamwork and collaboration, bridging communication gaps and Promoting effective communication skills. «Visible Accomplishments: Promotes a feedback loop that accelerates learning, enabling students to see tangible improvements ina short span. + SYNCHRONOUS | LEARNING | APPROACH | = MICHAEL G. MOORE © Itis cost effective. © Itis convenient, © Provides immediate feedback. © Itis highly motivating. «Fosters a sense of Itis strictly Demands a high speed internet connection Requires careful planning. * Virtual Or Online Classrooms May Be Conducted Vie A Platform Like Zoom Where Everyone Participates Equally. You Can Raise Your Hand To Ask Questions And The \ | | 1 | | | | | Instructor Can Even include |‘community. Live Polls And © Live stream of in-person classes for those who aren’t | able to attend. PREPARED BY: RHEA MAE B, SILVANO CHECKED AND APPROVED: ANNABELLE WENCESLAO_