‭TRANSTHEORETICAL‬‭MODEL‬

‭-‬ ‭also‬‭known‬‭as‬‭stages‬‭of‬‭change‬‭model‬

‭Introduction‬

‭‬ D
● ‭ eveloped‬‭by‬‭Prochaska‬‭and‬‭DiClemente‬‭in‬‭the‬‭late‬‭1970s‬‭and‬‭early‬‭1980s.‬
‭●‬ ‭Offers‬ ‭a‬ ‭framework‬ ‭for‬ ‭understanding‬ ‭behavior‬ ‭change‬ ‭as‬ ‭a‬ ‭gradual‬ ‭process‬ ‭over‬
‭time,‬‭not‬‭a‬‭single‬‭event.‬
‭●‬ ‭Describes‬ ‭behavior‬ ‭change‬ ‭through‬ ‭several‬ ‭stages:‬ ‭precontemplation,‬
‭contemplation,‬‭preparation,‬‭action,‬‭and‬‭maintenance.‬
‭●‬ ‭Emphasizes‬‭that‬‭individuals‬‭progress‬‭through‬‭these‬‭stages‬‭at‬‭their‬‭own‬‭pace‬
‭●‬ ‭Acknowledges‬ ‭that‬ ‭individuals‬ ‭may‬ ‭cycle‬ ‭through‬ ‭the‬ ‭stages‬ ‭multiple‬ ‭times‬ ‭before‬
‭achieving‬‭sustained‬‭behavior‬‭change.‬

‭Stages‬‭of‬‭Change‬‭model‬

‭1.‬ ‭Pre-contemplation‬
‭○‬ ‭In‬‭this‬‭stage,‬‭individuals‬‭are‬‭not‬‭yet‬‭considering‬‭changing‬‭their‬‭behavior.‬‭They‬
‭may‬ ‭be‬ ‭unaware‬ ‭of‬ ‭the‬ ‭need‬ ‭for‬ ‭change‬ ‭or‬‭may‬‭be‬‭resistant‬‭to‬‭the‬‭idea.‬‭At‬
‭this‬ ‭stage,‬ ‭interventions‬ ‭pay‬ ‭focus‬ ‭on‬ ‭increasing‬ ‭awareness‬‭of‬‭the‬‭behavior‬
‭and‬‭its‬‭consequences.‬

‭ xample:‬‭John‬‭Is‬‭a‬‭smoker‬‭who‬‭has‬‭not‬‭yet‬‭considered‬‭quitting.‬‭He‬‭telleves‬
E
‭that‬ ‭smoking‬ ‭helps‬ ‭him‬ ‭manage‬ ‭stress,‬ ‭and‬ ‭he‬ ‭does‬‭not‬‭see‬‭any‬‭reason‬‭to‬
‭change‬ ‭his‬ ‭behavior.‬ ‭When‬ ‭asked‬ ‭about‬ ‭quitting‬ ‭smoking,‬ ‭he‬ ‭responds,‬ ‭"I‬
‭don't‬‭think‬‭smoking‬‭is‬‭that‬‭big‬‭of‬‭a‬‭problem‬‭me."‬

‭2.‬ ‭Contemplation‬
‭○‬ ‭In‬ ‭the‬ ‭contemplation‬ ‭stage,‬ ‭Individuals‬ ‭are‬ ‭beginning‬ ‭to‬ ‭consider‬ ‭the‬
‭possibility‬‭of‬‭changing‬‭their‬‭behavior‬‭but‬‭may‬‭feel‬‭ambivalent‬‭or‬‭unsure‬‭about‬
‭whether‬ ‭to‬ ‭take‬ ‭action.‬ ‭They‬ ‭may‬ ‭weigh‬ ‭the‬ ‭pros‬ ‭and‬ ‭cons‬ ‭of‬ ‭change‬ ‭and‬
‭may‬ ‭be‬ ‭considering‬ ‭various‬ ‭strategies‬ ‭for‬‭making‬‭a‬‭change.‬‭Interventions‬‭in‬
‭this‬‭stage‬‭may‬‭focus‬‭on‬‭increasing‬‭motivation‬‭and‬‭helping‬‭individuals‬‭resolve‬
‭their‬‭ambivalence.‬

‭ xample‬ ‭:‬ ‭John‬ ‭is‬ ‭a‬ ‭smoker‬ ‭who‬ ‭has‬ ‭begun‬ ‭to‬ ‭think‬ ‭about‬ ‭quitting.‬ ‭She‬
E
‭acknowledges‬ ‭that‬ ‭smoking‬ ‭is‬ ‭harmful‬ ‭to‬ ‭her‬ ‭health‬ ‭and‬ ‭is‬ ‭considering‬ ‭the‬
‭idea‬‭of‬‭quitting.‬‭She‬‭weighs‬‭the‬‭pros‬‭and‬‭cons‬‭of‬‭quitting‬‭and‬‭acknowledges‬
‭that‬‭it‬‭would‬‭be‬‭difficult‬‭to‬‭quit‬‭due‬‭to‬‭her‬‭dependence‬‭on‬‭cigarettes.‬

‭3.‬ ‭Preparation‬
‭○‬ ‭preparation‬ ‭stage,‬ ‭individuals‬ ‭have‬ ‭made‬ ‭a‬ ‭commitment‬ ‭to‬ ‭change‬ ‭and‬ ‭are‬
‭actively‬ ‭preparing‬ ‭to‬ ‭take‬ ‭action.‬ ‭They‬ ‭may‬ ‭be‬ ‭making‬ ‭plans,‬ ‭setting‬‭goals,‬
‭and‬‭golfeing‬‭resources‬‭to‬‭support‬‭their‬‭behavior‬‭change‬‭efforts.‬‭Interventions‬
‭in‬ ‭this‬ ‭stage‬ ‭may‬‭focus‬‭on‬‭helping‬‭individuals‬‭develop‬‭concrete‬‭action‬‭plans‬
‭and‬‭identify‬‭potential‬‭barriers‬‭to‬‭change.‬

‭EMA‬
 ‭ xample:‬‭John‬ ‭has‬ ‭decided‬ ‭to‬ ‭quit‬ ‭smoking‬ ‭and‬ ‭Is‬ ‭actively‬‭preparing.‬‭to‬‭do‬
E
‭so‬‭He‬‭has‬‭set‬‭a‬‭quit‬‭date‬‭for‬‭two‬‭weeks‬‭from‬‭now‬‭and‬‭has‬‭started‬‭gathering‬
‭resources‬‭to‬‭help‬‭him‬‭quit.‬‭He‬‭has‬‭researched‬‭nicotine‬‭replacement‬‭therapies‬
‭and‬‭support‬‭grofes‬‭and‬‭has‬‭informed‬‭his‬‭friends‬‭and‬‭family‬‭of‬‭his‬‭intention‬‭to‬
‭quit.‬

‭4.‬ ‭Action‬
‭○‬ ‭In‬ ‭the‬ ‭action‬ ‭stage,‬ ‭individuals‬ ‭are‬ ‭actively‬ ‭Implementing‬ ‭their‬ ‭behavior‬
‭change‬‭plan‬‭and‬‭making‬‭significant‬‭efforts‬‭to‬‭modify‬‭their‬‭behavior.‬‭This‬‭stage‬
‭may‬‭involve‬‭making‬‭specific‬‭changes‬‭to‬‭lifestyle‬‭habits,‬‭seeking‬‭support‬‭from‬
‭others,‬ ‭and‬ ‭using‬ ‭various‬ ‭strategies‬ ‭to‬ ‭maintain‬ ‭motivation.‬ ‭Interventions‬ ‭in‬
‭this‬ ‭stage‬ ‭may‬ ‭focus‬ ‭on‬ ‭providing‬ ‭support,‬‭reinforcement,‬‭and‬‭assistance‬‭in‬
‭overcoming‬‭obstacles‬‭to‬‭change‬

‭ xample:‬‭John‬‭has‬‭successfully‬‭quit‬‭smoking‬‭and‬‭is‬‭in‬‭the‬‭action‬‭stage‬‭She‬
E
‭has‬ ‭not‬ ‭smoked‬ ‭a‬ ‭cigarette‬ ‭in‬ ‭three‬ ‭weeks‬ ‭and‬ ‭is‬ ‭using‬ ‭nicotine‬ ‭gum‬ ‭to‬
‭manage‬ ‭cravings.‬ ‭She‬ ‭has‬ ‭also‬ ‭started‬ ‭exercising‬ ‭regularly‬ ‭and‬ ‭has‬ ‭found‬
‭new‬‭ways‬‭to‬‭cope‬‭with‬‭stress‬‭without‬‭relying‬‭on‬‭cigarettes.‬

‭5.‬ ‭Maintenance‬
‭○‬ ‭In‬ ‭the‬ ‭maintenance‬ ‭stage,‬ ‭individuals‬ ‭have‬ ‭successfully‬ ‭changed‬ ‭their‬
‭behavior‬‭and‬‭are‬‭working‬‭to‬‭sustain‬‭these‬‭changes‬‭over‬‭time.‬‭This‬‭stage‬‭may‬
‭involve‬ ‭ongoing‬ ‭efforts‬ ‭to‬ ‭prevent‬ ‭relapse,‬ ‭manage‬ ‭cravings‬ ‭or‬‭temptations,‬
‭and‬ ‭reinforce‬ ‭new‬ ‭habits.‬ ‭Interventions‬ ‭in‬ ‭this‬ ‭stage‬ ‭may‬ ‭focus‬ ‭on‬ ‭helping‬
‭individuals‬ ‭build‬ ‭resilience,‬ ‭develop‬ ‭coping‬ ‭strategies,‬ ‭and‬ ‭address‬ ‭any‬
‭challenges‬‭that‬‭may‬‭arise.‬

‭ xample:‬‭John‬‭has‬‭been‬‭smoke-free‬‭for‬‭six‬‭months‬‭and‬‭is‬‭in‬‭the‬‭maintenance‬
E
‭stage.‬ ‭She‬ ‭continues‬ ‭to‬ ‭avoid‬ ‭smoking‬ ‭and‬ ‭has‬ ‭successfully‬ ‭navigated‬
‭various‬ ‭triggers‬ ‭and‬ ‭temptations‬ ‭without‬ ‭relapsing.‬ ‭She‬ ‭attends‬ ‭weekly‬
‭support‬ ‭group‬ ‭meetings‬ ‭to‬ ‭stay‬ ‭motivated‬ ‭and‬ ‭connected‬ ‭with‬ ‭others‬ ‭who‬
‭have‬‭quit‬‭smoking.‬

‭EMA‬
‭Social‬‭Cognitive‬‭Theory‬

‭-‬ ‭developed‬‭by‬‭psychologists‬‭Albert‬‭Bandura‬

‭Introduction‬

‭●‬ I‭t‬‭emphasizes‬‭the‬‭role‬‭of‬‭social‬‭influences,‬‭observational‬‭learning,‬‭and‬‭self-efficacy‬‭in‬
‭shaping‬‭behavior.‬
‭●‬ ‭It‬ ‭suggest‬ ‭that‬ ‭individuals‬ ‭learn‬ ‭not‬ ‭only‬ ‭through‬ ‭direct‬ ‭experiences‬ ‭but‬ ‭also‬ ‭by‬
‭Observing‬ ‭the‬ ‭actions‬ ‭and‬ ‭outcomes‬ ‭of‬ ‭others,‬ ‭particularly‬ ‭those‬ ‭they‬ ‭perceive‬ ‭as‬
‭similar‬ ‭to‬‭themselves‬
‭●‬ ‭Social‬ ‭Cognitive‬ ‭Theory‬ ‭is‬ ‭widely‬ ‭applied‬ ‭in‬ ‭various‬ ‭fields,‬ ‭including‬ ‭psychology.‬
‭education,‬‭healthcare,‬‭and‬‭organizational‬‭behavior.‬

‭Key‬‭Concepts‬

‭1.‬ ‭Observational‬‭Learning‬‭(Modeling)‬
‭○‬ ‭individuals‬ ‭learn‬ ‭by‬ ‭observing‬ ‭the‬ ‭behavior‬ ‭of‬‭others‬‭and‬‭the‬‭consequences‬
‭of‬ ‭those‬ ‭behaviors.‬ ‭observational‬ ‭learning‬ ‭involves‬ ‭paying‬ ‭attention‬ ‭to‬ ‭a‬
‭model's‬ ‭behavior,‬‭retaining‬‭the‬‭observed‬‭information‬‭in‬‭memory,‬‭reproducing‬
‭the‬ ‭behavior‬ ‭when‬ ‭appropriate,‬ ‭and‬ ‭being‬ ‭motivated‬ ‭to‬ ‭imitate‬ ‭the‬‭behavior‬
‭based‬‭on‬‭reinforcement‬‭or‬‭punishment‬

‭ xample:‬ ‭A‬ ‭child‬ ‭observes‬ ‭their‬ ‭parent‬ ‭exercising‬‭regularly‬‭and‬‭notices‬‭that‬

E
‭their‬ ‭parent‬ ‭seems‬ ‭happier‬ ‭and‬ ‭healthier‬ ‭as‬ ‭a‬ ‭result.‬ ‭The‬ ‭child‬ ‭becomes‬
‭motivated‬‭to‬‭imitate‬‭their‬‭parent's‬‭behavior‬‭and‬‭starts‬‭exercising‬‭regularly‬‭too.‬

‭2.‬ ‭Vicarious‬‭Reinforcement‬‭and‬‭Punishment‬
‭○‬ ‭Individuals‬‭are‬‭who‬‭are‬‭likely‬‭to‬‭imitate‬‭behaviors‬‭that‬‭are‬‭rewarded‬‭and‬‭less‬
‭likely‬ ‭to‬ ‭imitate‬ ‭behaviors‬ ‭that‬ ‭are‬ ‭punished‬ ‭when‬ ‭observed‬ ‭in‬ ‭others.‬ ‭This‬
‭concept‬ ‭of‬ ‭vicarious‬ ‭reinforcement‬ ‭and‬ ‭punishment‬ ‭plays‬ ‭a‬ ‭central‬ ‭ble‬ ‭in‬
‭shaping‬‭observational‬‭learning‬‭and‬‭behavior.‬

‭ xample:‬‭A‬‭teenager‬‭observes‬‭their‬‭friend‬‭getting‬‭praised‬‭by‬‭their‬‭teacher‬‭for‬
E
‭completing‬ ‭their‬ ‭homework‬ ‭on‬ ‭time.‬ ‭The‬ ‭teenager‬ ‭is‬ ‭likely‬ ‭to‬ ‭imitate‬ ‭their‬
‭friend's‬ ‭behavior‬ ‭and‬ ‭complete‬ ‭their‬ ‭own‬ ‭homework‬ ‭promptly‬ ‭to‬ ‭receive‬
‭similar‬‭praise.‬

‭3.‬ ‭Self-Efficacy‬
‭○‬ ‭refers‬ ‭to‬ ‭individuals'‬ ‭beliefs‬ ‭in‬ ‭their‬ ‭ability‬ ‭to‬ ‭successfully‬ ‭perform‬ ‭a‬‭specific‬
‭behavior‬ ‭or‬ ‭task.‬ ‭It‬ ‭influences‬ ‭behavior‬ ‭through‬ ‭its‬ ‭impact‬ ‭on‬ ‭motivation,‬
‭effort,‬‭persistence,‬‭and‬‭resilience.‬‭Individuals‬‭with‬‭high‬‭self-efficacy‬‭are‬‭more‬
‭likely‬ ‭to‬ ‭engage‬ ‭in‬ ‭challenging‬ ‭tasks,‬ ‭set‬ ‭ambitious‬ ‭goals,‬ ‭and‬‭persevere‬‭in‬
‭the‬‭face‬‭of‬‭obstacles.‬

‭ xample:‬ ‭An‬ ‭individual‬ ‭who‬ ‭is‬ ‭afraid‬ ‭of‬ ‭public‬ ‭speaking‬ ‭attends‬ ‭a‬ ‭public‬
E
‭speaking‬ ‭workshop‬ ‭and‬ ‭successfully‬ ‭delivers‬ ‭a‬ ‭short‬ ‭speech‬ ‭in‬ ‭front‬ ‭of‬ ‭a‬
‭supportive‬ ‭audience.‬ ‭As‬ ‭a‬ ‭result,‬ ‭their‬ ‭confidence‬ ‭in‬ ‭their‬ ‭public‬ ‭speaking‬

‭EMA‬
 ‭ bilities‬ ‭increases,‬ ‭and‬‭they‬‭feel‬‭more‬‭capable‬‭of‬‭speaking‬‭in‬‭public‬‭settings‬
a
‭in‬‭the‬‭future‬

‭4.‬ ‭Outcome‬‭Expectations‬
‭○‬ ‭it‬‭refers‬‭to‬‭individuals‬‭beliefs‬‭about‬‭the‬‭likely‬‭consequences‬‭of‬‭their‬‭actions.‬
‭Positive‬ ‭outcome‬ ‭expectations‬ ‭Increase‬ ‭the‬ ‭likelihood‬ ‭of‬ ‭engaging‬ ‭in‬ ‭a‬
‭behavior,‬ ‭while‬ ‭negative‬ ‭outcome‬ ‭expectations‬ ‭decrease‬ ‭it.‬ ‭Observing‬
‭positive‬ ‭outcomes‬ ‭in‬ ‭others‬ ‭can‬ ‭enhance‬ ‭individuals'‬ ‭outcome‬ ‭expectations‬
‭and‬‭motivate‬‭them‬‭to‬‭imitate‬‭the‬‭behavior.‬

‭ xample:‬ ‭A‬ ‭person‬ ‭who‬ ‭is‬ ‭considering‬ ‭starting‬ ‭a‬ ‭new‬ ‭exercise‬ ‭routine‬
E
‭observes‬‭their‬‭friend‬‭losing‬‭weight‬‭and‬‭improving‬‭their‬‭overall‬‭health‬‭through‬
‭regular‬ ‭exercise.‬ ‭Seeing‬ ‭these‬ ‭positive‬ ‭outcomes‬ ‭increases‬ ‭the‬ ‭person's‬
‭expectation‬ ‭that‬ ‭exercising‬ ‭will‬ ‭lead‬ ‭to‬ ‭similar‬ ‭benefits,‬ ‭motivating‬ ‭them‬ ‭to‬
‭start‬‭their‬‭own‬‭exercise‬‭regimen‬

‭5.‬ ‭Reciprocal‬‭Determinism‬
‭○‬ ‭It‬ ‭emphasizes‬ ‭the‬ ‭dynamic‬ ‭interaction‬ ‭between‬ ‭individuals,‬ ‭their‬ ‭behavior,‬
‭and‬ ‭their‬ ‭environment.‬ ‭This‬ ‭concept‬‭of‬‭reciprocal‬‭determinism‬‭suggests‬‭that‬
‭behavior‬ ‭is‬ ‭influenced‬ ‭by‬ ‭personal‬ ‭factors‬ ‭(such‬ ‭as‬ ‭cognition‬ ‭and‬ ‭affect),‬
‭environmental‬‭factors‬‭(such‬‭as‬‭social‬‭norms‬‭and‬‭physical‬‭surroundings),‬‭and‬
‭behavioral‬‭factors‬‭(such‬‭as‬‭actions‬‭and‬‭responses).‬‭These‬‭factors‬‭interact‬‭in‬
‭a‬‭continuous‬‭feedback‬‭loop,‬‭shaping‬‭individuals'‬‭behavior‬‭over‬‭time.‬
‭○‬ ‭Example:‬‭A‬‭person‬‭decides‬‭to‬‭quit.‬‭smoking‬‭(personal‬‭factor)‬‭after‬‭witnessing‬
‭the‬ ‭negative‬ ‭health‬ ‭effects‬ ‭of‬ ‭smoking‬ ‭on‬ ‭a‬ ‭family‬ ‭member‬ ‭(environmental‬
‭factor)‬‭and‬‭receiving‬‭encouragement‬‭and‬‭support‬‭from‬‭friends‬‭and‬‭healthcare‬
‭providers‬ ‭(behavioral‬ ‭factor).‬ ‭The‬ ‭decision‬ ‭to‬ ‭quit‬ ‭smoking‬ ‭Influences‬ ‭their‬
‭social‬ ‭interactions,‬ ‭physical‬ ‭environment,‬ ‭and‬ ‭personal‬ ‭beliefs,‬ ‭creating‬ ‭a‬
‭continuous‬‭feedback‬‭loop‬‭that‬‭shapes‬‭their‬‭behavior‬‭over‬‭time.‬

‭3‬‭Variables‬‭in‬‭the‬‭SCT‬

‭‬ p
● ‭ ersonal‬
‭●‬ ‭behavioral‬
‭●‬ ‭environmental‬

‭EMA‬
‭Teaching‬‭Methods‬

‭ eaching‬ ‭method-‬ ‭refers‬ ‭to‬ ‭the‬ ‭general‬ ‭principles,‬ ‭pedagogy‬ ‭and‬ ‭management‬ ‭strategies‬
T
‭used‬‭for‬‭classroom‬‭Instruction.‬‭To‬‭be‬‭appropriate‬‭and‬‭efficient‬‭it‬‭has‬‭taken‬‭into‬‭account‬‭the‬
‭learner,‬‭the‬‭nature‬‭of‬‭the‬‭subject‬‭matter,‬‭and‬‭the‬‭type‬‭of‬‭learning.‬

‭Lecture‬‭Method‬

‭●‬ I‭n‬ ‭the‬ ‭lecture‬ ‭method,‬ ‭the‬ ‭teacher‬ ‭presents‬ ‭the‬ ‭learning‬ ‭concepts‬ ‭to‬ ‭the‬ ‭students.‬
‭Teachers‬ ‭learn‬ ‭different‬ ‭concepts‬ ‭beforehand‬ ‭and‬ ‭explain‬ ‭the‬ ‭concepts‬ ‭in‬ ‭a‬
‭classroom.‬ ‭The‬ ‭teacher‬ ‭will‬ ‭be‬ ‭actively‬ ‭Involved‬ ‭in‬ ‭the‬ ‭lecture‬ ‭method‬ ‭and‬ ‭the‬
‭students‬‭will‬‭be‬‭passively‬‭listening‬‭to‬‭the‬‭lectures‬

‭Easily‬‭scalable‬‭for‬‭larger‬‭groups‬

‭How‬‭to‬‭apply‬‭the‬‭lecture‬‭method‬‭of‬‭teaching‬

‭ .‬ I‭nclude‬‭feedback‬‭and‬‭question-answer‬‭rounds‬
1
‭2.‬ ‭Illustrate‬‭and‬‭connect‬‭key‬‭points‬
‭3.‬ ‭Use‬ ‭visual‬ ‭elements‬ ‭such‬ ‭as‬ ‭graphical‬ ‭data‬ ‭illustration,‬ ‭multimedia‬ ‭platforms‬ ‭and‬
‭more,‬‭to‬‭make‬‭classes‬‭interactive‬‭and‬‭fun.‬

‭Skills‬‭Required‬‭for‬‭Lecture‬‭Method‬

‭ .‬ T
1 ‭ ime‬‭Management‬‭Skills‬
‭2.‬ ‭Class‬‭Management‬‭Skills‬

‭Main‬‭Parts‬‭of‬‭Lecture‬

‭ .‬
1 I‭ntroduction/overview‬
‭2.‬ ‭Body/content‬
‭3.‬ ‭Conclusion/summary‬
‭4.‬ ‭Cooperative‬‭learning‬

‭Cooperative‬‭Learning‬

‭●‬ S
‭ tudents‬‭work‬‭together‬‭in‬‭small‬‭groups‬‭on‬‭a‬‭structured‬‭activity.‬‭They‬‭are‬‭individually‬
‭accountable‬ ‭for‬ ‭their‬ ‭work,‬ ‭and‬ ‭the‬ ‭work‬‭of‬‭the‬‭group‬‭as‬‭a‬‭whole‬‭is‬‭also‬‭assessed.‬
‭Cooperative‬‭groups‬‭work‬‭face-to-face‬‭and‬‭learn‬‭to‬‭work‬‭as‬‭a‬‭team.‬

‭Collaborative‬‭Learning‬

‭●‬ T
‭ his‬ ‭approach‬ ‭involves‬ ‭pupils‬ ‭working‬ ‭together‬ ‭on‬ ‭activities‬ ‭or‬ ‭learning‬ ‭tasks‬ ‭in‬ ‭a‬
‭group‬ ‭small‬ ‭enough‬ ‭to‬ ‭ensure‬ ‭that‬ ‭everyone‬ ‭participates.‬ ‭Pupils‬ ‭in‬ ‭the‬ ‭group‬ ‭may‬
‭work‬‭on‬‭separate‬‭tasks‬‭contributing‬‭to‬‭a‬‭common‬‭overall‬‭outcome,‬‭or‬‭work‬‭together‬
‭on‬ ‭a‬ ‭shared‬ ‭task.‬ ‭In‬ ‭small‬ ‭groups,‬ ‭students‬ ‭can‬ ‭share‬ ‭strengths‬ ‭and‬ ‭also‬ ‭develop‬
‭their‬ ‭weaker‬ ‭skills.‬ ‭They‬ ‭develop‬ ‭their‬ ‭interpersonal‬ ‭skills.They‬ ‭learn‬ ‭to‬ ‭deal‬ ‭with‬
‭conflict.‬

‭EMA‬
‭Debate‬

‭●‬ S ‭ tudents‬‭discuss‬‭and‬‭organize‬‭their‬‭points‬‭of‬‭view‬‭for‬‭one‬‭side‬‭of‬‭an‬‭argument;‬‭they‬
‭are‬‭able‬‭to‬‭discover‬‭new‬‭information‬‭and‬‭put‬‭knowledge‬‭into‬‭action.‬
‭●‬ ‭The‬‭main‬‭purpose‬‭of‬‭a‬‭debate‬‭is‬‭to‬‭show‬‭multiple‬‭sides‬‭of‬‭important‬‭issues,‬‭whether‬
‭for‬‭informational‬‭purposes‬‭or‬‭for‬‭the‬‭purpose‬‭of‬‭leading‬‭to‬‭a‬‭decision.‬

‭Problem-based‬‭Learning‬‭(PBL)‬

‭●‬ i‭t‬‭is‬‭a‬‭student-centered‬‭approach‬‭in‬‭which‬‭students‬‭learn‬‭about‬‭a‬‭subject‬‭by‬‭working‬
‭in‬‭groups‬‭to‬‭solve‬‭an‬‭open-ended‬‭problems‬‭based‬‭on‬‭realistic‬‭patient‬‭scenarios.‬‭This‬
‭problem‬‭is‬‭what‬‭drives‬‭the‬‭motivation‬‭and‬‭the‬‭learning.‬

‭Jigsaw‬‭Method‬

‭●‬ J ‭ igsaw‬ ‭is‬ ‭a‬ ‭cooperative‬ ‭learning‬ ‭strategy‬ ‭that‬ ‭asks‬ ‭groups‬ ‭of‬ ‭students‬ ‭to‬ ‭become‬
‭"experts"‬ ‭on‬ ‭different‬ ‭aspects‬ ‭of‬ ‭a‬ ‭topic‬ ‭and‬ ‭then‬ ‭share‬ ‭what‬ ‭they‬ ‭learn‬ ‭with‬ ‭their‬
‭classmates.‬
‭●‬ ‭Examples:‬‭filling‬‭in‬‭a‬‭grid‬‭or‬‭table,‬‭completing‬‭a‬‭diagram,‬‭designing‬‭a‬‭poster,‬‭devising‬
‭a‬‭role‬‭play.‬

‭Think-Pair-share/Write-Pair-Share‬

‭●‬ T
‭ hink-pair-share‬ ‭Is‬ ‭a‬ ‭technique‬ ‭that‬ ‭encourages‬ ‭and‬ ‭allows‬ ‭for‬ ‭Individual‬ ‭thinking,‬
‭collaboration,‬ ‭and‬ ‭presentation‬ ‭in‬ ‭the‬ ‭same‬ ‭activity.‬ ‭Students‬ ‭must‬ ‭first‬ ‭answer‬ ‭a‬
‭prompt‬ ‭on‬ ‭their‬ ‭own,‬ ‭then‬ ‭come‬ ‭together‬ ‭In‬ ‭pairs‬ ‭or‬‭small‬‭groups,‬‭then‬‭share‬‭their‬
‭discussion‬‭and‬‭decision‬‭with‬‭the‬‭class.‬

‭Self-Reflection‬

‭●‬ R
‭ eflective‬ ‭teaching‬ ‭involves‬ ‭examining‬ ‭one's‬ ‭underlying‬ ‭beliefs‬ ‭about‬‭teaching‬‭and‬
‭learning‬‭and‬‭one's‬‭alignment‬‭with‬‭actual‬‭classroom‬‭practice‬‭before,‬‭during‬‭and‬‭after‬
‭a‬‭course‬‭is‬‭taught.‬

‭Service‬‭Learning‬

‭●‬ S
‭ ervice‬ ‭Learning‬ ‭is‬ ‭an‬‭educational‬‭approach‬‭where‬‭a‬‭student‬‭learns‬‭theories‬‭In‬‭the‬
‭classroom‬ ‭and‬ ‭at‬ ‭the‬ ‭same‬ ‭time‬ ‭volunteers‬ ‭with‬ ‭an‬ ‭agency‬‭(usually‬‭a‬‭non-profit‬‭or‬
‭social‬ ‭service‬ ‭group)‬ ‭and‬ ‭engages‬ ‭in‬ ‭reflection‬ ‭activities‬ ‭to‬ ‭deepen‬ ‭their‬
‭understanding‬‭of‬‭what‬‭is‬‭being‬‭taught.‬

‭Concept‬‭Mapping‬

‭●‬ T
‭ he‬ ‭main‬ ‭point‬ ‭is‬ ‭to‬ ‭end‬ ‭up‬ ‭with‬ ‭a‬ ‭diagram‬ ‭of‬ ‭all‬ ‭of‬ ‭the‬ ‭important‬‭ideas‬‭from‬‭your‬
‭class,‬‭with‬‭terms‬‭you‬‭add‬‭that‬‭describe‬‭how‬‭the‬‭ideas‬‭are‬‭connected‬‭to‬‭each‬‭other.‬

‭Case-Based‬‭Learning‬

‭●‬ U
‭ sing‬ ‭a‬ ‭case-based‬ ‭approach‬ ‭engages‬ ‭students‬‭in‬‭discussion‬‭of‬‭specific‬‭scenarios‬
‭that‬ ‭resemble‬ ‭or‬ ‭typically‬ ‭are‬ ‭real-world‬ ‭examples.‬‭This‬‭method‬‭is‬‭learner-centered‬

‭EMA‬
 ‭ ith‬‭intense‬‭interaction‬‭between‬‭participants‬‭as‬‭they‬‭build‬‭their‬‭knowledge‬‭and‬‭work‬
w
‭together‬‭as‬‭a‬‭group‬‭to‬‭examine‬‭the‬‭case.‬

‭Seminar‬

‭●‬ T
‭ he‬ ‭seminar‬ ‭method‬ ‭is‬ ‭the‬ ‭most‬ ‭modern‬ ‭and‬ ‭advanced‬ ‭method‬ ‭of‬ ‭teaching.‬ ‭A‬
‭seminar‬‭is‬‭an‬‭advanced‬‭group‬‭technique‬‭which‬‭is‬‭usually‬‭used‬‭in‬‭higher‬‭education.‬‭It‬
‭is‬‭an‬‭instructional‬‭technique‬‭that‬‭involves‬‭generating‬‭a‬‭situation‬‭for‬‭a‬‭group‬‭to‬‭have‬‭a‬
‭guided‬‭interaction‬‭among‬‭themselves‬‭on‬‭a‬‭theme.‬

‭One-to-One‬‭Instruction‬

‭●‬ P
‭ rovide‬ ‭individualized‬ ‭instruction‬ ‭to‬ ‭individual‬ ‭students.‬ ‭It‬ ‭also‬ ‭allows‬ ‭teachers‬ ‭to‬
‭assess‬ ‭each‬ ‭student's‬ ‭needs,‬ ‭focusing‬ ‭on‬ ‭their‬ ‭strengths‬ ‭and‬ ‭weaknesses,‬ ‭and‬
‭provide‬‭comprehensive‬‭learning‬‭activities‬‭to‬‭achieve‬‭their‬‭learning‬‭goals.‬

‭Demonstration‬‭and‬‭Return‬‭Demonstration‬

‭●‬ D
‭ emonstration‬‭by‬‭the‬‭educator‬‭is‬‭done‬‭to‬‭show‬‭the‬‭learner‬‭how‬‭to‬‭perform‬‭a‬‭certain‬
‭skill.‬ ‭Return‬ ‭demonstration‬ ‭by‬ ‭the‬ ‭learner‬ ‭is‬ ‭carried‬ ‭out‬ ‭as‬ ‭an‬ ‭attempt‬ ‭to‬ ‭establish‬
‭competence‬‭by‬‭performing‬‭a‬‭task‬‭with‬‭cues‬‭from‬‭the‬‭educator‬‭as‬‭needed‬

‭Gaming‬

‭●‬ G
‭ ame-based‬ ‭learning‬ ‭occurs‬ ‭when‬ ‭teachers‬ ‭use‬ ‭competitive,‬ ‭interactive,‬ ‭and‬
‭entertaining‬ ‭activities‬ ‭to‬ ‭encourage‬ ‭students‬ ‭to‬‭engage‬‭in‬‭classroom‬‭learning.‬‭They‬
‭involve‬ ‭elements‬ ‭that‬ ‭are‬ ‭engaging‬ ‭and‬ ‭competitive‬ ‭that‬ ‭offer‬ ‭students‬ ‭immediate‬
‭rewards.‬

‭Simulation‬

‭●‬ S
‭ imulations‬ ‭are‬ ‭instructional‬ ‭scenarios‬ ‭where‬ ‭the‬ ‭learner‬ ‭is‬ ‭placed‬ ‭in‬ ‭a‬ ‭"world"‬
‭defined‬ ‭by‬ ‭the‬ ‭teacher‬ ‭to‬ ‭represent‬ ‭a‬ ‭reality‬ ‭within‬ ‭which‬ ‭students‬ ‭interact.‬ ‭The‬
‭teacher‬ ‭controls‬ ‭the‬ ‭parameters‬ ‭of‬ ‭this‬ ‭"world"‬ ‭and‬ ‭uses‬ ‭them‬ ‭to‬ ‭help‬ ‭students‬
‭achieve‬‭the‬‭learning‬‭outcomes.‬

‭Role‬‭Play‬

‭●‬ R
‭ ole‬‭play‬‭is‬‭a‬‭form‬‭of‬‭experiential‬‭learning.‬‭Students‬‭take‬‭on‬‭assigned‬‭roles‬‭and‬‭act‬
‭out‬ ‭those‬ ‭roles‬ ‭through‬‭a‬‭scripted‬‭play.‬‭The‬‭role‬‭play‬‭can‬‭be‬‭carried‬‭out‬‭one-to-one‬
‭(individual‬‭role‬‭play)‬‭or‬‭as‬‭a‬‭group‬‭role‬‭play‬‭with‬‭each‬‭member‬‭in‬‭the‬‭group‬‭taking‬‭on‬
‭a‬‭role/character.‬

‭Role‬‭Model‬

‭EMA‬
 ‭●‬ R
‭ ole‬ ‭models‬ ‭inspire‬ ‭and‬ ‭teach‬‭by‬‭example,‬‭often‬‭while‬‭they‬‭are‬‭doing‬‭other‬‭things.‬
‭Mentors‬ ‭have‬ ‭an‬ ‭explicit‬ ‭relationship‬ ‭with‬ ‭a‬‭student‬‭over‬‭time,‬‭and‬‭they‬‭more‬‭often‬
‭direct‬‭the‬‭student‬‭by‬‭asking‬‭questions‬‭and‬‭going‬‭advice‬‭freely.‬

‭Self-Directed‬‭Learning‬
‭●‬ ‭Self-directed‬ ‭learning,‬ ‭also‬ ‭known‬ ‭as‬ ‭student‬ ‭directed‬ ‭learning,‬ ‭is‬ ‭an‬ ‭educational‬
‭strategy‬‭where‬‭students‬‭take‬‭control‬‭of‬‭the‬‭content‬‭and‬‭delivery‬‭of‬‭their‬‭assignments‬
‭by‬‭setting‬‭their‬‭own‬‭goals‬‭and‬‭deadlines‬‭in‬‭accordance‬‭with‬‭learning‬‭objectives.‬

‭Remote‬‭Learning‬
‭●‬ ‭Remote‬ ‭learning‬ ‭is‬ ‭where‬ ‭the‬ ‭student‬ ‭and‬ ‭the‬ ‭educator,‬ ‭or‬ ‭information‬‭source,‬‭are‬
‭not‬ ‭physically‬ ‭present‬ ‭in‬‭a‬‭traditional‬‭classroom‬‭environment.‬‭Information‬‭is‬‭relayed‬
‭through‬ ‭technology,‬ ‭such‬ ‭as‬ ‭discussion‬ ‭boards,‬ ‭video‬ ‭conferencing,‬ ‭and‬ ‭online‬
‭assessments.‬

‭EMA‬