{"CACHEDAT":"2026-04-14 02:54:06","SLUG":"methods-for-scilmi-activities-nCQtHsZqah","MARKDOWN":"| **Teaching Approach** | **Teaching** <br>**Practice** | **What teachers do (-> rephrase / adapt from the perspective of the teacher)** | **Methods for SciLMi Activities** | **Awareness required for teachers when using method in the context of SciLMi** | **Link to Learners Dimension / where and why they are specifically useful** | **Links to the lesson plans** |\n|-------------------|--------------------|----------------------------------------------------------------------------|-------------------------------|----------------------------------------------------------------------------|-------------------------------------------------------------------------|---------------------------|\n| Teacher-centred   | Lecture            | Instructor presenting material and answering student questions that arise. Students receive, take in and respond | Demonstration, modelling, questions (convergent), presentation, slideshow, note-taking |                                                                            |                                                                         |                           |\n| Directed Discussion | Class discussion that follows a pre-determined set of questions to lead students to certain realizations or conclusions, or to help them meet a specific learning outcome | Direct, specific, or open-ended questions that are connected to learning outcomes and include varied cognitive processes |                               |                                                                            |                                                                         |\n| Direct Instruction | Lecturing, but includes time for guided and independent practice | Create mind/concept maps, free writes, one-sentence summary, one minute papers |                               |                                                                            |                                                                         |\n| Guided Instruction | Direct and structure instruction that includes extensive instructor modeling and student practice time | Showing and explaining examples, model strategies, demonstrate tasks, classify concepts, define vocabulary, scaffold steps |                               |                                                                            |                                                                         |\n| Just-in-Time Teaching | Instructor adjusts class activities and lectures to respond to the misconceptions revealed by assessing students' prior knowledge | Warmups, Goodfors, Conceptual questions (usually a quiz) to motivate students to do the readings |                               |                                                                            |                                                                         |\n|                   | Inquiry-based or Inquiry Guided Learning | Students learning or applying material in order to meet a challenge, answer a question, conduct an experiment, or interpret data | Worked examples, process worksheets, analyze data sets, evaluate evidence, apply findings to a situation or problem and synthesize resolution(s), answer probing questions about a given research study, ask and answer \"What will happen if…?\" questions |                                                                            |                                                                         |                           |\n| Project-based Learning | Students applying course knowledge to produce something; often paired with cooperative learning | Group work/team project – design or create something – e.g., piece of equipment, a product or architectural design, a computer code, a multimedia presentation, an artistic or literary work, a website, research study,  service learning |                               |                                                                            |                                                                         |\n| Cognitive conflict |                    |                                                                            |                               |                                                                            |                                                                         |\n| Gamification / Game-based learning | Students applying course knowledge to produce engaging and inclusive analogue and/or digital activities. Game design-based approach. | Group work/pair work/individual. Use for example H5P or GDPR safe apps as a base for digital activities. Same social forms for analogue activities. Select suitable digital/analogue activities based on the chosen learning outcome.   |                               |                                                                            |                                                                         |\n| Interactive Lecture | A lecture that includes 2-15 minute breaks for student activities every 12-20 minutes. | Multiple-choice items, solving a problem, comparing and filling in lecture notes, debriefing a mini case study, pair-compare, pair-compare-ask, reflection/reaction paragraph, solve a problem, concept mapping activities, correct the error, compare and contrast, paraphrase the idea, answer knowledge and comprehension questions |                               |                                                                            |                                                                         |\n| Experiential Learning | Students focus on their learning process through application, observation and reflection | Debates, panel discussion, press conference, symposium, reflection journals, lab experiments |                               |                                                                            |                                                                         |\n| Case-based Learning | Students apply course knowledge to devise one or more solutions or resolutions to problems or dilemmas presented in a realistic story or situation | Case study analysis, collaborative scenario-based discussions              |                               |                                                                            |                                                                         |\n|                   |                    |                                                                            |                               |                                                                            |                                                                         |\n| Problem-based Learning | Student groups conducting outside research on student-identified learning issues (unknowns) to devise one or more solutions or resolutions to problems or dilemmas presented in a realistic story or situation | Review and critique research studies, work in groups/teams to solve a specific open-ended problem, labs |                               |                                                                            |                                                                         |\n|                   |                    |                                                                            |                               |                                                                            |                                                                         |\n| Role Plays and Simulations | Students acting out roles or improvising scripts, in a realistic and problematic social or interpersonal situation. Students playing out, either in person, or virtually, a hypothetical social situation that abstracts key elements from reality | Real-life situations and scenarios, debates, interviews, frame simulation, talk show with experts, 2-min pitch[\\[1\\]](#_ftn1) (could be recorded with video -> domain 4) |                               |                                                                            |                                                                         |\n| Fieldwork and Clinicals | Students learning how to conduct research and make sound professional judgements in real-world situations | Internships, assistantships, community service, shadowing                  |                               |                                                                            |                                                                         |\n|                   |                    |                                                                            |                               |                                                                            |                                                                         |\n| Peer teaching     |                    |                                                                            |                               |                                                                            |                                                                         |\n| Flipped classroom |                    |                                                                            |                               |                                                                            |                                                                         |\n| Convergent and divergent thinking |                    |                                                                            |                               |                                                                            |                                                                         |\n| Dilemma discussion | Used for bioethical topics (own emotions / values impact students' decision-making) |                                                                            |                               |                                                                            |                                                                         |\n\n\\n\n\n\n---","HTML":"<style>.scilmi-outline-content h1,.scilmi-outline-content h2{font-weight:700}.scilmi-outline-content .badge-scilmi{background:#0d6efd;color:#fff;padding:2px 8px;border-radius:99px;}</style><p>| <strong>Teaching Approach</strong> | <strong>Teaching</strong></p>\n<table><thead><tr>\n<th><strong>Practice</strong></th>\n<th><strong>What teachers do (-&gt; rephrase / adapt from the perspective of the teacher)</strong></th>\n<th><strong>Methods for SciLMi Activities</strong></th>\n<th><strong>Awareness required for teachers when using method in the context of SciLMi</strong></th>\n<th><strong>Link to Learners Dimension / where and why they are specifically useful</strong></th>\n<th><strong>Links to the lesson plans</strong></th>\n</tr></thead><tbody>\n<tr>\n<td>Teacher-centred</td>\n<td>Lecture</td>\n<td>Instructor presenting material and answering student questions that arise. Students receive, take in and respond</td>\n<td>Demonstration, modelling, questions (convergent), presentation, slideshow, note-taking</td>\n<td> </td>\n<td> </td>\n<td> </td>\n</tr>\n<tr>\n<td>Directed Discussion</td>\n<td>Class discussion that follows a pre-determined set of questions to lead students to certain realizations or conclusions, or to help them meet a specific learning outcome</td>\n<td>Direct, specific, or open-ended questions that are connected to learning outcomes and include varied cognitive processes</td>\n<td> </td>\n<td> </td>\n<td> </td>\n</tr>\n<tr>\n<td>Direct Instruction</td>\n<td>Lecturing, but includes time for guided and independent practice</td>\n<td>Create mind/concept maps, free writes, one-sentence summary, one minute papers</td>\n<td> </td>\n<td> </td>\n<td> </td>\n</tr>\n<tr>\n<td>Guided Instruction</td>\n<td>Direct and structure instruction that includes extensive instructor modeling and student practice time</td>\n<td>Showing and explaining examples, model strategies, demonstrate tasks, classify concepts, define vocabulary, scaffold steps</td>\n<td> </td>\n<td> </td>\n<td> </td>\n</tr>\n<tr>\n<td>Just-in-Time Teaching</td>\n<td>Instructor adjusts class activities and lectures to respond to the misconceptions revealed by assessing students' prior knowledge</td>\n<td>Warmups, Goodfors, Conceptual questions (usually a quiz) to motivate students to do the readings</td>\n<td> </td>\n<td> </td>\n<td> </td>\n</tr>\n<tr>\n<td> </td>\n<td>Inquiry-based or Inquiry Guided Learning</td>\n<td>Students learning or applying material in order to meet a challenge, answer a question, conduct an experiment, or interpret data</td>\n<td>Worked examples, process worksheets, analyze data sets, evaluate evidence, apply findings to a situation or problem and synthesize resolution(s), answer probing questions about a given research study, ask and answer &quot;What will happen if…?&quot; questions</td>\n<td> </td>\n<td> </td>\n<td> </td>\n</tr>\n<tr>\n<td>Project-based Learning</td>\n<td>Students applying course knowledge to produce something; often paired with cooperative learning</td>\n<td>Group work/team project – design or create something – e.g., piece of equipment, a product or architectural design, a computer code, a multimedia presentation, an artistic or literary work, a website, research study,  service learning</td>\n<td> </td>\n<td> </td>\n<td> </td>\n</tr>\n<tr>\n<td>Cognitive conflict</td>\n<td> </td>\n<td> </td>\n<td> </td>\n<td> </td>\n<td> </td>\n</tr>\n<tr>\n<td>Gamification / Game-based learning</td>\n<td>Students applying course knowledge to produce engaging and inclusive analogue and/or digital activities. Game design-based approach.</td>\n<td>Group work/pair work/individual. Use for example H5P or GDPR safe apps as a base for digital activities. Same social forms for analogue activities. Select suitable digital/analogue activities based on the chosen learning outcome.  </td>\n<td> </td>\n<td> </td>\n<td> </td>\n</tr>\n<tr>\n<td>Interactive Lecture</td>\n<td>A lecture that includes 2-15 minute breaks for student activities every 12-20 minutes.</td>\n<td>Multiple-choice items, solving a problem, comparing and filling in lecture notes, debriefing a mini case study, pair-compare, pair-compare-ask, reflection/reaction paragraph, solve a problem, concept mapping activities, correct the error, compare and contrast, paraphrase the idea, answer knowledge and comprehension questions</td>\n<td> </td>\n<td> </td>\n<td> </td>\n</tr>\n<tr>\n<td>Experiential Learning</td>\n<td>Students focus on their learning process through application, observation and reflection</td>\n<td>Debates, panel discussion, press conference, symposium, reflection journals, lab experiments</td>\n<td> </td>\n<td> </td>\n<td> </td>\n</tr>\n<tr>\n<td>Case-based Learning</td>\n<td>Students apply course knowledge to devise one or more solutions or resolutions to problems or dilemmas presented in a realistic story or situation</td>\n<td>Case study analysis, collaborative scenario-based discussions </td>\n<td> </td>\n<td> </td>\n<td> </td>\n</tr>\n<tr>\n<td> </td>\n<td> </td>\n<td> </td>\n<td> </td>\n<td> </td>\n<td> </td>\n</tr>\n<tr>\n<td>Problem-based Learning</td>\n<td>Student groups conducting outside research on student-identified learning issues (unknowns) to devise one or more solutions or resolutions to problems or dilemmas presented in a realistic story or situation</td>\n<td>Review and critique research studies, work in groups/teams to solve a specific open-ended problem, labs</td>\n<td> </td>\n<td> </td>\n<td> </td>\n</tr>\n<tr>\n<td> </td>\n<td> </td>\n<td> </td>\n<td> </td>\n<td> </td>\n<td> </td>\n</tr>\n<tr>\n<td>Role Plays and Simulations</td>\n<td>Students acting out roles or improvising scripts, in a realistic and problematic social or interpersonal situation. Students playing out, either in person, or virtually, a hypothetical social situation that abstracts key elements from reality</td>\n<td>Real-life situations and scenarios, debates, interviews, frame simulation, talk show with experts, 2-min pitch[\\[1\\]](#_ftn1) (could be recorded with video -&gt; domain 4)</td>\n<td> </td>\n<td> </td>\n<td> </td>\n</tr>\n<tr>\n<td>Fieldwork and Clinicals</td>\n<td>Students learning how to conduct research and make sound professional judgements in real-world situations</td>\n<td>Internships, assistantships, community service, shadowing</td>\n<td> </td>\n<td> </td>\n<td> </td>\n</tr>\n<tr>\n<td> </td>\n<td> </td>\n<td> </td>\n<td> </td>\n<td> </td>\n<td> </td>\n</tr>\n<tr>\n<td>Peer teaching</td>\n<td> </td>\n<td> </td>\n<td> </td>\n<td> </td>\n<td> </td>\n</tr>\n<tr>\n<td>Flipped classroom</td>\n<td> </td>\n<td> </td>\n<td> </td>\n<td> </td>\n<td> </td>\n</tr>\n<tr>\n<td>Convergent and divergent thinking</td>\n<td> </td>\n<td> </td>\n<td> </td>\n<td> </td>\n<td> </td>\n</tr>\n<tr>\n<td>Dilemma discussion</td>\n<td>Used for bioethical topics (own emotions / values impact students' decision-making)</td>\n<td> </td>\n<td> </td>\n<td> </td>\n<td> </td>\n</tr>\n</tbody></table>\n<p>\\n</p>\n<hr>","UPDATEDAT":"2026-03-06T13:52:21.453Z","ID":"f9d374ed-7632-4f13-bb2d-e1a887e56c53","TITLE":"Methods for SciLMi activities"}